"This really shows what I'm trying to say": Exploring how students with disabilities compose with digital video and print
Di Cesare, Dane Marco
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Students with high-incidence disabilities often struggle in academic areas, particularly with the compositional process. With technology use in the classroom on the rise, current research has explored multimodality in the compositional process for students with disabilities who exhibit writing skills deficits. Additionally, the body of digital video compositional research has been found to be beneficial for struggling and at-risk students, but few published studies have included students with disabilities. This study aimed to extend the research on digital video composing to a new population, students with disabilities. It explored the process, outcomes, and compositional quality of digital video composing through analysis of the experiences of teenage high school students with high incidence disabilities. A mixed methods multiple case study and multi-probe multiple baseline design across participants approach was utilized to explore how students with disabilities perceive print and digital video composing and compose in digital video. Further this study examined the impact of digital video composing on compositional quality, on task behavior during the compositional process, and emergent skills when students moved between digital video and print composing. Results of this study suggest students with disabilities benefited from digital video composition, authoring high quality pieces showing depth and complexity. Further, the participants showed evidence of transferring some skills utilized during the digital video compositional process to that of print composing. Additionally, the results suggest the participants perceived digital video composing as a valuable compositional experience. Implications and recommendations for future research are also presented.