Abstract

We interviewed 58 experts (30 in French, 28 in English) about potentially useful information and communication
technologies (ICTs) for Québec college students with a learning disability (LD) and evaluated whether college
students with an LD (n = 74), in fact, used these. We also compared ICT use, learning opportunities, and
attitudes among three groups of students from Montreal area French and English language colleges: (1) students
with an LD, and (2) students who, based on a reading comprehension test, were categorized as adequate readers
(approximately top 50%) or (3) very poor readers (approximately bottom 20%). Results indicate important
discrepancies between the views of the experts and the realities of students with LDs. Moreover, students with an
LD use significantly fewer different types of ICTs than those without an LD.

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