A TECH-ENABLED APPROACH TO TEACHING STUDENTS WITH LEARNING DISABILITIES: A DATA ANALYSIS-BASED STUDY (original) (raw)
Related papers
Incorporating technology into instruction in a manner that supports students with disabilities can take many forms, can have multiple purposes, and can frequently change as technology evolves. Both policy and research contribute to this technology integration across teaching practices for students with a variety of academic and social/behavioral strengths and challenges. The purpose of this IC was to present the literature related to the use of technology for supporting the academic learning and engagement of students with disabilities and other diverse learning needs so that teacher educators can apply the literature to their teacher preparation programs. Because technology is constantly changing, we focused on broad themes that transcend individual technologies rather than identifying applications (apps) or software that may become outdated in the near future. We based our recommendations on the analysis of both policy and current educational research.
Proceedings of Society for Information Technology & Teacher Education International Conference 2001, 2001
As students with disabilities are mainstreamed into general education settings, teachers need to be knowledgeable about appropriate accommodations, formats, and strategies, as well as accessibility issues. Often educators feel overwhelmed by the need to develop and deliver individually effective instructional materials for students with diverse abilities. This is particularly true in light of the current emphasis upon computer-based assistive technology as well as the need to make the Internet accessible as a learning tool for students with disabilities. There are no specific training competencies for general educators relative to assistive technology or Internet accessibility for students who require accommodations. Based on the emerging literature in this area, a qualitative study was conducted to determine the experiences and needs of teachers in this domain. A series of open-ended questions were used in an interview format. A subsequent analysis of transcribed interviews yielded patterns of teacher responses that will be discussed in terms of implications for training.
Perceptions of Using Assistive Technology for Students with Disabilities in the Classroom
International journal of special education, 2018
In special education, professionals interact with families and individuals with special needs who seek support. One part of the support that professionals and educational agencies can provide is assistive technology. This study was conducted to determine education professionals’ opinions regarding the use of assistive technology in the classroom. There is a significant connection between what people think and what they practice regarding assistive technology. Educators should acknowledge this relationship and how it may shape the entire educational experience of students with disabilities. In this particular study, the researcher intended to reveal the factors behind the lack of availability of assistive technology in the classroom, as well as to determine peoples’ attitudes towards supporting individuals with disabilities and their right to access the general education curriculum in the classroom. Twenty-eight students and staff members from a Midwestern University in the United St...
The purpose of this study was to investigate use of Instructional Technology (IT) by special education teachers in a school for students with moderate to severe intellectual disability (ID). Research questions were a) Which IT do teachers use during class time? b) What are the ways of providing IT? (c) What are the problems that teachers encountered while using IT? (d) What are the results and effects of the encountered problems? (e) Is there any use of assistive technology (AT) devices? This is a case study based on collecting and analyzing qualitative data. Semi-structured interviews were conducted with nine teachers; students with moderate to severe ID in the first, second, fifth, and seventh grade were observed in social studies lessons, as were eight teachers of those students. The study showed that use of IT is limited in a special school for children with ID and this situation is affecting teachers and students in a negative way. Also, use of AT is lacking.
Teachers' Knowledge and Use of Assistive Technology for Students with Special Educational Needs
Students with disabilities face many challenges in learning and assistive technology can be a potential aid for compensating for their educational needs. The purpose of this research was to gather information about assistive technology knowledge and skills among teachers. Data were collected from one hundred and twenty-seven participants via a self reporting questionnaire. Interviews were also used with three participants to gather data of greater breadth and depth to the analysis of the data gathered from the survey. Results suggested that teachers do not have adequate level of knowledge and skills of using assistive technology. Teachers, then, should have pre-service and in-service training to increase their overall knowledge of implementing assistive technology and using universal design for learning for students with disabilities.
Technology for Students with Learning Disabilities in Classrooms
2015
When we think about the perfect classroom now, we think of a technology filled room from Smart Boards to laptops and everything in between. Technology to students today is just like a dictionary or an atlas to students a decade or two ago all are simply used as tools for learning in class. These technological tools can be very beneficial to students for learning and for making school more interesting. Technology can also benefit teachers, by making their jobs easier and by allowing them to focus more on every student’s needs for teaching bodies it is necessary to understand the benefits of educating a diverse student body. The simplest explanation of assistive technology is that it is technology that allows people to compensate for, or work around, their disability. By doing so they are able to improve their ability to function both in and out of the classroom, and are better able to learn and perform on par with other students. Some of these aids are specifically designed for peopl...
The Benefits of Technology Use in Teaching Students with Special Needs
The current research examined the benefits of using technology in teaching students with special needs, first taking a broad look at technology use in instruction of students with special needs. First, the researcher studied the most accessible technologies for such instruction, turning then to definitions and methods to refine the study.
Using ICT to Improve the Education of Students with Learning Disabilities
2008
The potential of Information and Communications Technology in all forms of education has been well demonstrated. In this paper we examine how ICT can improve the education of students with learning disabilities (LD). We will begin by examining the nature of learning disabilities and discussing the different approaches to schooling for students with LD. Learning models have evolved over recent years in response to many factors including the advent of technology in education. This is particularly important in this arena where technology can make a significant difference to educating these students, but only if it is used appropriately. The paper then looks at a case study of use of ICT in a school catering for students with LD.
Journal of Educational Media, 2000
Access issues based on three Canadian empirical studies of the use of computer and information technologies by college and university students with physical, sensory, and learning disabilities are presented. Data were obtained between fall 1997 and spring 1999 from: (1) focus groups with students with disabilities (n = 12); (2) structured interviews with students with disabilities (a = 37) and with post-secondary personnel responsible for providing services to them (n = 30); (3) questionnaires completed by post-secondary students with disabilities (n= 725). Findings indicate that the overwhelming majority of students with disabilities use computers and the Internet, but that 41 % of them need some type of adaptation to use computers effectively. Key findings emphasize advantages of computer technologies and delineate barriers to full access. Types of computer, information and adaptive technologies used by students with different disabilities are presented and emerging trends are highlighted. The goal is (1) to sensitize educational and instructional technologists, professors and planners involved in the implementation of educational media into post-secondary education curricula and (2) to demonstrate that designing for accessibility from the outset creates a more equitable learning environment that provides opportunities for all students.
Research Synthesis on Assistive Technology use by People with Learning Disabilities and Difficulties
Review of Disability Studies an International Journal, 2014
In this article, we provide a synthesis of the literature available on the use of assistive technology (AT) by elementary through postsecondary education students with learning disabilities and/or difficulties. The synthesis addresses the following questions: 1. What types of AT are being used in educational and workplace settings? 2. What are the outcomes for students with learning disabilities and difficulties who use AT? 3. What types of AT, as used by students with learning disabilities and difficulties, necessitate additional research, and 4. Does the use of AT improve performance and retention rates? Answers to these questions are based upon analysis of seven articles found through an extensive literature search based upon the following criteria: (a) Empirical studies on AT; (b) Studies published in refereed journals; (c) Study participants attending elementary through postsecondary educational institutions; (d) Nonmainstreamed technologies (i.e. technology not used regularly by people without disabilities such as spell checkers, grammar checkers, word processing software, educational software); (e) Technology that is used to compensate for learning difficulties and not used to remediate, and (f) Study participants identified as having a learning disability or learning difficulty. Overall, the use of AT as a compensatory strategy by students with learning disabilities and/or difficulties was shown to be effective.