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Technology in Special Education

Technology in Special Education. Learning, physical or intellectual disabilities, speech or language impairments, significant developmental delays, and gifted students. Mainstreaming and Inclusion.

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Technology in Special Education

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  1. Technology in Special Education Learning, physical or intellectual disabilities, speech or language impairments, significant developmental delays, and gifted students.

  2. Mainstreaming and Inclusion • Mainstreaming: places students diagnosed with disabilities in regular classes whenever possible; but Special Ed teachers still plan for and track their progress • Inclusion: all students attend regular classes unless the school can show a compelling reason why they should not.

  3. Service Delivery Systems • Mainstreaming and inclusion are both service delivery systems that may provide for a student’s right to a free and appropriate public education (FAPE) in a least restricted environment (LRE). • Some educators perceive technology as a double edged sword.

  4. Double Edge Sword • Technology can make the mainstreaming and inclusion processes more feasible but can also create extra demands on school systems to make sure that all technology opportunities are accessible to all students. • Sometimes this involves team teaching with regular and Spec Ed teachers or developing learning stations to manage variations in abilities.

  5. Transition Needs • IDEA inspired one strategy in which students identified with disabilities had to have Transition Plans (TPs) as well as Individual Education Plans (IEPs) to show how their educational experiences help to prepare them for the world of work. • Schools must be careful not to create any barriers for any children as they configure technology systems.

  6. Technology and TP / IEP • Technology resources can help in two ways: • software products can assist with paperwork and record keeping related to TPs and IEPs. • Adaptive devices such as voice recognition systems have helped people with disabilities demonstrate marketable skills.

  7. Visit these Links http://snow.utoronto.ca/learn_tech/adapt_tech/voicerecog.html http://snow.utoronto.ca/learn_tech/adapt_tech/altkey.html http://snow.utoronto.ca/learn_tech/adapt_tech/altmouse.html http://snow.utoronto.ca/learn_tech/adapt_tech/ocr.html http://snow.utoronto.ca/learn_tech/adapt_tech/portnote.html http://www.telesensory.com/frames.html http://snow.utoronto.ca/learn_tech/adapt_tech/refbraille.html http://snow.utoronto.ca/learn_tech/adapt_tech/scmag.html http://snow.utoronto.ca/learn_tech/adapt_tech/textspeech.html http://snow.utoronto.ca/learn_tech/adapt_tech/scread.html http://snow.utoronto.ca/learn_tech/adapt_tech/wordpred.html http://www.hood.edu/seri/serihome.htm http://thoth.stetson.edu/ShapesForLearning/ http://www.edc.org/FSC/NCIP/EC%5FSummary.html ABLEDATA http://ctw.org/sesame/tickle/0,1295,,00.html

  8. More Links http://www.kyoto%2Dsu.ac.jp/information/tesl%2Dej/ej01/a.4.html http://www.edc.org/FSC/NCIP/EC%5FSummary.html http://thoth.stetson.edu/ShapesForLearning/ http://www.chadd.org/doe/doe%5Ftch.htm http://www.blindcntr.org/bcc/start.htm http://www.users.dircon.co.uk/~tutorcom/chi/ Http://www.ndss.org/eventsconferences/nationalconference/nationalconference.html http://www.educ.kent.edu/defed/ http://www.gentleteaching.nl/ http://www.quasar.ualberta.ca/ddc/incl/intro.htm#hbook http://www.quasar.ualberta.ca/ddc/incl/resource.htm http://www.ldanatl.org/ http://snow.utoronto.ca/ http://snow.utoronto.ca/learn_tech.html

  9. Directed Instruction • Directed-instruction: traditional applications to teach basic life skills and basic academic skills such as drill and practice and tutorials. However, skill-by-skill instruction frequently has not resulted in levels of competency to make the students employable after graduation. • So teachers are trying the constructivist teaching strategies in Special Ed.

  10. Constructivists • Constructivists: developing problem-solving skills, teaching students to work together in cooperative groups, helping them visualize concepts, and making them feel empowered as learners. • Both strategies, directed and constructivist are seen as necessary and appropriate, depending on the student’s needs and abilities.

  11. Life changing differences • Technology systems that can allow people to communicate and move around for the first time on their own, giving them a level of freedom and self determination they would not otherwise have.

  12. Internet resources • The following screen captures of web sites from the Internet provide direction for you to explore further in your area of interest. • If you want to explore the concept on the slide further, simply click on the hyperlink (the underlined words in red) at the top of the picture. In some cases, it takes you to their main page, and you will have to click on the link that matches the article.

  13. Other linking websites • Council for Exceptional Children • pwWebSpeak browser that that translates Web content to speech for sight-impaired • The National Information Center for Children and Youth with Disabilities • Gifted Resources Home Page • National Association for Gifted Children

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