Special Education and Technology : Using Technology to Teach Exceptional Students

Special Education and Technology:Using Technology to Teach Exceptional Students Amir Siddiqu EDUC 504: Comp & Tech in Educ June 19, 2006 www.angelfire.com/planet/siddiqu

Introduction • Accessibility to that technology that can be most beneficial to students with exceptional learning styles is a troubling issue. • Assistive technology in the form of hardware and software establishes the bulk of technology in special education. • The availability of internet resources are a concern to educators of all students.

Special Education Legislation • (IDEA) Individuals with Disabilities Act • Special Education • Least Restrictive Environment • (IEP) Individualized Education Program

Accessibility of Technology The majority of assistive technology advocacy has involved one of three funding sources: • Medicaid • Public school special education system • State vocational rehabilitation agencies

Assistive Technology • Assistive technology is a term that was coined after it appeared in the Technology Related Assistance for Individuals with Disabilities Act in 1988. • (ATD) Assistive Technology Device

Communication Devices Augmentative Communication Devices (ACD) • Not only do they make it possible for individuals to communicate more effectively, but they also address specific learning needs, literacy skill development, and the formation of friendships. • ACDs use a variety of symbols • In addition to the academic communication improvements, students with learning disabilities are also able to share thoughts, feelings, desires, and concerns.

Points to Remember • ACDs can be beneficial to a wide range of individuals • One individual may use many different forms of communication depending on needs and situations • The design and choice of symbols and display for ACDs should reflect the individual user's input and should be appropriate for the chronological age of the user

Points to Remember cont. • ACDs should be easily accessible and readily available • Acceptance of ACDs should be demonstrated by others and the individual should be expected to use it • Interactions using ACDs should be fun, enjoyable, and purposeful for the individual • Use of an ACD is slower than speech and individuals will need more time when using them.

Computer equipment and adaptations • Braille embossers • Keyboard filters • Light signaler • On-screen keyboards • Screen enlargers • Screen readers • Speech recognition or voice recognition programs • Text-to-Speech (TTS) or speech synthesizers • TTY/TDD conversion modems

Access to the Internet • People, and moreover students, may have difficulties accessing vital information on the WWW due to their disabilities. Various barriers may stand in the way of such crucial access. • Vision • Hearing • Learning or Cognitive • Physical • Economic

Case Studies

Conclusion • The unbelievable growth in technology, and especially the Internet, has tremendous ramifications on the learning habits of all students, especially those with exceptionalities. Technology can revolutionize our special education system. According to the Americans with Disabilities Act, especially Section 504, and the Individuals with Disabilities Education Act (IDEA) of 1990/1997, individuals with disabilities must be allowed access and schools must accommodate the needs these students to have equal access.

Additional Information RESEARCH PAPER

References • http://www.nls.org/atart.htm#intro • http://jset.unlv.edu/15.3/asseds/ashton.html • http://www.microsoft.com/enable/at/types.aspx • http://www.ataccess.org/rresources/webaccess.html • http://www.microsoft.com/enable/casestudy/default.aspx

Special Education and Technology : Using Technology to Teach Exceptional Students