15.1 chapter 15 technology in special education m. d. roblyer integrating educational technology...
TRANSCRIPT
15.1
Chapter 15
Technology in Special Education
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
15.2
Technology Integration Example:Helping Students with Disabilities Blend In
• Phase 1: Relative advantage
• Phase 2: Objectives and Assessments
• Phase 3: Integration Strategies
• Phase 4: Instructional Environment
• Phase 5: Evaluating and Revising
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
15.3
Issues and Problems: Legal and Policy Directives
•Technology-Related Assistance Act for Individuals with Disabilities (Tech Act)
•Individuals with Disabilities Education Act (IDEA)– Individual Education Plan (IEP)
•Must consider assistive technology
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
15.4
Issues and Problems: Implications of NCLB
•Annual Yearly Progress (AYP)
– Documentation toward meeting performance criteria
– Focus attention on student groups
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
15.5
Issues and Problems: Need for Trained Personnel
Most teachers begin their career with minimal experience with technology to:• Enhance their productivity• Enhance the effectiveness of instruction• Acquire and use assistive technology for students
Current team problems:• Increasing population of students with disabilities• Inadequate system for services
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
15.6
Issues and Problems: Requirements of Inclusive Classrooms
•Education Participation– Self-contained– Mainstreamed– Inclusion
•General classrooms today need– Appropriate modifications for access– Assistive technology support
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
15.7
Issues and Problems: Universal Design for Learning
Universal Design•Curb “cuts” to education•Design educational experiences for
everyone•Disability accessibility software as part of
operating system•Center for Applied Special Technology
(CAST)– http://www.cast.org/naec
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
15.8
Technology Integration Strategies for Special Education
Strategies for Students with Mild Disabilities• Reading skills
– Software, interactive storybooks, text-to-speech
• Writing skills– Word prediction, speech-to-text, speech synthesis
• Math skills– Specialized calculators, graphing software
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
15.9
Technology Integration Strategies for Special Education
Strategies for Students with Moderate and Severe Disabilities• Functional Skills Software
– Daily living skills
• Alternative Access to Computers– Alternative keyboards
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
15.10
Technology Integration Strategies for Special Education
Strategies for Students with Physical Disabilities• Assistive technology controls
– Joystick– Switch
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
15.11
Technology Integration Strategies for Special Education
Strategies for Students with Sensory Disabilities• Vision
– Canes and sensor technology– Tools to convert printed information– Screen readers– Screen magnification
• Hearing– Visual feedback– FM amplification systems
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
15.12
Technology Integration Strategies for Special Education
Strategies for At-Risk Students• Learning difficulties
– Remembering things to do• Reminder services
– Inability to read and comprehend• Digital text & text-to-speech
– Difficulties in written expression• Word prediction
– Difficulties in math• Virtual math manipulatives
– Lack of motivation• Locus of control
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.
15.13
Technology Integration Strategies for Special
EducationStrategies for Gifted/Talented Students• Electronic Communities• Research• Interactive and multimedia presentations
M. D. RoblyerIntegrating Educational Technology into Teaching, 4/ECopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.