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 Development of the Issue

Ô Problems that exist with Disabled students in the

classroom without technology:
ÿ Kisbehavior
ÿ Feel inferior to peers
ÿ Difficulty taking organized legible notes
ÿ Difficulty retaining information
ÿ Difficulty comprehending instructions
ÿ Difficulty using prior knowledge with new information
(Inman, 1996)
 Development of the Issue

Ô Congress suggests use of technology in the classroom

for disabled students will:
ÿ Decrease barriers
ÿ Improve the ability of teachers and administrators to address
the diversity of student needs

.http://wik.ed.uiuc.edu/index.php/Technology_and_Special_Education_Students_in_the_Classroom
 Disabled Students

Ô Disabled students have physical and less obvious

disabilities.
Ô Special needs student¶s functional capabilities and
functional limitations must be considered when
making decisions about matching the student¶s need
with an appropriate assistive technology adaptation
(Bryant, 1998).
 6hy Kust Administrators Acquire Technology

Ô The Individuals with Disabilities Education Act

required schools to provide assistive technology
services and equipment for a free and appropriate
public education (Sze, 2009).
Ô No Child Left Behind required assistive technology
to be incorporated into the Individual Education
Program (NCLB, 2001 ).
Ô The U.S. Department of Education is promoting
technology resource in order to enhance the impact
of instructional intervention, and in turn, academic
achievement.
 6hat Does Effective Technology Kean to the
Administrator?

Ô Improvement in state test scores

Ô Keeting the standards of the No Child Left Behind
Act
Ô Improve school ratings
Ô Develop and maintain a learning atmosphere
 Administrative Concerns with Acquiring Technology

Ô Finding what technology is available for students

Ô Finding money to purchase assistive technology
Ô Kaintenance and repair expenses
Ô Upgrade expenses as technology advances
Ô Training teachers to use technology
Ô Getting parents involved with planning
 Non-Administrative Concerns

Ú Some technology may require certified

personnel, preventing parents from using
the technology at home.
Ú Students may not have access to the
technology outside of the classroom.
Ú Parents may not know how to use the
assistive technology even if students bring it
home.
 Potential Solutions for Acquiring Technology

Ô Administrators can seek out grants to help purchase

assistive technology for disabled students.
Ô Parents can work and plan with administrators and
teachers to find the best technology to meet the
students¶ needs.
Ô Administrators can look to the community for
donations to help with technology funding.
 6ho is Involved?

ÿ  must interact to learn and take responsibility for

learning
ÿ  must be involved to encourage and support the
learning process
ÿ 

  must encourage, organize, and permit
learning with technology
ÿ  must embrace technology and use it as a tool to
assist student learning
ÿ  
 must accept and support technology in the
learning environment
 Relating Assistive Technology to the Needs of
Disabled Students

Ô Kaslow¶s Hierarchy Theory describes four different

categories that correlate with the domains that are
addressed with Assistive Technology.
ÿ Communications
ÿ Kanipulation
ÿ Positioning and Kobility
ÿ Learning

.http://wik.ed.uiuc.edu/index.php/Technology_and_Special_Education_Stud
ents_in_the_Classroom
 Technology in the classroom

Ú Using Computer Assisted Instruction (CAI) as a tutorial form

of teaching skills or guiding student learning.
è Electronic books and glossaries
è Text to speech
è Speech to text

(Inman, 1996)
 Technology in the classroom

‡ Using Hypertext study guides students have access to:

è non-sequential layout with links
è ease of navigation to hypermedia pages for additional study
information
è designed with sound and word pronunciation

(Boon and Higgins, 1990)

 Technology in the classroom

Ô Using word processing software

ÿ assist students to improve their writing skills

ÿ enhance student ability to produce acceptable assignments

ÿ spell check and grammar check option (strategies must be taught)

(Inman, 1996)
 6hat is Hearing Impairment?

Ô Hearing Impairment is defined:

A reduction or defect in the ability to perceive sound.

„

 



 
 
 Hands-on Kanipulation

Ô There is a multitude of hands-on devices

available to the hearing impaired.
Ô Hearing impaired students use hands-on
manipulation to aid their use of various
technologies.
Ô Hands-on manipulation aids of technology
include, but are not limited to:
ÿ ·isual Calendars
ÿ ·isual Schedules
ÿ ·isual Lists

(Floyd, Jeffs and Judge, 2008)

 ·isual Calendars, Schedules, and Lists
Ô Pictures and symbols of
activities can be inserted
into an interactive visual
calendar, schedule, or
list.
Ô Hearing Impaired
students utilize these
visual supports to aid
them with staying on
task and following their
schedules.
(Floyd, Jeffs and Judge, 2008)
Ô ·isual calendars,
schedules, and lists also
aid hearing impaired
students by making up
for their weakness in
auditory memory.
Ô ·isual supports provide
hearing impaired
students with tactile aid
through alternative
representation.
 ·isual Calendars, Schedules, and Lists Cont¶d

Figure 1a. (Schedule)

Ô ·isual calendars,
schedules, and lists can
provide joint attention,
problem solving and
communicative
opportunities to the
hearing impaired.
ÿ See figures 1a., 1b. And 1c.

Text (Floyd, Jeffs and Judge, 2008)

 Figures 1b. and 1c.

Figure 1b. (Calendar) Figure 1c. (List)

 Talking switches

Ô Talking switches are Ô Hearing impaired

made when a students use talking
communication device is switches to replace
adapted to provide a decision making
voice ³switch´ for the activities with simple yes
hearing impaired or no questions.
Ô Though the use of talking
switches is more
common to those who
are visually impaired;
people who are hearing
impaired also benefit
from talking switches.

(Floyd, Jeffs and Judge, 2008)

 Boardmaker
Ô BoardKaker is a
prominent software
program proven
extremely helpful for
hearing impaired
communication.
Ô BoardKaker allows
special needs students;
specifically the hearing
impaired, to be included
in a regular classroom
setting.
(Floyd, Jeffs and Judge, 2008)
Ô BoardKaker contains
over 3,000 picture
communication symbols
that display learning
material.
Ô Overall, successful
communication is a vital
component of the
learning process for the
hearing impaired.
 Student Outcome

Ô 6ith use of technology in the classroom

disabled students will:
ÿ Become socially aware and more confident
ÿ Communicate effectively about complex processes
ÿ Use technology routinely and appropriately
ÿ Become independent learners and self-starters
ÿ Know their area of expertise and share it

(Heath, Byrom, Phlegar, and Dimock, 2000)

 Impact

Ô The impact of running a successful school reflects

everyone.
Ô The effects of good administration start at the top
with the superintendent and flows down to the
principal, teachers, students, and community.
Ô Schools with good reputations and high levels of
achievement, founded on good administrative
leadership, draw more families to their communities.
 Conclusion

Ô Administrators needs have been met by providing

assistive technology in the classroom.
Ô It takes administrators and teachers working
together to acquire the technology that is available to
them.
Ô Administrators and teachers must maintain an
organized learning environment to reach disabled
students.
 Conclusion

Ô 6hen used correctly, assistive technology can

provide tools of access enhancement for inter- and
intrapersonal development (Floyd, Jeffs & Judge,
2008).
Ô Assistive technology also allows students to gain a
sense of independence and confidence as well as
enabling them to take more control of their learning
and social interactions.
 Conclusion Cont¶d

Ô 6hen children feel accepted and as if they being

treated the same as their peers, they are able to
better focus on achieving academically.
Ô Assistive technology can afford impaired students
the same experiences and opportunities enjoyed by
their peers while enhancing their educational
experiences.
 References

Bryant, B. Bryant, R. & Raskind, K.H. (1998). Using assistive technology to enhance the
skills of students with learning disabilities. ˜

 ˜ 
   1, 53-60.
Boone, R. & Higgins, K. (1990). Hypertext and hypermedia applications for education use
year 2 monograph. (Report No. EC304307). 6ashington, D.C. Special Education
Programs (ERIC Document Reproduction Service ED387953).
Heath, K., Bryom, E., Phlegar, J. & Dimock, K.·. (2000). Integrating technology into the
curriculum. In Jeff Sun, Planning into practice: Resources for planning, implementing,
and integrating instructional technology (pp.53-99). Durham, NC: Southeast and Islands
Regional Technology in Education Consortium (SEIR*TEC).
Inman, L.A., Quinn, C.K. & Horney, K. (1996). Computer-based study strategies for
students with learning disabilities: Individual differences associated with adoption level.
   
5, 461-483 Academic Premier Database
Technology and Special Education Students in the Classroom. (n.d.) Retrieved on November
16, 2009, from http://wik.ed
uinuc.edu/index.php?title=Technology_and_Special_Education_Student_in_...
 References

Ô Floyd, K., Jeffs, T., & Judge, S. (2008) Using an assistive technology toolkit to promote
inclusion.  

 
 , 36 p 121-126
Ô Individuals with Disabilities Education Act of 2004. Available at http://www.idea.ed.gov
Ô No Child Left Behind Act of 2001, Pub I. No107-110 (2001).
Ô Sze, S. (2009) The effects of assistive technology on students with disabilities.  
 
  

!, 37(4) p 419-429.
Ô U.S. Department of Education (2004). National Education Technology Plan. Available
at www.NationalEdTechPlan.org