Effect Of Integrating Computer Integrated Instruction For Students With Disabilities

1.Name at least three items that could be considered AT and describe how those devices could support a student with a disability in the classroom.

Tremblay, P. (n.d.). Comparative Outcomes of Two Instructional Models for Students with Learning Disabilities: Inclusion with Co-Teaching and Solo-Taught Special Education. Journal of Research in Special Educational Needs, 251-258. Retrieved November 22, 2014.

The purpose of this study was to examine the effects of DGBL (digital game-based learning) of 5th graders, on a level that related to their cognitive and affective learning outcomes. The main goal was to get a complete understanding and comparison of student’s Mathematical achievement, metacognitive awareness, and positive attitude towards math learning.Generally, this study hypothesized that the

Intelligences and Instructional Technology, 2nd ed. 2nd ed. International Society for Technology in Education, 2005. 185+. Educators Reference Complete. Web. 7 July 2014. This text book is an over view of Lessons and activities that explore use of digital technology in classroom and lesson plan materials. Writer compares and contrasts between intelligence theory and educational technology. This book discuss how effective cold be using technology in special education and multidisciplinary. In this book you will learn about new updated educational web sites and apps.

Integrated Co-Teaching, also known as ICT, is an educational setting where students with disabilities learn alongside general education students. The ICT setting provides students the support of a special education teacher within the general education classroom. The goal of integrated co-teaching is to ensure that students with disabilities master grade level skills and concepts, while having their special education needs met. In addition to mastering skills and concepts, having ICT classrooms allows students with disabilities to remain with their age appropriate peers and learn in an environment that is least restrictive. There have been many debates on whether or not integrated co-teaching has positive or negative effects for students with and without disabilities. The concerns are either academic and social benefits or setbacks. There has been quite a bit of research to show that integrated co-teaching has positive outcomes for both general education students and students with disabilities.

Nevertheless, using the computers in the classroom brings not only positive results, but it also causes drawbacks to the studying process. They are connected with the quality of the educational programs, the easier tasks that students have to accomplish, and the reduced attention to developing important skills. This problem is central in the article Unplugged: The Myth Of Computer In The Classroom by David Gelernter. The author of the article draws the attention of the readers to the idea that computers can be good for the education only in case they are used correctly.

The research topic of this study is how integrating technology into a middle school classroom effects student engagement and performance on assessments. Students that are currently in middle school have grown up with technology surrounding them their entire lives. When these students see technology as a part of their everyday life, it seems natural to include technology in their school work whenever possible. It is true that some schools lack the resources to allow classes to integrate technology as frequently as they would like, however, this study will look at the effect that technology has on engaging students in their lessons. This study will also explore if an increase in student engagement leads to improved achievement

The world is constantly changing and evolving. Yet mankind does not like change. Many people resist it for as long as possible. One of the biggest changes in the past few decades has been the development of the Internet. With the Internet came a plethora of different advancements in how we communicate with each other. There have been so many recently with everything from e-mail to Facebook; it is difficult to keep up. Which is why some people don’t bother. Technology has endless possibilities especially when it comes to education. It can allow us to communicate in new and more effective ways to reach students who may have had trouble in the past due to disabilities. Technology should be integrated into the classroom to help students with Attention Deficit Hyperactive Disorder (ADHD) and/or Autism Spectrum Disorder (ASD) because technology allows them to learn more.

The purpose of this study is to research the effect of technology on student behavior in the classroom. The specific objective of this research is to discover if there is a correlation between technology and ADHD.

Through the numerous adversities that affect the population of teachers throughout the country, one of the most thankless tasks is the ability to teach those students who have special needs. The subject of math, which is one of the top priorities in education today, within itself, can be quite difficult for those who have no intellectual or learning disabilities. Researching and the analysis of the effectiveness of tools which are readily available, is vital in breaking through to those students who require special attention. Teachers will seek new and innovative methods, as well as strengthen their requirements and skills to adequately perform their job.

The use of technology in educating children with special needs has widely grown in the past few decades, and has since has changed the way people with disabilities live, work, and learn” (Winzer, 2002, p. 98). Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, have helped people to find useful and easier ways to become educated.

The reauthorization of the Individuals with Disabilities Education Act (IDEA) 1997 and IDEA 2004 provided disabled students with options for assistive technology in the classroom as well as assistive technology services. It is through these mandates that Individual Educational Plans (IEP) began to include assistive technology options. The IDEA 2004 “law mandates that assistive technology devices and services be provided to students with disabilities if the technology is essential for accessing education-related resources. (Dell, Newton, & Petroff, 2012, p. 7) The end result is, to make it possible for the student to access the curriculum that he/she otherwise could not without the assistive technology.

The research-based instructional practices for supporting students with reading, mathematics, and language disabilities in the science and social studies content areas throughout elementary school include concept maps, self-questioning strategy, SQ3R strategy, problem-solving strategy, modified reciprocal teaching strategy and K–W–L strategy. Concept maps are forms of graphic organizers that are utilized in the illustration of relationships between

Other types of traditional applications include tutorial programs, simulation programs, and problem solving programs. Tutorial programs differ greatly from drill and practice software. Instead of re-teaching already learned information, these programs introduce new information, concepts and ideas. Simulation programs are visual simulations that help children with special needs learn how to make good choices. “These programs model reality and allow students to use their skills to make decisions and solve problems in a safe learning environment.” (Olson, 325) These programs are especially useful in preparing individuals with special needs for life after graduation. By being placed in different situations, children are able to gain knowledge that may help them later on in life. The great aspect of these programs is that the children do not need to leave the computer in order to gain useful outside knowledge. Problem solving programs are also very useful in educating kids with special needs. In these types of programs, children are given a problem and then required to take the necessary

The literature review is organized in five sections. Firstly, the definition of disability will be considered followed by a discussion of the historical context of the terminology used. Second, research is presented to show how the government of Canada view and plan for individuals with impairments. Support for inclusion of children with disabilities in public settings will be examined. Third, typical language acquisition and socio-emotional development will be presented to examine the learning process of children with and without disabilities. Fourth, once autism is discussed, the concept of universal design for learning as an educational framework for inclusion will be explored. The educational framework for inclusion plays a crucial role in guiding the development of children with flexible learning environments to accommodate all individuals regardless of their learning differences. Fifth, a handbook of strategies will be presented with the purpose of assisting early childhood educators with important information regarding autism in addition to providing strategies and evidence-based interventions.