Introduction to Technology in Special Education By: Jayson Kramer

For this group project, please read the posts throughout this blog, and answer the questions at the end of the post in the comments section.

        
           Special education is a broad concept that covers services for students who need planned educational goals with systematic administrative oversight. Students that qualify for special education needs include gifted students as well as those who suffer from physical, mental, or emotional disabilities. To provide maximum benefits to students with disabilities, it is important that teachers be able to distinguish between terms: Impairments, disabilities, and handicaps.

Roblyer and Doering (2013) suggests, impairment refers to a problem with a structure or organ of the body; disability is a functional limitation with regard to a particular activity; and handicap refers to a disadvantage in filling a role due to an impairment or handicap. It is critical to understand that a handicap is not a characteristic of the person, but rather the term is used to identify the impact of a disability. To clarify the difference between a disability and a handicap, a student who has lost the function of his legs has an impairment. However, the student might experience situations where the inability to use both legs will place him at a disadvantage to his peers. This is when the term handicapped would be used.

Technology in special education might not be what you expect. According to Roblyer and Doering (2013), the United States has been integrating technology into special education since 1879. Some of the projects included a $10,000 grant for the production of Braille materials, and captioning films for the deaf. This type of technology is referred to as assistive technology.

There is also the incorporation of traditional technology in special education classrooms. Teachers are able to use instructional devices like ipads and laptops in lessons for special education students. This type of technology is referred to as instructional technology.

Answer the following questions in the comment section of the blog.

●        How do you integrate technology into your teaching? Have you had any experience with specific technology to support the needs of special education students?

●        How do you ensure that your teaching skills and special education knowledge are both kept up to date?

Tech-PACK Needs and Challenges in Special Education By Justin Koontz

Tech-PACK Needs and Challenges in Special Education

Introduction

As any educator employed within a special education environment will tell you, one must take a specifically unique and overtly sensitive approach when choosing the most appropriate strategies and methodologies to utilize within the special education classroom.  This mandatory, specialized approach is significantly important when thinking about the areas of content knowledge, pedagogical knowledge, and technology usage when teaching in a special education classroom environment.  Such concepts can be examined within the Tech-PACK framework, which is a “framework that identifies a combination of essential skills/knowledge in three areas (content, pedagogy, and technology) that are required if teachers are to integrate technology to greatest effect in their teaching” (Roblyer & Doering, 2013, pg. 426).  This Tech-PACK framework is an excellent platform for educators to employ when structuring a strategic and methodological approach; however, one must think about the needs and challenges relative to content knowledge, pedagogical knowledge, and technology usage and how they directly apply to his or her learning environment.

Special Education - Content Knowledge – Needs & Challenges

All teachers must be highly qualified and proficient within their specialized content areas, but this principal is arguably most critically important with thinking of special education, due to the sensitive needs and differentiation that the environment commands.  Special education professionals must have adequate knowledge relative to the specific content standards of what they are teaching.  To do this, special education professionals can look in several directions and utilize myriad resources, such as attending professional development seminars, to content relative conferences.  (Roblyer & Doering, 2013).   Teachers within the special education environment face the challenges of staying vitally up-to-date relative to current standards models and requirements and the policies and laws that apply to special needs student learners on state and national levels (Roblyer & Doering, 2013).   It is absolutely mandatory for all special education professions to be exceedingly well versed and up-to-date, encompassing a deep understanding of their content knowledge and what, specifically, is required on their behalf.

Special Education - Pedagogical Knowledge – Needs & Challenges

When thinking of the various potential challenges that affect special education teachers, one cannot omit the umbrella-concept of pedagogy and pedagogical proficiency.  All teachers face challenges regarding pedagogy when teaching in a live, sometimes fast-paced student learning environment, but the special education arena offers unique needs and challenges, alternative to those incorporated in a non-specialized learning environment.  Teachers of students with special needs must not only be well-versed and informed based on differential circumstances that students with different disabilities face, but must be able to functionally serve the education needs of this significantly differentiated student learning environment.

Within a special education classroom, several students of with varying disabilities are likely to be present. Special education professionals need to be able to develop and employ pedagogical strategies to meet the varying needs of their students (Roblyer & Doering, 2013).   Relative to the Tech-PACK framework, the variable of pedagogical knowledge also incorporates elements of content and technology as well.  What this means, is that “even when a teacher is aware of all the latest technologies, public laws, caseloads, and content, they still need to know the correct pedagogy to be used within the classroom” (Roblyer & Doering, 2013, pg. 413).   Special education teachers must implement a sound balance and structure of content and technology usage within their pedagogy to effectively teach for understanding and fulfill the needs of the student learning audience in its entirety.

Special Education - Technology Knowledge – Needs & Challenges

Akin to the initial two brackets, or variables within the Tech-PACK framework, the utilization of technology within the special education classroom environment is of peak importance.  Technology and tech resources can significantly aid in delivering content and must be incorporated within the pedagogical approach of special education professionals (Roblyer & Doering, 2013).  Given this understanding, employing technology within the special education environment is without challenge and the needs of the student audience must be understood.

Challenges presented relative to technology within the special education environment are primarily based in the fact that there are myriad technology-based resources for educators, thus, choosing the most appropriate resource can be difficult.  For example, “one of the struggles with technological knowledge is that there are so many technologies that teachers need to be constantly aware of as options” (Roblyer & Doering, 2013, pg. 413).   Special education professionals need to use web platforms and resources that allow for the best possible practice to effectively deliver optimally appropriate instruction.  Teachers must possess the tech-relative education and capability to facilitate student learning, allowing students to effectively learn from and with that technology (Roblyer & Doering, 2013).     Special education professionals must use this assistive technology within their teaching strategy and methodology to provide effective concept delivery and conveyance.

Strategies for Tech-PACK Improvement

Regardless of individual skill-set or proficiency, all teachers can and should work to optimize their Tech-PACK capability and functional potential.  To achieve optimal proficiency, a theoretical overlap of understanding must occur relative to the three (3) elements of the Tech-PACK framework: content knowledge, pedagogical knowledge, and technology usage. The above referenced model effectively illustrates precisely how the conceptual perspective works. All teachers should strive to assimilate this concept within their strategic and methodological portfolio.

It is critically important for all special education professionals to take an introspective look and answer the below referenced questions:

1. Do you have adequate familiarity relative to all three variables within the Tech-PACK framework?
2. Regardless of your proficiency, how can YOU optimize your action-based knowledge in terms of the Tech-PACK framework?

Technology Integration Strategies for Special Education By Justine Manabat

            This part of the chapter looks at different strategies and approaches for the use of assistive and instructional technology for students that have special needs. For each target group of special needs students, there are suggested sample resources and activities that special educators can utilize.

Foundations of Integration Strategies

            According to Roblyer and Doering (2010), special education teachers must accommodate two types of technology within special education and it is essential to have both types of technology integrated.

1.      Assistive Technology

a.       An assistive technology device is an item/product that helps a disabled person to live their live normally or it is “used to increase, maintain, or improve the functional capabilities of a child with disability” (Roblyer & Doering, 2010, p. 412)

2.      Instructional Technology

a.       “subset of educational technology that deals directly with teaching and learning applications” (Roblyer & Doering. 2010, p. 8)

Assistive technology was more prominent back then with people who had disabilities. Now it is important to include instructional technology into special education as well. Roblyer and Doering (2010) state that there is an assistive technology evaluation process. In this process, there is the need to “identify solutions on a continuum involving no-technology (‘no-tech’), low-technology (‘low-tech’), and advanced technology (‘high-tech’)” (Roblyer & Doering, 2010, p. 412).

1.      No-technology solutions

a.       Strategies include: teaching a student to use their body in a different way so that there is minimal effect to their impairment

                                                                                                                          i.      One-handed typing

                                                                                                                          ii.      The use of a pool noodle to help support their body while learning or doing an activity

b.      Inexpensive and readily accessible and available

2.      Low-technology solutions

a.       In most cases, nonelectrical solutions

                                                                                                                          i.      Personal word lists

                                                                                                                          ii.      Highlighters

                                                                                                                          iii.      Organizing systems

b.      Somewhat inexpensive, yet adaptable because it enhances students’ individual performances

3.      High-technology solutions

a.       Complex electrical or hydraulic solutions

                                                                                                                          i.      Stair lift

                                                                                                                          ii.      Powered wheelchair

                                                                                                                         iii.      Voice-activated environmental control

b.      Expensive and its use is restricted either because of the user or because it is not readily accessible and available

Teaching in special education requires teachers to always evaluate the needs of the students and decide what types of solutions (starting with no-tech) will best help the students. As Roblyer and Doering (2010) states “spelling words is most efficient when they are committed to memory…if a person displays persistent difficulty in spelling from memory (no-tech), low-tech options such as personal word lists or portable dictionaries may be helpful” (p. 412). If no-tech or low-tech solutions are not working for the students, high-tech options can be considered.

According to Roblyer and Doering (2010) there are two common approaches for the use of technology with students who have disabilities and both are help when integrating technology into teaching and therapy.

1.      Remediation

a.       The involvement of helping an individual learn or better their performance and this is often the focus of education, training and therapy

2.      Compensation

a.       The use of technology to help difficulties when doing specific tasks

                                                                                                                          i.      For example, giving a calculator to a student that does not know multiplication facts

General Integration Strategies for All Students

            Roblyer and Doering (2010) makes an important note about accommodating individuals with disabilities, “an essential consideration for all educators when planning for the needs of students with disabilities involves ensuring that the curriculum is accessible. When technology is used to make the curriculum accessible, students with disabilities have the same opportunities to learn as their peers without disabilities” (p. 415).

Strategies for Students with Cognitive Disabilities

            Unfortunately, some students are born with conditions that leave them cognitively disabled. These conditions are also known as cognitive disabilities, developmental disabilities, or mental retardation (Roblyer & Doering, 2010).

            Mild Cognitive Disabilities

1.      Most common type of disability

2.      Includes: learning disability, serious emotional disabilities, and mental retardation

3.      About 3.8 million students have a mild disability

4.      Characteristics that are associated with mild disabilities

a.       Cognitive

                                                                                                                          i.      Intellectual ability

                                                                                                                          ii.      Attentional deficits

                                                                                                                          iii.      Memory and thinking skills

b.      Academic

                                                                                                                          i.      Reading

                                                                                                                         ii.      Language Arts

                                                                                                                         iii.      Mathematics

c.       Social-emotional

The important thing to note about the students with mild disabilities is that it is not about their access to different technologies that will help them, but the fact that these students have a difficult time in regards to the reading, writing, memory, and retention of information (Roblyer and Doering, 2010).

Students that have mild disabilities will find learning to be hard but other students will have difficulties in only one part of the curriculum, leading teachers to use productivity software (and other software and online resources) to help with low-performing students and these resources could be the basis of the development and improvement of reading, writing, and mathematical skills (Roblyer and Doering, 2010).

“The key with all of these uses is to balance remediation of skill deficits with activities that help develop more creative, higher level thinking skills” (Roblyer and to Doering, 2010, p. 416).

Reading skills-

            When having a mild disability, a characteristic that one would have is the difficulty in learning how to read and being able to have reading skills that are associated with grade levels. Therefore special educators use software that helps to build students’ reading abilities. According to Roblyer and Doering (2010), if the special educators were to give out all instructional text in a digital format, students with disabilities are able to put it into a talking word processor or a text-to-speech program so that they can listen to the information that they cannot themselves read.

            Suggested software programs:

·         Bailey’s Book House (Riverdeep)

·         JumpStart Kindergarten Reading (Knowledge Adventure)

·         Reader Rabbit (Broderbund)

·         Interactive Storytelling books

Suggested text-to-speech products: (for communication disabilities)

·         CAST eReader (CAST)

·         Quicktionary Reading Pen (Wizcom)

Writing skills-

            Students with mild disabilities can also have a difficult time writing, either they cannot write with their hand or their writing is illegible.

            Suggested programs and tools:

·         Voice recognition software

·         Word prediction software

Math skills-

            A great tool for students with disabilities when it comes to mathematics is the calculator. A specific calculator, Coin-U-Lator, helps students who have a hard time with counting coins and making change.

            Moderate and Severe Cognitive Disabilities

            Special educators that have students who are cognitively disabled (moderate to severe) take a lot of time to help them learn the basic skills of daily life like personal well-being, shopping, and the use of public transportation (Roblyer and Doering, 2010). Since dealing with the computer may pose a challenge for students with these types of disability, alternative tools for the computer can help.

                        Suggested software and tools:

·         Programs that teach functional skills

·         Video instruction that enhances community-based behaviors

·         Alternative keyboards

Strategies for Students with Physical Disabilities

          The student’s ability to move quickly and easily is one of the effects of being physically disabled. Students that are physically disabled have difficulties with motor movements that can be either gross- or fine-motor movement and unfortunately, this is also associated with other disabilities (Roblyer & Doering, 2010).  It is important to remember that placement and availability of various technologies is vital for students with physical disabilities because they should be able to use it independently.

                        Suggested assistive technology:

·       Joystick to control a wheelchair

·       Easy access to components of a computer

·       Large switches for controlling a computer

Strategies for Students with Sensory Disabilities

            “Sensory disabilities involve impairments associated with the loss of hearing or vision” (Roblyer & Doering, 2010, p. 418).

            For the blind-

Roblyer and Doering (2010) state there are three different technologies that facilitate independence and access to the environment and information:

1.      Canes and sensor technology

a.       Provide mobility and orientation

2.      Tools to convert printed information

a.       Tools that make them listen instead of read

b.      Optical character recognition

3.      Screen readers

a.       Utility software

                                                                                                                                      i.      Reads any text that appears on the computer screen

For the partially sighted-

Roblyer and Doering (2010) state that text must be enlarged or the colors changed so that the partially blind can be able to take in information.

            Suggested technology:

·         Closed-circuit television (CCTV)

o       Magnification system

·         Built-in computer screen magnification

For the deaf-

For students who are hearing impaired, little modification to technologies is required. If information is only given in audio form, deaf students are left out. With this in mind, people are advocating for people to provide information in multiple formats (Roblyer and Doering, 2010).

            Suggested technology:

·         FM Amplification system

o       Teachers wear a microphone and students who are deaf are wearing receivers that amplify the teacher’s voice

Strategies for At-Risk Students

            Students that are at-risk are not necessarily disabled students, but because of their non-existence of motivation or success in school, “often parallels the low performance of students with disabilities” (Roblyer and Doering, 2010, p. 419).

            Technologies that educators can consider using are software programs and websites that motivate and engage students in learning and electronic material that offer instant feedback from the work that they have just completed.

                        Suggested software and websites:

·         Brainpop.com

·         My.yahoo.com

Questions:

1.      If the subject of money was not an issue, would you (a special educator), jump to use “high-tech” solutions for your students without first examining solutions from “no-tech” or “low-tech?”

2.      As a teacher of at-risk students, would you consider playing music as an assistive technology device?

Technology Integration in Action By Angelica Mcdonough

Chapter 15: Teaching and Learning with Technology in Special Education

Technology Integration in Action: Helping students blend in

                 As discussed in the chapter, the efforts to assist students with disabilities has shifted from separating or isolating them from the general population of students to attempting to mainstream, or integrate, them into general education (Roblyer & Doering, 2013, p. 402).  In order for mainstreaming in the classroom to be successful, all students, regardless of their disabilities, must be included in lessons in ways that emphasize their strengths and accommodates their needs.  The subsection, “Technology Integration in Action,” provides an example of a sixth grade teacher, Ms. Montoya, and her heterogeneously grouped classroom, which includes students with special needs, and her attempt to integrate them with the other students (Roblyer & Doering, 2013). 

Phase I: Analysis of Learning and Teaching Needs

Step 1: Determine relative advantage

                  Relative advantage requires the consideration of the potential benefits of incorporating new methods or technologies over those previously used and determining whether they are necessary in facilitating learning and understanding (Roblyer & Doering, 2013).  When working with students with special needs, the first, and perhaps most crucial, step consists of obtaining information about students with special needs.  This information includes personality and behavior profiles, individual strengths and weaknesses, and accommodations the students may need.  These individual profiles should guide the development of a lesson that accommodates the needs of students with disabilities and aim for inclusion in the classroom.  In addition, the technologies that will be incorporated in the lesson must benefit or accommodate students with disabilities as well as the remainder of the class.

Step 2: Assess Tech-PACK

                  The components from the Tech-PACK model in special education differ from that of most other subjects, in that it entails the entire realm of special education as opposed to one particular subject.  Prior to developing a lesson plan, educators, especially those in the field of special education, should review and assess their capabilities within the Tech-PACK model.  In doing so, they may have an improved understanding of the areas in which they may need to improve or seek outside assistance for the development of an inclusive lesson plan.  For Ms. Montoya, she realized her technological knowledge paled in comparison to that of pedagogy and content, which urged her to ask for assistance from the special education department in her school (Roblyer & Doering, 2013).

Phase II: Planning for Integration

Step 3: Decide on objectives and assessments

                  For a lesson plan to be successful, there must be clear objectives and one or more methods of measuring student understanding.  In a classroom that includes students with disabilities, there may need to be separate objectives and outcomes for those individuals depending on the information gathered from their profiles.  Due to the heterogeneous grouping of her classroom, Ms. Montoya ensured that each student was aware of the necessary roles in and planned assessment for the class project involving survey research and data analysis, including specialized and important roles for the students with disabilities (Roblyer & Doering, 2013).      

Step 4: Design integration strategies

                  In the example provided by the text, the teacher, Ms. Montoya, developed a lesson plan that took place over the span of three weeks and clearly outlined expectations for all students, including those with disabilities.  The expectations and overall lesson included an examination of importance of survey research and the introduction of the technological tools that would be used for the project.  These technological tools were also chosen based on the necessary accommodations for the students with disabilities.  The aforementioned roles for the students with disabilities in the class emphasized the strengths she had obtained from their individual profiles and allowed them to utilize them in an important manner.  Without ostracizing the students with disabilities within the classroom, each phase of the lesson required the entire class to work together for successful completion of the class project (Roblyer & Doering, 2013).

Step 5: Prepare instructional environments

                  In the field of special education, successful lesson plans that coincide with the principles of mainstreaming may require collaboration with special education teachers and assistants to successfully integrate necessary technology.  Depending on the needs of each student, different technologies may need to be utilized to accommodate students with disabilities without isolating them from the general education students.  This step may also require additional attention towards special education students to prepare them for the required responsibilities of their specified individual roles in the project.

Phase III: Post-Instruction Analysis and Revisions

Step 6: Analyze results

                  After the completion of the lesson, it is important to review its overall execution and success, particularly focusing on the aspects pertaining to the learning objectives and outcomes.  In classes that are partly or entirely composed of students with disabilities, the amount of participation from these students and the understanding of their peers should be considered.  Some examples of questions for self-reflection include:

1.     Were all students engaged throughout the lesson?

2.     Did all students appreciate the importance of the roles of their peers, including those with special needs?

3.     How successful was the lesson, including the integration of technology and the execution of the final project?

Step 7: Make revisions

                  Integrating accommodating technology into a lesson plan can be challenging, which may be realized after the previous step of analyzing the overall success of the lesson.  Potential revisions can include small changes to instructional methods, timing of the lesson, technologies, or the location in which the lesson takes place.  As Ms. Montoya realized, the use of the “talking computer” for the survey was distracting at times, leading her to consider new locations for the project (Roblyer & Doering, 2013).

Questions:

·      -  In a classroom similar to Ms. Montoya’s, where students with disabilities are placed within general education students, do you think it is important for students without disabilities to understand the assistive technologies necessary for their peers?

·      -  What are two examples of technologies aimed to accommodate students with disabilities and how can they be integrated into lessons to benefit all students?