Computer Technology & Special Ed Children

Voice-synthesizing calculator software allows a finesse student to transform braille into spoken intelligence agencys. The most determinative example of success in this regard, however, was the substitution of a mo engross-driven draftsmanship program that allowed a geometry student afflicted with cerebral palsy who could non draw geometric figures with a pencil to subroutine the computer to draw his figures--and receive an A.

The key to making engineering the fulcrum of mainstream and limited education appears to be sufficient teacher support, although the loyalty is that without engineering science the potential for mainstreaming disabled students is very low indeed. In any case, teachers must be trained in the technology on an in-service basis and supported by aides in the classroom. Further, although technology is decisive in making full comprehension possible, technology al single is not the answer if nobody knows how to use it. In this regard, Wall and Siegel warn against what might be called the "model-of-the-month" syndrome, wherein invigorated devices and gadgets are constantly added to the equipment array but no one is properly trained to use it. It makes such(prenominal) sense, they say, for teachers to be well-trained on existing software and hardware so that they can more appropriately teach the students how to use it. No little eventful is the need for technical support. It is not enough simply to entrust the equipment; the equipment must be in good working order, and in that respect must

The curious and apparently unprovided for(predicate) result of the presence of word processors in the academic emotional state of the special-education students described in the story was how dramatically and positively computers stirred certain of their mainstreaming activities. Naturally, computer text-manipulation capabilities obviated erasures and retyping. More crucial, however, were two other factors: first, the proclivity of students to prefer using word processors, not so much on their special-education assignments as on the assignments for their mainstream classes; and second and more decisively, the eventual(prenominal) ability of some special-education students to act as tutors to their less computer-literate mainstream counterparts.

Additionally, the authors position that the ability of special-education students to use word processors to complete their assignments allowed their composition grades to go up so much that mainstream students sought opportunities to use word processors for their composition work as well.

Heckman, M., & Rike C. (1994, Winter). Westwood early learning tenderness: a framework for integrating young children with disabilities. Teaching stupendous Children, 34, 30-35.

The purpose of Woodward and Noell's study is to see how this more or less grand scheme of ideals plays out in real-world praxis where software development suited to the require of the special-education population is concerned. And the news is not good, for there appears to be a gap between the high-technology needs of special education and what one could say is the mainstream-biased principles and theories driving softward development--even among teachers and administrators of special education.

The kinds of facts were on their face quite uncomplicated, simple facts about health care, with reading and lecture one portion of the presentation and computer simulation another portion. Teachers presented basic health and hygiene facts, (and then(prenominal) invited students to apply the concepts to problem-solving units
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