Special Education Technology

As referenced in the Every Student Succeeds Act and the National Educational Technology Plan, personalized learning is the new focus in many K–12 learning environments. Nonetheless, few people understand what personalized learning really means and even fewer can design and implement a personalized learning environment appropriate for all learners, especially learners with disabilities. This 18-month descriptive research study focused on identifying the design characteristics of personalized learning environments and the initial results of these environments. Findings indicate that personalized learning environments require more than technology, that the technology itself is simply a tool to support implementation. These personalized learning environments were highly learner self-regulated, had transparent and actionable near-real-time data, provided various structures for student voice and feedback, and integrated purposeful supports for embedding the principles of Universal Design ...

Cooperative Inquiry is a method of developing technology in which children and adults are partners in the design process. Researchers use Cooperative Inquiry to empower children in the design of their own technology and to design technology that is specific to children’s needs and wants. As Cooperative Inquiry is continually evolving and expanding, it is important to consider how researchers can extend this inclusive design approach to work with populations of children with disabilities. In a semester-long case study, researchers explored the use of Cooperative Inquiry in a classroom of middle school boys with learning differences, including mild to moderate autism, specific learning disabilities, and Attention Deficit Hyperactivity Disorder (ADHD). The participating class of 10 boys ages 11–12 designed a browser-based computer game using Cooperative Inquiry over the course of six design sessions. During the project, the children had overall positive experiences and were able to form partnerships with the adult researchers to develop the game. Based on the experiences of all the team members, researchers make recommendations for employing Cooperative Inquiry in special education classrooms. These include adding informal time during the design sessions, maintaining a high adult-to-child ratio, giving instructions using many modalities, and planning for high engagement. Through
this work, researchers broaden Cooperative Inquiry’s applicability to a new population in a classroom setting, and provide guidance for designing with populations of children with special leaning needs in the future.

Augmented reality (AR) is an emerging technology that can help educators enhance their classrooms. With one-to-one initiatives and application (app) development creating affordable technology, teachers have more access to innovative supports for their students with disabilities’ academic, social, emotional, and behavioral skill development. Using AR, teachers can provide multimedia support while utilizing the student’s own environment. There are multiple apps available for teacher usage, which are free across multiple platforms and/or devices. This article describes exactly what AR is and how it can be used to support students with disabilities. An app is introduced to get started in the classroom with additional ways to utilize AR for learning.

Osoby se speciálními vzdělávacími potřebami (dále jen SVP) mohou využívat specifické informační a komunikační technologie (dále jen ICT) jako efektivní asistivní nástroj pro překonávání jejich zdravotního postižení stejně jako učební pomůcku pro prohlubování a upevňování znalostí a dovedností v kognitivní i motorické oblasti. Při vzdělávání žáků se SVP je pak žádoucí vyváženě aplikovat speciálně pedagogické metody a postupy společně s efektivními ICT aktuálně dostupnými na tuzemském i celosvětovém trhu. V současné době se jedná se např. o využití tabletů a telefonů s operačním systémem ve spojení s ověřenými vzdělávacími aplikacemi. Dále je žádoucí, aby pedagogové vzdělávající žáky se SVP měli k novým ICT kladný vztah, uměli ICT při vzdělávání žáků se SVP správně metodicky používat a aby si své znalosti v této oblasti průběžně doplňovali a aktualizovali. Výzkumné šetření zaměřené na tuto problematiku bylo realizováno mezi učiteli základních škol speciálních, asistenty pedagoga a zaměstnanci speciálně pedagogických center v Moravskoslezském kraji. Bylo zjištěno, že přibližně tři čtvrtiny těchto pracovníků aktivně používají ICT při vzdělávání žáků se SVP.

Osoby se speciálními vzdělávacími potřebami (dále jen SVP) mohou využívat informační a komunikační technologie (dále jen ICT) např. jako efektivní asistivní nástroj pro překonávání svého zdravotního postižení stejně jako učební pomůcku pro prohlubování a upevňování znalostí a dovedností v kognitivní i motorické oblasti. Při vzdělávání žáků se SVP je pak žádoucí vyváženě aplikovat speciálně pedagogické metody a postupy společně s vhodnými ICT aktuálně dostupnými na tuzemském i celosvětovém trhu. V rámci projektu SGS-FP-TUL 34/2013 Edukace žáků se SVP a ICT byly zkoumány předpoklady u učitelů, které ovlivňují způsob uplatňování ICT ve vzdělávání žáků se SVP, byly zjišťovány konkrétní skupiny učitelů uplatňující specifické ICT, byly zjišťovány konkrétní druhy používaných ICT a překážky v užívání ICT, které učitelé považují za nejvýznamnější. Dále byly zjišťovány cíle a způsoby podpory, které by učitelé v předmětné oblasti uvítali. Výstupy z projektu jsou průběžně uplatňovány ve vzdělávání budoucích koordinátorů ICT (realizace projektu Inovace studia k výkonu specializovaných činností – koordinace v oblasti ICT, reg. č. CZ.1.07/1.3.00/19.0016) a budoucích speciálních pedagogů (realizace projektu ICT v odborné přípravě studentů FP TUL, reg. č. CZ.1.07/2.2.00/28.0310).

Students with disabilities are increasingly choosing online learning experiences. Research-based interventions need to be applied to online learning to keep them engaged in school. From the literature on students with disabilities who are at-risk, we have identified five areas of impact that can contribute to student engagement. These 5 Cs are learner Control, a flexible and rigorous Curriculum, a safe Climate, a Caring Community, and Connection to students as individuals and their future goals. The 5 Cs are discussed along with their application to online learning environments. Examples of current online programs employing these strategies are given.

Our current paradigm of Individualized Education Program (IEP) construction, the creation of a legal document or contract between parents and schools, needs rethinking. This paradigm’s unintended consequences have resulted in vast inefficiencies in special education and have detracted from the core purpose of the IEP document, the communication of the individualized educational plan.  An alternative approach, the communicative IEP, will be presented. In this framework the written IEP is primarily conceived as a communication tool rather than a legal document.  It will be argued that this approach will result in a shorter and more understandable IEP document, as well as a substantial savings in limited educator resources, which could then be better prioritized towards service delivery.

In the project reported in this article, Jacklin and Farr worked together to consider how valuable the computer may be as a medium to enhance social interaction with pupils with autistic spectrum disorders. The research took place in a special school for pupils with severe learning difficulties in the South East of England and involved 12 children from the school’s unit for pupils with autism. From this initial group, three pupils were selected for more focused study. Using a mix of qualitative data gathering and analysis strategies, the research highlighted the importance of social interaction around the computer and indicated that the computer could be a useful tool for enhancing social interaction. This was found to relate in part to the adult’s ability to follow the child’s lead, as well as the complex intermingling of events known as ‘tricky mixes’. Where this happened, use of the computer appeared to result in more sustained and more positive interactions for young people with autistic spectrum disorders.

Virtual reality (VR) technology has improved in access and availability in the area of K–12 instruction, increasingly being cited for its promise to meet the varied learning needs of individuals with disabilities. This descriptive review of 25 research studies conducted in K–12 settings examined the defining characteristics of immersion levels associated with VR, the purpose and application of the augmented reality intervention, the outcomes associated with the current use of VR, and the possibility of generalization beyond VR. The results of the review reveal that a majority of studies are utilizing nonimmersive screen-based simulations. While still considered under the VR domain, these technologies do not take advantage of the features of semi- and fully immersive VR which make it an appealing intervention for students with disabilities. Based on the results of this review, we provide recommendations to establish a strong research base on emerging VR technology and its use for stu...

V brzké budoucnosti budou on-line testy využívající ICT jedním z důležitých nástrojů zjišťování výsledků vzdělávání žáků v hlavním vzdělávacím proudu a v případě integrace žáků se speciálními vzdělávacími potřebami budou používány i pro tyto žáky. Vlastnosti on-line testovacích prostředí a možnosti jejich přizpůsobení však často neodpovídají skutečným speciálním vzdělávacím potřebám žáků. Je zapotřebí najít a v národních podmínkách ověřit takové metody, které individuální přizpůsobení umožňují. Současně je žádoucí, aby tyto metody byly používány i v zahraničí, tak aby bylo možno provádět mezinárodní srovnání výsledků vzdělávání žáků se SVP přinejmenším v rámci Evropské unie. Jako jedna z možností se ukazuje metoda P-scales navržená ve Velké Británii, která je v podmínkách České republiky ověřována v rámci projektů Special Needs Accreditation for Europe (SAFE) a Alternativní metody hodnocení ICT znalostí a dovedností žáků se SVP.

Literacy is important not only to school success but is fundamental to skills needed to succeed in our rapidly changing technology-driven society. This article focuses on characteristics, interactions, and attitudes of parents and children related to their use of assistive technologies to build literacy skills. Interviews and observations involving parents and children using a variety of assistive technologies, along with a synthesis of research literature provide a framework for discussion. A contextual background for technology use ...

Serious games use strategies that are often applied in special education such as repetition, immediate feedback, and context-based teaching and learning. Serious games are known to increase performance on the target task and related self-efficacy, using a more cost effective method in a safer environment than traditional training (Michael & Chen, 2006). The main goal of our study was to investigate whether playing serious games can affect hands-on performance of persons with developmental disabilities. For the present study, 47 persons with developmental disabilities were divided into three groups including a control. The two experimental groups performed two hands-on tests in different orders: apple packaging and hydroponics (AH, HA). For the first round of tests, the AH group played the Apple Packaging serious game while the HA group played the Hydroponics game. For the second round of hands-on tests, the AH group played the Hydroponics game, while the HA group played the Apple Packaging game. The control group did not play any games between the hand-on tests. Finally, all three groups performed a third round of hands-on tests. The results show that gameplay of the target task increased speed and accuracy of the target hands-on task performance. The main results of this study show that serious games can be used for training simple job skills in persons with developmental disabilities. Serious games can be implemented as part of an ongoing programme to reduce training time and enhance accuracy in a safe and enjoyable environment.

The purpose of this study was to improve access to general education curricula, through the use of an iPad, for students with intellectual disabilities (IDs). The participants were 72 students (kindergarten through eighth grade) identified as having an ID. During the 6-week study, the 41 students in the experimental iPad group received academic instruction and completed work via the iPad, while the 31 students in the control group received the same instruction via paper-and-pencil materials. Data were compared to determine the effects of the intervention on the academic content knowledge, work completion, and teacher perceptions of the engagement of students with IDs. Student perceptions concerning the use of the iPad as a learning tool were collected and evaluated. Analyses indicate that academic student achievement increased with both the iPad and traditional teaching methods and that performance was maintained. Additionally, the iPad usage had a significant effect on the work com...

V příspěvku jsou prezentovány zkušenosti učitelů informatiky sdružených v Jednotě školských informatiků se vzděláváním žáků se speciálními vzdělávacími potřebami (SVP), kteří jsou integrováni ve školách hlavního vzdělávacího proudu. Informační a komunikační technologie (ICT) mají velké možnosti uplatnění ve vzdělávání žáků se SVP, ukazuje se však, že nejsou dostatečně využívány zejména proto, že učitelům informatiky chybí užší speciálně pedagogická podpora ať už se strany pedagogicko-psychologických poraden, speciálně pedagogických center, nebo organizací sdružující osoby s různými typy zdravotního postižení. Učitelé informatiky mají jen výjimečně formální speciálně pedagogické vzdělání a nejsou připraveni pro uplatňování optimálních edukačních strategií vhodných pro žáky se SVP. Současné organizační a technické podmínky vzdělávání ve školách hlavního vzdělávacího proudu také neumožňují realizovat v plné míře individualizaci výuky potřebnou pro žáky se SVP, použité strategie se obvykle omezují jen na použití speciálních kompenzačních pomůcek a např. prodlužování doby stanovené pro plnění úkolů a testů. Existuje deficit např. v oblasti přizpůsobených učebních materiálů, prakticky neexistují elektronické verze běžných učebnic a dalších školních učebních materiálů, které by bylo možno rychle a efektivně přizpůsobit potřebám žáků se SVP. Současně reálně existuje také disproporce mezi ICT znalostmi a dovednostmi speciálních pedagogů, kteří jsou jen výjimečně seznámeni s aktuálními trendy v oblasti ICT a koncepcemi využití ICT ve vzdělávání a jen obtížně hledají s učiteli informatiky společnou řeč směřující k využití ICT ve vzdělávání žáků se SVP na úrovni současného informatického, technologického a speciálně pedagogického poznání. Většina učitelů informatiky však vyvíjí velké úsilí, aby dosáhli ve vzdělávání žáků se SVP co nejlepších výsledků, neboť je zřejmé, že znalosti a dovednosti v oblasti ICT jsou jedinou možností jak zabránit u těchto žáků vzniku dalšího, digitálního znevýhodnění, které by jim bránilo zapojit se plně a účinně do společnosti, a to na rovnoprávném základě s ostatními.

With technological advances and growth in availability of assistive technology, infants and toddlers with disabilities have many more options than they had previously. Professionals that serve this population are required by law to consider assistive technology for each child with a disability that they serve. This study examines the factors that impact the decisions made about assistive technology by the professionals that serve them through the Kentucky First Steps Program. Fifteen of 16 professionals approved to provide assistive technology services in Kentucky were interviewed. An analysis of the differences in experience, philosophy, and beliefs of the participants by discipline provide insight into the process of decision making and the implications they have on the implementation of assistive technology. The analysis revealed several contradictions. While appearing to be philosophically aligned, the participants delivered assistive technology services in many different ways. ...

Virtual reality (VR) technology has improved in access and availability in the area of K–12 instruction, increasingly being cited for its promise to meet the varied learning needs of individuals with disabilities. This descriptive review of 25 research studies conducted in K–12 settings examined the defining characteristics of immersion levels associated with VR, the purpose and application of the augmented reality intervention, the outcomes associated with the current use of VR, and the possibility of generalization beyond VR. The results of the review reveal that a majority of studies are utilizing nonimmersive screen-based simulations. While still considered under the VR domain, these technologies do not take advantage of the features of semi- and fully immersive VR which make it an appealing intervention for students with disabilities. Based on the results of this review, we provide recommendations to establish a strong research base on emerging VR technology and its use for stu...

Focal cortical dysplasia (FCD) may vary in size and be located in any area of the human brain. In general, FCD causes epilepsy and it is usually associated with mental retardation. Even in case of epilepsy various types of treatment are identified, there is no complete educational therapy for developmental delays caused by FCD. Moreover, there are no works that synthetically discuss the possibilities of supporting such therapy by technology-based solutions. Method: Here, we investigate this issue using a systematic literature review. Results: Despite the fact that we were dealing with the lack of studies on technology-based educational therapy for students with cognitive problems due to FCD, we point out several potential benefits of this type of assistance. Discussion and conclusions: Our study clearly demonstrates that technology may strongly enhance educational therapy for developmental delays caused by focal cortical dysplasia and that there is a need for further neuro-edu-techn...

This paper analyzes the intersection of technology and diversity in classrooms with reference to the implications of the inequity of access and usage for under-represented groups including low-income, minority students, students from culturally diverse backgrounds, students with disabilities, and female students. Strategies at national and individual levels to facilitate a process of digital inclusion for all children are identified.

Good coordination among school staff and families leads to increased learning quality and academic success for students with special education needs and disabilities (SEND). This pilot study aims to investigate the use of mobile technology for the coordination of therapy and learning for students with SEND. This study first follows a participatory design methodology to identify the key design principles required to inform the design of a coordination mobile app for special education. Then, a mobile app (IEP-Connect) is designed and implemented with the aim of facilitating information sharing between different parties involved in the intervention of students with SEND. The proposed app uses the Individualized Educational Plan (IEP) as the focal point of coordination. The evaluation of the app focused on students with autism spectrum disorder (ASD) as their learning requires sharing information from different distributed sources. Results from the usability study revealed that the app ...

Several researchers along with technicians have been developing software and hardware to support and/or replace the standard method of teaching for children with autism spectrum disorders (ASDs) and/or other developmental disabilities. Moreover, computer-based intervention and electronic tablets have shown benefits for people with special needs increasing their independence, academic and cognitive skills, social communication, and leisure time. Therefore, the aim of the current study is to evaluate the effectiveness of three tablet applications created to enhance specific abilities of children with ASD (attention, vocabulary, and imitation), who followed applied behavior analysis treatment (ABA) compared with the internal control group (CG). Training lasted 4 weeks for 15 children selected in a randomized way, while the CG followed only the behavioral therapy. To sum up, we want to respond to three questions: (1) whether the experimental group (EG) using the applications obtains gre...

This research examined Grade 6–10 Ontario Certified Teachers’ ( n = 24) perceptions of assistive technology (AT) and the factors correlated with perceived usefulness of AT. A mixed methods design that included a survey consisting of open- and closed-ended items elicited information about teachers’ AT knowledge and training, their basic computer literacy, their perception of administrative support for access to and implementation of AT, the usefulness of AT, and the factors that encourage or discourage AT use in the classroom. Results of correlational analysis suggested that computer literacy and AT knowledge were significantly positively correlated with perceived usefulness of AT, and a thematic analysis further identified that training and student factors may influence AT use. Implications for preservice and professional development teacher training are discussed, given the consistency of teacher-reported need for greater training opportunities for both students and teachers.

Funkční ICT znalosti a dovednosti jsou nezbytnou součástí přípravy pro život v moderní informační společnosti. Pomocí on-line testu informační gramotnosti TIGR fy SCIO byly zjišťovány ICT znalosti a dovednosti u 157 žáků se speciálními vzdělávacími potřebami (SVP). Ukázalo se, že průměrné výsledky žáků se SVP jsou horší než výsledky žáků v hlavním vzdělávacím proudu. V testovaném souboru žáků se SVP je také mnohem méně takových, jejichž ICT znalosti a dovednosti by bylo možno hodnotit jako výborné či velmi dobré (ve srovnání se žáky v hlavním vzdělávacím proudu). Důležitým zjištěním je také to, že učitelé některých základních škol primárně zaměřených na vzdělávání žáků se SVP považovali formu on-line testu TIGR a jeho obsah za natolik obtížný, resp. nevhodný, že od testování žáků svých škol odstoupili.

The Internet and its applications in education and industry have significantly influenced how we teach and learn. This has all occurred as a consequence of emerging technologies and the demands for online instruction by consumers. In the midst of this environment of rapid growth, a new form of pedagogy has emerged. However, much of it is not the result of research. This paper addresses the need for a conceptual approach to researching, e-learning instructional design and the technologies employed as a basis for e-learning. A programmatic research construct is offered as a structure for building a conceptual model. Three categories of variables are considered in building the construct. They include outcome, in situ, and independent variables. The intent of the paper is to engage researchers and developers in a process of further defining the variables and translating them into research questions that might serve as guidelines in building the literature base for the pedagogy of online...

The effect of a mathematic flashcard application on a hand-held computing device was examined across three individual second grade students with learning and behavioral disabilities. All of the students improved their subtraction scores by an average of 17% as measured by the district-created, curriculum-based assessment. The results of this study suggest that practice on a mobile computing device with a mathematic flashcard application can improve subtraction skills in second grade students with disabilities.

Experienced teachers ( n = 12) and inexperienced education students ( n = 20) from regular and special education participated in microcomputer-simulated spelling lessons involving four pupils who were programmed to misbehave by making off-task comments. During baseline sessions, significant differences were found between the behavior management skills of experienced teachers and those of education students. Over the course of two training sessions (each approximately 20 min. in duration), the education students made significant gains in behavior management skills as indicated by two dependent measures (number of intervention attempts per talkout and mean time per intervention attempt). After training, the education students' management of off-task behavior approximated that of experienced teachers. Gains were maintained over a period of approximately one month. Results suggest that the simulation may be an effective and efficient means of training both regular and special education students in fundamental behavior management skills. Development of more complex computer routines, more difficult and realistic simulations of misbehavior, and tests of generalization of skills to actual classrooms are under way.

The purpose of this study was to investigate the effects of video-based, anchored instruction and applied problems on the ability of 11 low-achieving (LA) and 26 average-achieving (AA) students to solve computation and word problems. A repeated-measures design with staggered baselines was used to compare the performance of two groups of LA students and one group of AA students across three instructional conditions: (a) baseline instruction, (b) anchored instruction, and (c) instruction with applied problems. The performance of all three groups was higher during anchored instruction than during the baseline condition, but no differences were found between instruction with applied problems and the baseline condition. Qualitative analyses revealed that some LA students made fewer errors on computation and word problems during the anchored condition, whereas other students continued to make the same procedural mistakes. The findings suggest that some LA students can improve their proced...

Presenting text in digital format with annotation supports may relieve some of the cognitive load that hinders inferential comprehension for students with comprehension deficits. Science texts are particularly difficult, as the content may not be within the knowledge repertoire of a reader. The purpose of this study was to investigate the effects of using a reading strategy, Thinking before, While and After (TWA) -digitally supported (TWA-SD), on the comprehension of science text by students with autism spectrum disorder (ASD, Level 1) participants. A concurrent multiple probe single subject research design was used to individually deliver intervention. Results indicated the intervention was effective in increasing participants’ accuracy and quality of oral retellings of main ideas and details as well as their performance on general comprehension questions. Implications regarding the use of digitally supported strategies to increase access to the curriculum for students with ASD, Le...