A Historical Review of Technology Research in Special Education

Abstract

In this article we review the research literature since 1980 on uses of technology in special education. Unlike past reviews, which have typically focused on academically related issues and the effectiveness of computer-assisted instruction, this review also summarizes the extensive observational and naturalistic studies, as well as research efforts in technology-based assessment. This diversity of research in special education stems from the multiple roles of the special education teacher, who, in addition to bearing instructional responsibilities, often determines eligibility for services, tracks progress toward IEP goals, and facilitates a student’s day-to-day participation in general education settings.

The Impact of Information and Communication Technology (ICT) on Teaching English to College Students

“…Behavioral views of learning underlie these services, and involving dynamic assessment, to raise students' consciousness, which, in turn, motivates students to monitor their own progress. Woodward and Rieth (1997) argue that technology is here to act as a vehicle for attaining higher-quality assessment and reducing the amount of time humans invest on the assessment process.…”

A Quasi-Experimental Evaluation of An On-Line Formative Assessment and Tutoring System

“…Kimmel, Deek, and Frazer (1996) concluded that special education students will be better served if we move away from textbook learning and move toward a more hands-on approach. Woodward and Rieth (1997) described how computer assessment has evolved into more of a formative assessment that models students' cognitive abilities. Thus, formative assessment has become a vehicle for differentiated instruction and should help meet the needs of special education students.…”

Who Needs to Fit in? Who Gets to Stand out? Communication Technologies Including Brain-Machine Interfaces Revealed from the Perspectives of Special Education School Teachers Through an Ableism Lens

“…In the domain of education, communication technologies play an important role in promoting active learning and participation in the classroom for students with disabilities [27][28][29], contributing to their students gaining academic skills necessary for a successful transition into adulthood [30,31]. It functions to support students in developing cognitive skills, particularly with learning cause-effect relationships (learning to control the environment through a device using switch access), developing problem solving skills, and participating in play through the manipulation of objects [32][33][34][35][36]. Overall, the use of technology in special education school settings have increased and technology goals are being incorporated into student individualized education plans [33] however discussion continue as to which might be useful [37].The potential role of BMI technology in the domain of education has yet to be established with its impact on students with disabilities remaining unclear, particularly beyond the clinical and medical narrative (e.g., safety of application, quality of life, and informed consent).…”