A Retrospective Analysis of Technological Advancements in Special Education

Jeffs, Tara; Morrison, William F.; Messenheimer, Trinka; Rizza, Mary G.; Banister, Savilla

doi:10.1300/j025v20n01_10

Cited by 15 publications

(7 citation statements)

References 111 publications

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“…Multimedia materials can be used again and again (Çelik, 2007;Koşar et al, 2005). In one study, a person with an intellectually disabled child was able to increase and decrease speed as he/she desired on the computer, and could repeat a process hundreds of times without the computer's patience running out and he/she was able to freely adapt these processes according to requirements (Jeffs, Morrison, Messenheimer, Rizza, & Banister, 2003). Advantage of multimedia materials is that they can be developed to meet the needs of eachstudent, whereas it is not possible in traditional methods (Avcı, 2009).…”

Section: Impact On Students Participationmentioning

confidence: 99%

Using Interactive Whiteboards as an Assistive Technology for Students with Intellectual Disability

Arpacik¹,

Kurşun²,

Göktaş³

2018

Journal of Education and Future

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The aim of this study is to investigate the impact of integrating interactive whiteboard (IWB) on students' participation and teachers' teaching practices in a special education school. The case study method was employed in this study. The study was carried out in a special education school with four students two of whom are mentally disabled, one with Down's syndrome and one with autism and two special education teachers. Data was collected through about 20 hours observations in natural settings of a special education school and a number of semi-structured interviews with two teachers during 6 weeks study period. Content analysis method was administrated in data analysis. As a result of the research, various findings were obtained about the quality of the used visuals, the use of touch screen, the students gainig new behaviors, students with different characteristics showing obsessive behaviours, group work and class control. The results show that the use of interactive whiteboards is advantageous in some ways such as having a large screen, supporting multi-media and interaction. In addition, students did not have any difficulties using the IWB. Repeating a process hundreds of times and adaptability of materials for the needs of each student were the important findings which rationalize integrating IWB in special education settings. However, teachers had some trouble with class management at the beginning, but they were able to overcome these problems over time.

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Section: Impact On Students Participationmentioning

confidence: 99%

Using Interactive Whiteboards as an Assistive Technology for Students with Intellectual Disability

Arpacik¹,

Kurşun²,

Göktaş³

2018

Journal of Education and Future

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“…Multimedia is a collaboration of video, pictures, sound and graphics that help supply a diverse learning instruction [15]. Studies propose that the use of multimedia enables the student to participate more in their learning process.…”

Section: Brief History Of Special Needs Technologymentioning

confidence: 99%

Educational Application for Special Needs Is a Learning Tool the Way Forward?

Khan¹,

Ibrahim²,

Sadhwani³

et al. 2016

CTA

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Abstract:As the 21st century brings in a revolutionary change in the way students study at schools and universities, technology continues to play a crucial role in helping students achieve more conceptual and practical knowledge of topics taught in classrooms. Students with special needs too are now able to study in a general classroom setting, access relevant technologies and use them for higher cognitive development, helping them integrate with their surroundings. However, existing literature shows that though multiple learning tools exist that do enhance learning in special needs students, they either cater to specific areas of development such as Mathematics and English, or that are targeted towards a specified category of studentswith special needs such as autism and cerebral palsy. Furthermore, despite multiple laws and regulations supporting the right to education launched by the UAE (United Arab Emirates) government for special needs students, there seems to exist a need to provide classrooms across the country with educational applications that have a universal approach particularly in the UAE in order to include students with almost any special needs. This paper looks closely at the existing literature and highlights this gap, especially in the UAE and proposes to develop such a tool based on existing learning concepts.

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“…Teachers seem to be more aware of the motivational benefits of using technology in special education than the academic benefits, but researchers are trying to broaden this understanding by confirming the value of technology and student achievement. Jeffs, Morrison, Messenheimer, Rizza, and Banister (2003) noted that more needs to be done "to illustrate the curricular value of technology that reinforces what we value in education, learning" (p.144). Research has begun to focus on specific issues such as multimedia technology and its impact on different measures of student achievement; the effects of multimedia technology for students with learning disabilities; and the effects of multimedia on writing (Ayersman, 1996;Fan & Orey, 2001;Liu, 2004;MacArthur, Ferretti, Okolo, & Cavalier, 2001).…”

Section: Education and Technologymentioning

confidence: 99%

Writing in a Multimedia Environment: Pilot Outcomes for High School Students in Special Education

Rao

Dowrick

Yuen

et al. 2009

J Spec Educ Technol

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This study examined outcomes of using a generative multimedia environment for writing. Students in grades 9 to 12 enrolled in a special education language arts class participated in an eight-week intervention during which they wrote five stories that included pictures, audio, and text. Stories were scored using a Hawaii standards-based rubric assessment. Statistically significant differences were found when scores on the first and last stories were compared. Teams with lower pretest scores appeared to benefit the most from the intervention. A teacher interview revealed several affective outcomes in student writing behaviors, student engagement, and motivation.

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A Retrospective Analysis of Technological Advancements in Special Education

Cited by 15 publications

References 111 publications

Using Interactive Whiteboards as an Assistive Technology for Students with Intellectual Disability

Using Interactive Whiteboards as an Assistive Technology for Students with Intellectual Disability

Educational Application for Special Needs Is a Learning Tool the Way Forward?

Writing in a Multimedia Environment: Pilot Outcomes for High School Students in Special Education

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