Introduction to Technology in Transition

Fisher, Sherrilyn K.; Gardner, J. Emmett

doi:10.1177/088572889902200202

Cited by 5 publications

(3 citation statements)

References 12 publications

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“…Computer hardware and software can be used to promote academic achievement (Lewis, 1993;Male, 1994), to facilitate access to the general education curriculum and inclusion in regular classroom settings (Blamires, 1999;Carey & Sale, 1994;Howell. 1996), and to assist in the transition to adulthood and the world of work (Chambers, 1998;Fisher & Gardner, 1999). Educators need to acquire competencies for implementing computer supports to insure that hardware and software facilitate, rather than hinder, teaching and learning (Baumbach & Bird, 1999;Ochoa, Vasquez, & Gerber, 1999).…”

Section: Applications Of Technology In Service Delivery In Special Edmentioning

confidence: 98%

Technology and Teacher Education in Special Education: Disaster or Deliverance?

Ludlow

2001

Teacher Education and Special Education

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Existing and emerging technologies have many implications for service delivery and for teacher education in special education. Today's educators need to know how to implement assistive technology, computer instruction, and telecommunications networking in special education and disability services programs for individuals with disabilities of all ages. Teacher education programs in special education need to prepare prospective and practicing personnel to implement technology through technology integration into the curriculum, development of multimedia learning materials and design and delivery of distance education programs. However, there is insufficient research to clarify the impact of technology on service delivery and teacher education and few models of training to prepare educators to use technology in schools, colleges, and universities. This article examines current and future trends in technology in special education and in teacher education; addresses the positive and negative impact of technologies on service delivery and on personnel preparation; and explores how educators' attitudes and reactions and toward emerging technologies will determine the future of teacher education in special education.Today's world is characterized as an age of technology. Technological innovations have impacted all dimensions of human existence : our need to use technology permeates every aspect of our day-to-day lives-personal care, communication, socialization, recreation, money management, employment, business, and now education. In special education, we are witnessing what amounts to a revolution in both service delivery for individuals with disabilities as well as preservice and inservice preparation of professional personnel. As we enter the 21st century, we are beginning to see unparalleled changes in what children, adolescents, and adults with disabilities can accomplish through assistive technology computer supports, and telecommunications networks. We are also becoming aware of the dramatic impact of technology integration, multimedia materials, and distance education on how we prepare prospective and practicing personnel.As special educators as well as teacher educators, we may be both excited and dismayed by these developments. The professional literature is replete with odes to the benefits of technology as well as diatribes against the evils of technology. Some educators have embraced the promise of new technologies, while others have warned against the perils of an over-reliance on technology in educational practice. Our love-hate relationship with today's technologies is based on a growing recognition that technology makes our lives easier, but creates more work and stress and well as a nagging worry that the siren song of technology is seducing us into focusing our attention and effort on flash over substance. Reflecting on this ambiguity, Stansberry (1998) wrote: &dquo;This split vision of technology-savior one minute, at TEMPLE UNIV on November 18, 2014 tes.sagepub.com Downloaded from144 demon the next,...

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Section: Applications Of Technology In Service Delivery In Special Edmentioning

confidence: 98%

Technology and Teacher Education in Special Education: Disaster or Deliverance?

Ludlow

2001

Teacher Education and Special Education

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“…Provisions of the Carl D. Perkins Vocational and Applied Technology Education Act of 1998, the Rehabilitation Amendments of 1992 and 1993, the School-to-Work Opportunities Act of 1994, and the Technology-Related Assistance for Individuals with Disabilities Act of 1988 further dictate program access and support services that must be provided to people with disabilities (Fisher & Gardner, 1999;Hager & Smith, 2003). Unfortunately, many elementary, secondary, and postsecondary educators and service providers have difficulty understanding and applying the maze of conflicting definitions, eligibility criteria, and policy implications of legislation that impacts the provision of technology access for individuals with disabilities (National Council on Disability, 2000).…”

Section: Legislationmentioning

confidence: 99%

The Role of Technology in Preparing Youth with Disabilities for Postsecondary Education and Employment

Burgstahler

2003

J Spec Educ Technol

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Access to electronic and information technology has the potential to promote positive postsecondary academic and career outcomes for students with disabilities. However, this potential will not be realized unless stakeholders assure that all individuals with disabilities have access to technology that promotes positive academic and career outcomes; learn to use technology in ways that contribute to positive outcomes; and experience a seamless transition of availability of technology as they move through educational and career environments. This article explores the role technology can play in helping students with disabilities make successful transitions to postsecondary studies, employment, and adult life. It (a) defines terms, (b) provides examples of electronic and information technologies and their applications in pre-college and postsecondary education and employment, (c) summarizes legal issues that apply to technology access for students with disabilities in pre-college, postsecondary, and employment settings, (d) explores promising practices, and (e) lists topics for future research. Ensuring that all of the educational and employment opportunities that technology provides are accessible to everyone will contribute to the creation of a level playing field, thereby increasing access for people with disabilities to postsecondary education and careers in high-paying jobs and, ultimately, strengthening the economy.

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“…The Individuals with Disabilities Education Act of 1990 (IDEA) and its 1997 Amendments established transition planning and services as a component of a student's Individualized Education Program (IEP), beginning at age 14. These same amendments also mandated that the student's assistive technology needs be considered in the IEP (Fisher, 1999;Fisher & Gardner, 1999;Galvin & Wobschall, 1996;Lahm & Nickels, 1999). The IDEA Amendments adopted the language of the Tech Act for the definition of an assistive technology device, as follows: "Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability" (Federal Register, March 12, 1999, p. 12421).…”

Section: The Role Of Technology In the Transition To Postsecondary Education Of Students With Learning Disabilitiesmentioning

confidence: 99%

The Role of Technology in the Transition to Postsecondary Education of Students with Learning Disabilities

Mull

Sitlington

2003

J Spec Educ

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This article summarizes findings regarding the use of technology in helping students with learning disabilities succeed in postsecondary education settings. The primary purposes of this article are to (a) identify the specific technology recommendations found in the literature, (b) identify issues related to using these recommendations in the transition to postsecondary education, and (c) provide recommendations for planning for the transition to postsecondary education.

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Introduction to Technology in Transition

Cited by 5 publications

References 12 publications

Technology and Teacher Education in Special Education: Disaster or Deliverance?

Technology and Teacher Education in Special Education: Disaster or Deliverance?

The Role of Technology in Preparing Youth with Disabilities for Postsecondary Education and Employment

The Role of Technology in the Transition to Postsecondary Education of Students with Learning Disabilities

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