Microcomputer Implementation In Secondary Special Education Programs: A Study Of Special Educators; Mildly Handicapped Adolescents; And Administrators' Perspectives

Abstract

The purpose of this study was to examine the implementation and utilization of microcomputers in secondary special education programs. Twenty-two high school special education teachers, 24 mildly handicapped adolescents, and 8 administrators from six high schools in an urban school district were interviewed. Results indicated that, despite the district's considerable investment in hardware, software, and technical assistance, almost half of the teachers were not using microcomputers. Teachers who had at least one computer in their classroom were significantly more likely to use computers and to have positive attitudes toward computers. However, the predominant uses of microcomputers were limited to mathematics, drill-and-practice, and games. Special educators, administrators, and students did not view microcomputers as having a significant impact on instructional practices and programs. Lack of access to microcomputers and dissatisfaction with existing software were cited as major barriers to more extensive and varied microcomputer use.

Programs for Adolescents with Mild Handicaps: Evaluating Where We Are and Contemplating Change

“…Other promising ideas include the use of remedial programs, including before and after-school tutoring (peer and adult-mediated), parent training, and services to help students find and maintain jobs during the summer months (e.g., school-based job clubs). Finally, districts would pursue inservice or related training options for teachers in such areas as content organizers (see Derr & Peters, 1986), team-teaching techniques, interagency collaboration (see Kortering & Edgar, 1988;Rusch & Phelps, 1987;Szymanski & King, 1989;Szymanski, Hanley-Maxwell, & Asselin, 1990) and computer-assisted instruction (see Okolo, Rieth, & Bahr, 1989;Woodward, Carnine, & Collins, 1988).…”

Technology and change in special education: An interactional perspective

“…In a study of the implementation of computers in secondary special education programs, a sample of 22 high school special education teachers, 24 mildly handicapped adolescents, and 8 special education administrators from six high schools were interviewed concerning perceived benefits, barriers, and activities related to computer uses in the schools (Okolo et al, 1989). In a disturbing revelation, although all but one of the teachers reported easy access to microcomputers, almost half of the group had not used them over the past year.…”

“…In the Okolo study (Okolo et al, 1989), teachers identified the computer's ability to support and supplement instruction as the most important benefit offered by computer use. Other responses were that microcomputers facilitated the individualization of instruction and that microcomputers added variety to classroom activities and thus made teaching more interesting.…”

“…The Okolo study (Okolo et al, 1989) found that special education administrators "did not believe that microcomputer use has had a significant impact on teacher and student behavior. In fact, only one respondent, who described the positive effects of a microcomputer-based spelling program, was able to offer evidence of efficacy or impact" (pp.…”

“…Several authors (Hasselbring, 1987;Okolo et al, 1989;Reith, 1986) have commented on the limited access to microcomputer hardware in the public instructional settings they have encountered. In addition, little information is available as to what constitutes a reasonable "replacement rate" for retiring old generations of computers and their software, and identifying and purchasing new hardware.…”