Using Technology to Address Barriers in Rural Special Education for Students With Autism: A Do-It-Yourself Guide

Abstract

Providing high-quality special education services in rural settings has a variety of challenges such as geographic isolation and a lack of resources. One particularly challenging aspect of rural special education is providing general curriculum access. Computer-assisted instruction is one way to provide high-quality specialized instruction that does not require the attention of another teacher nor a paraprofessional while still possessing the ability to implement research-based specially designed instruction with fidelity. This article provides teachers with task analyses and considerations for creating their own computer-assisted instruction using widely available computer software.

Using Computer-Assisted Instruction to Teach Science Vocabulary to Students With Autism Spectrum Disorder and Intellectual Disability

“…In addition, because the program is rooted in research-based practices and EBPs for teaching academics (e.g., systematic instruction, explicit instruction, picture supported text), a teacher does not need to be highly trained in these areas to implement the intervention with fidelity. These types of programs could be of great benefit in an inclusive classroom or in any setting where the teacher needs to keep students engaged while attending to a variety of other responsibilities such as monitoring other students (McKissick, 2015; McKissick, Diegelmann, & Parker, 2017).…”

Latent but not absent: The ‘long tail’ nature of rural special education and its dynamic correction mechanism

“…Existing studies often stress that the supply insufficiency of RSE could be explained from multiple perspectives. Many scholars claim that the relatively humble teaching infrastructures and devices in rural areas play dominant roles in causing supply insufficiency of RSE [ 5 , 6 , 11 , 12 ]. In addition, RSE faculty members are relatively weak in professional accomplishment and work motivation [ 2 , 6 , 7 , 13 ]; they also face lower salaries, mismatched job satisfaction, heavy workloads and vague teaching commitments [ 14 , 15 ].…”

“…Many scholars claim that the relatively humble teaching infrastructures and devices in rural areas play dominant roles in causing supply insufficiency of RSE [ 5 , 6 , 11 , 12 ]. In addition, RSE faculty members are relatively weak in professional accomplishment and work motivation [ 2 , 6 , 7 , 13 ]; they also face lower salaries, mismatched job satisfaction, heavy workloads and vague teaching commitments [ 14 , 15 ]. In addition, affected by the relatively conservative traditional culture and lower income levels, the families and parents of RSE children face barriers to and misuse in covering related expenses and in interacting and mediating with other RSE stakeholders, in addition to lower moral-related motivation and legal awareness with regard to the necessity of RSE for their children [ 4 , 16 – 18 ].…”

Use of Computers in Special Education: Benefits and Outcomes

“…Accordingly, concept of "computer-supported education" has come to the fore in the recent years. Given the effective use of technological tools in education including technology, these tools are both used in regular and special education settings and environments (Yadav, Gretter, Hambrusch & Sands, 2016;McKissick, Diegelmann & Parker, 2017). Many different methods are used in the education of individuals with special needs and use of technology has become prevalent in special education as well.…”