Technology's Evolution into Special Education
Special education approaches have evolved over the last few decades. As doctors and educators better understand various disabilities such as autism, educational approaches are adjusted to best meet students’ needs. Autism Spectrum Disorder is a complex developmental disability that affects individual’s communication abilities, social skills, adaptive skills, processing and cognitive abilities. Other disabilities share similar challenges with communication, motor and cognitive skills. With advances in technology, educators are finding new ways to reach students who struggle to communicate or use tools that require good fine motor skills. Touch screens and smart boards are replacing traditional desktop computers and chalkboards, drawing more students in with interactive and engaging features. As Judy Heumann, Assistant Secretary of the Office of Special Education Programs for the US Department of Education said “For most of us, technology makes things easier. For a person with a disability, it makes things possible” (Edyburn, 2013). This is a profound statement and inspires districts and educators to provide technology tools that will help our students learn and access the curriculum more effectively as well as prepare them for a productive life in the 21st century.
My school district invested in a great deal of technology this year and each classroom is now equipped with an iPad and a projector. Even with two iPads in my possession, I’m probably only using them about 25% of the day, at best, and the projector is only being used about the same amount of time. I’ve found it a challenge to integrate the technology more into my daily routine and am wanting to investigate ways that I can be using the tools more often and more effectively. I also want to find what tools, apps and technology engage my students the most so that I can increase their engagement and achievement. I’m also concerned with looking at the skills my students will need beyond the classroom to use technology in their daily lives or future jobs or to find tools and technology that will make their daily lives easier to navigate.
Setting:
My classroom is a self-contained classroom for middle school students with Autism Spectrum Disorder. We are part of a center-based
program within an Intermediate School District. Students are aged 13-15 and range from moderate to severely disabled. This research evolved around 4-5 male students with ASD.
My classroom is located within a general education middle school building. We follow a functional, life skills curriculum with some academics, if appropriate for the student. Each student has an Individualized Education Plan (IEP) and Transition Plan.
Special education approaches have evolved over the last few decades. As doctors and educators better understand various disabilities such as autism, educational approaches are adjusted to best meet students’ needs. Autism Spectrum Disorder is a complex developmental disability that affects individual’s communication abilities, social skills, adaptive skills, processing and cognitive abilities. Other disabilities share similar challenges with communication, motor and cognitive skills. With advances in technology, educators are finding new ways to reach students who struggle to communicate or use tools that require good fine motor skills. Touch screens and smart boards are replacing traditional desktop computers and chalkboards, drawing more students in with interactive and engaging features. As Judy Heumann, Assistant Secretary of the Office of Special Education Programs for the US Department of Education said “For most of us, technology makes things easier. For a person with a disability, it makes things possible” (Edyburn, 2013). This is a profound statement and inspires districts and educators to provide technology tools that will help our students learn and access the curriculum more effectively as well as prepare them for a productive life in the 21st century.
My school district invested in a great deal of technology this year and each classroom is now equipped with an iPad and a projector. Even with two iPads in my possession, I’m probably only using them about 25% of the day, at best, and the projector is only being used about the same amount of time. I’ve found it a challenge to integrate the technology more into my daily routine and am wanting to investigate ways that I can be using the tools more often and more effectively. I also want to find what tools, apps and technology engage my students the most so that I can increase their engagement and achievement. I’m also concerned with looking at the skills my students will need beyond the classroom to use technology in their daily lives or future jobs or to find tools and technology that will make their daily lives easier to navigate.
Setting:
My classroom is a self-contained classroom for middle school students with Autism Spectrum Disorder. We are part of a center-based
program within an Intermediate School District. Students are aged 13-15 and range from moderate to severely disabled. This research evolved around 4-5 male students with ASD.
My classroom is located within a general education middle school building. We follow a functional, life skills curriculum with some academics, if appropriate for the student. Each student has an Individualized Education Plan (IEP) and Transition Plan.