Microcomputer Use within Micro-Educational Environments

1987 ◽  
Vol 53 (5) ◽  
pp. 399-409 ◽  
Author(s):  
Merith A. Cosden ◽  
Michael M. Gerber ◽  
Dorothy S. Semmel ◽  
Susan R. Goldman ◽  
Melvyn I. Semmel
Keyword(s):  
Special Education ◽  
Observational Study ◽  
Representative Sample ◽  
Contact Time ◽  
Direct Contact ◽  
Resource Room ◽  
Mainstream Classrooms ◽  
Educational Environments ◽  
Special Day Class ◽  
Remedial Work

An observational study of micro-educational environments (MEE's) and microcomputer use within these environments was conducted across a broad-based, representative sample of special day class, resource room, and mainstream classrooms in Southern California. Mildly handicapped students in special education settings were found to have less variety to their instructional experiences than did either handicapped or nonhandicapped students in the mainstream. That is, students in special education classes evidenced a more dominant pattern of individual, in-classroom, remedial work than did either handicapped or nonhandicapped students in the mainstream. Across all settings, students were highly engaged with the computer, although teachers spent little direct contact time with students during these periods. Microcomputer instruction emerges as a highly motivating vehicle for imparting information, but the effectiveness of these experiences remains to be assessed.

A Response to the GAO Report, “Disparities Still Exist in Who Gets Special Education”

1983 ◽  
Vol 50 (1) ◽  
pp. 30-34 ◽  
Author(s):  
K. Charlie Lakin ◽  
Bradley K. Hill ◽  
Florence A. Hauber ◽  
Robert H. Bruininks
Keyword(s):  
Special Education ◽  
Representative Sample ◽  
Mentally Retarded ◽  
Public Law ◽  
Residential Facilities ◽  
School Age Children ◽  
School Age ◽  
School Programs ◽  
Severely Handicapped ◽  
Nationally Representative

A September, 1981, General Accounting Office (GAO) report concluded that among the central objectives of Public Law 94–142, the priorities of serving the previously unserved and the most severely handicapped “may have been realized.” However, data gathered on 401 school-age children who were part of a nationally representative sample of 2,271 individuals living in residential facilities for mentally retarded persons found that at the same time the GAO study was conducted, substantial numbers of sample members were not in school programs and 8% were in no day programs whatsoever.

Broken Promises: Reading Instruction in the Resource Room

1998 ◽  
Vol 64 (2) ◽  
pp. 211-225 ◽  
Author(s):  
Sharon Vaughn ◽  
Sally Watson Moody ◽  
Jeanne Shay Schumm
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Students With Learning Disabilities ◽  
Resource Room ◽  
School Year ◽  
Grade Levels ◽  
Reading Abilities ◽  
Wide Range ◽  
In The Beginning

Reading instruction and grouping practices provided for students with learning disabilities (LD) by special education teachers in the resource room were examined. Fourteen special education teachers representing 13 schools were observed three times over the course of 1 year and interviewed in the beginning and end of the school year. Results indicated that teachers primarily provided whole group reading instruction to relatively large groups of students (5 to 19), and little differentiated instruction or materials were provided despite the wide range (3 to 5 grade levels) of reading abilities represented. Most teachers identified whole language as their primary approach to reading, and little instruction that addressed word recognition or comprehension was observed.

Integrated Support of Students With Autism Spectrum Disorders and Learning Disabilities

2021 ◽  
pp. 1-14
Author(s):  
Yefim Kats
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Autism Spectrum Disorders ◽  
Instructional Technology ◽  
Holistic Approach ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Technology Support ◽  
Educational Environments ◽  
Spectrum Disorders

This chapter outlines the integrated approach to support children and young adults diagnosed with learning disabilities and autism spectrum disorders (ASD). In this context, the authors, first, discuss the legislative background providing legal basis for the disability support in educational environments. They, further, address psychological and neurological aspects of learning disabilities and ASD diagnostics and consider how legislative and neurological issues influence special education methods, counseling, and instructional technology support. The educational tools addressed include mobile devices and applications, virtual reality, and robotics. The chapter concludes with a report on the development of college-level course in instructional technology, intended for technology facilitators and teachers working with the ASD students. The case study focuses primarily on the use of the affordable and popular LEGO robots. The holistic approach to support of those with disabilities, outlined in the chapter, combines educational leadership issues, psychological and job counseling, special education methods, and instructional technology.

Integrated Support of Students With Autism Spectrum Disorders and Learning Disabilities

2022 ◽  
pp. 539-552
Author(s):  
Yefim Kats
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Autism Spectrum Disorders ◽  
Instructional Technology ◽  
Holistic Approach ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Technology Support ◽  
Educational Environments ◽  
Spectrum Disorders

This chapter outlines the integrated approach to support children and young adults diagnosed with learning disabilities and autism spectrum disorders (ASD). In this context, the authors, first, discuss the legislative background providing legal basis for the disability support in educational environments. They, further, address psychological and neurological aspects of learning disabilities and ASD diagnostics and consider how legislative and neurological issues influence special education methods, counseling, and instructional technology support. The educational tools addressed include mobile devices and applications, virtual reality, and robotics. The chapter concludes with a report on the development of college-level course in instructional technology, intended for technology facilitators and teachers working with the ASD students. The case study focuses primarily on the use of the affordable and popular LEGO robots. The holistic approach to support of those with disabilities, outlined in the chapter, combines educational leadership issues, psychological and job counseling, special education methods, and instructional technology.

Reading and Writing: Integrating Software into the Curriculum

1993 ◽  
Vol 12 (4) ◽  
pp. 44-51 ◽  
Author(s):  
Libby G. Cohen ◽  
Loraine J. Spenciner
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Computer Technology ◽  
Special Education Teachers ◽  
Assistive Devices ◽  
Students With Special Needs ◽  
Resource Room ◽  
Reading And Writing ◽  
Teachers And Students ◽  
Writing Curricula

This study investigated how rural special education teachers and students use computer technology when working on reading, spelling, and writing activities. The results indicate that computers are not very well integrated in reading, spelling, or writing curricula. When students do use computers, they use them by themselves in the resource room or in the special classroom for reinforcement activities. Assistive devices, which could make computers accessible, are, for the most part, unavailable. Despite the evidence of the benefits of the use of microcomputers and software by students with special needs, this technology remains largely untapped.

Parent Attitudes about Special Education and Reintegration: What is the Role of Student Outcomes?

1994 ◽  
Vol 61 (3) ◽  
pp. 269-281 ◽  
Author(s):  
Susan K. Green ◽  
Mark R. Shinn
Keyword(s):  
Special Education ◽  
Education Reform ◽  
General Education ◽  
Reading Instruction ◽  
Research Strategies ◽  
Resource Room ◽  
Subjective Perceptions ◽  
Quantitative And Qualitative Research ◽  
Positive Attitudes ◽  
Education Resource

Parents ( N=21) of children receiving special education resource room services in reading were interviewed to learn about their views concerning these services and reintegration decisions. Quantitative and qualitative research strategies were used to scale attitudes and cluster responses. Most parents had strong positive attitudes toward resource room services. The basis for these attitudes was explored, and it was found that parents' satisfaction was derived primarily from subjective perceptions (such as teachers' caring), rather than academic performance data. Most parents were reluctant to have their children reintegrated into general education classes for reading instruction. Findings are discussed in the context of special education reform efforts.

Classroom Behaviors of Students with Disabilities in Rural Inclusive Classrooms: An Observational Study

1997 ◽  
Vol 16 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Gretchen Butera ◽  
Gia Deasy ◽  
Kevin Miller ◽  
Laura Reissner ◽  
Carl Stein ◽  
...  
Keyword(s):  
Special Education ◽  
Observational Study ◽  
Service Delivery ◽  
Students With Disabilities ◽  
Observational Data ◽  
Classroom Behavior ◽  
Inclusive Classrooms ◽  
Classroom Behaviors ◽  
Special Education Service ◽  
Education Service

Observational data were collected to compare classroom academic and social behaviors of 71 students with mild-moderate disabilities to those of their normative peers in 48 elementary inclusive classrooms. Fifteen categories of observed behaviors were recorded in six-second intervals that alternated with the recording of observed behaviors of normative peers in each classroom using the Classroom Behavior Record (CBR). Analyses indicated students with disabilities did not differ from their normative peers on fourteen measures of social and academic classroom behaviors. Students with disabilities were observed as significantly less attentive than their normative peers and they were even less attentive if more than one adult was in the classroom. Implications for rural inclusive special education service delivery are discussed.

scholarly journals Differences in Teaching Self-Determination between General and Special Education Teachers in Elementary Schools

2017 ◽  
Vol 6 (4) ◽  
pp. 40 ◽  
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
Special Education ◽  
Elementary Schools ◽  
General Education ◽  
Special Education Teachers ◽  
Psychological Empowerment ◽  
Self Regulation ◽  
General Education Teachers ◽  
Self Determination ◽  
Resource Room ◽  
Resource Rooms

The purpose of this study was to investigate whether there are differences in the teaching of self-determination between general and special education teachers in Taiwan. The participants were 380 teachers recruited from elementary schools nationwide in Taiwan. Among them, 128 were general education teachers, while the others were special educators providing services in either resource rooms (n = 125) or self-contained classrooms (n = 127). The Teaching Self-Determination Scale (TSDS) was used to collect data. Descriptive statistics, t tests, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data. Findings showed that both general and special education teachers’ level of teaching self-determination was in the range of “sometimes to often”. Nevertheless, general education teachers’ level in teaching psychological empowerment, self-regulation, and autonomous skills was higher than that of their special education counterparts. Additionally, general educators tended to focus the most on instructing psychological empowerment abilities, while the self-contained classroom teachers paid intense attention to the teaching of autonomous skills. Resource room teachers demonstrated a relatively balanced instruction of various skills. Findings of this study enabled us to further understand elementary school teachers’ level of teaching self-determination and its characteristics as well. Suggestion and implications are provided.

The Effects of Microcomputers on the Secondary Special Education Classroom Ecology

1987 ◽  
Vol 8 (4) ◽  
pp. 36-45 ◽  
Author(s):  
Herbert Rieth ◽  
Christine Bahr ◽  
Lewis Polsgrove ◽  
Cynthia Okolo ◽  
Robert Eckert
Keyword(s):  
Special Education ◽  
Computer Use ◽  
Student Behavior ◽  
Teacher Behavior ◽  
Instructional Programs ◽  
Secondary Special Education ◽  
Resource Room ◽  
Education Resource ◽  
Training And Support ◽  
The Impact

This study was designed to investigate the impact of the microcomputer upon the curricular content, curricular format, student behavior, teacher behavior, and teacher focus employed in secondary special education resource room programs. These behaviors were compared in classes in which a microcomputer was used with classes in which no computer was used. Overall, the data suggested different effects associated with computer use The most important benefits appear to be increased active task engagement and increased individually focused instruction. In many key categories of teacher behavior, however, there were no significant differences between the computer-use and noncomputer-use classes. The data strongly suggest that teachers will need training and support if they are to integrate computers into their instructional programs.

Sign in / Sign up

Export Citation Format

Share Document