Innovations in Classroom Technology for Students with Disabilities

2019 ◽  
Vol 55 (2) ◽  
pp. 67-70
Author(s):  
Joseph R. Boyle ◽  
Michael J. Kennedy
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Performance Feedback ◽  
Autism Spectrum ◽  
Emotional Behavior ◽  
Education Curriculum ◽  
Inclusion Classrooms ◽  
General Education Curriculum ◽  
High Incidence Disabilities ◽  
General Education Classrooms

Students with high-incidence disabilities (e.g., learning disabilities, emotional behavior disorders, and autism spectrum disorders) often receive most of their education in general education classrooms. Once in these classrooms, students with disabilities are expected to learn from the general education curriculum. For students with disabilities participating in general education and inclusion classrooms, technology offers an opportunity for them to be active participants in classroom activities and to make meaningful progress in the general education curriculum. The articles presented in this special issue illustrate how technology can help students with disabilities to become active participants in general education classrooms. The technologies described in the articles were developed as research-to-practice pieces so that practitioners can integrate the technology into their classrooms. This issue focuses on two themes: (a) technology to support student learning in inclusive or general education classrooms and (b) technology to promote student engagement and enhance performance feedback of teachers.

What Is Different About Deaf Education? The Effects of Child and Family Factors on Educational Services

2016 ◽  
Vol 51 (1) ◽  
pp. 27-37 ◽  
Author(s):  
Pamela Luft
Keyword(s):  
Hearing Loss ◽  
General Education ◽  
Hard Of Hearing ◽  
Deaf Education ◽  
Family Factors ◽  
Educational Services ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
K 12 ◽  
General Education Classrooms

Deaf education is characterized by several distinctive aspects, beginning with qualities unique to deaf and hard-of-hearing (DHH) children and their families. Consisting of approximately 1.2% of the special education K-12 population, educational and disability systems often struggle to meet the unique challenges that these children and their families present. The result is that services and practices may be atypical and unlike those found to be successful with other populations. Despite new technological and personnel accommodations, far greater numbers placed in general education classrooms, and access to the general education curriculum, these children remain unable to perform commensurate with their abilities or at levels equivalent to their peers either with or without disabilities. Achievement has improved little over four decades, further attesting to the complexity of successfully mitigating the effects of early childhood hearing loss and that educating DHH children is different.

Addressing the General Education Curriculum in General Education Settings with Students with Severe Disabilities

2017 ◽  
Vol 42 (3) ◽  
pp. 155-170 ◽  
Author(s):  
Sarah L. Ballard ◽  
Stacy K. Dymond
Keyword(s):  
Data Analysis ◽  
General Education ◽  
Thematic Analysis ◽  
Social Inclusion ◽  
Secondary Data ◽  
Severe Disabilities ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

This systematic literature review examined research on stakeholders’ beliefs about addressing the general education curriculum in general education classrooms with students with severe disabilities (SD). The investigation was limited to studies published in peer-reviewed journals between 1997 and 2015. Ten articles were identified and then analyzed using an inductive coding approach and thematic analysis. Secondary data analysis revealed four major themes centered on (a) method of access, (b) type of curriculum, (c) barriers/concerns, and (d) benefits. Overall, stakeholders were found to perceive social inclusion as more important than involvement and progress in the general education curriculum for students with SD. Stakeholders also perceived numerous challenges around facilitating access to the general education curriculum in general education classrooms.

Setting a Framework of Inclusive Support for Students With Disabilities

2022 ◽  
pp. 327-339
Author(s):  
Johnny R. O'Connor Jr.
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
School Administrators ◽  
Education Curriculum ◽  
Federal Law ◽  
General Education Curriculum ◽  
Key Stakeholders ◽  
Inclusive Settings ◽  
General Education Classroom ◽  
Social Opportunities

The purpose of this chapter is to provide guidance to parents, teachers, and school administrators, as it relates to the various elements and considerations to implementing inclusion programming in schools. The author introduces the implementation of inclusion in terms of a multidimensional framework needed to support the inclusion of students with disabilities (SWD) in general education classroom settings. Inclusive settings allow access to the general education curriculum, ensuring compliance with federal law, and enhanced academic and social opportunities for students with disabilities. A discussion of key stakeholders in inclusion, as well as preparation, implementation, and sustainability of inclusion efforts are also reviewed.

Promoting Access through Segregation: The Emergence of the “Prioritized Curriculum” Class

2016 ◽  
Vol 118 (14) ◽  
pp. 1-22 ◽  
Author(s):  
Jessica Bacon ◽  
Carrie E. Rood ◽  
Beth A. Ferri
Keyword(s):  
General Education ◽  
Educational Policy ◽  
Students With Disabilities ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Local Schools ◽  
Legal Mandates ◽  
Standards Based Reform

The continuously evolving standards-based reform (SBR) movement is one of the most prominent features of today's educational policy landscape. As SBR has continued to drive educational policy, local schools and districts have adopted many approaches to comply with legal mandates. This article critically examines one particular resultant phenomenon of the SBR movement—the emergence of a new track of self-contained classes called Prioritized Curriculum classes, designed to provide students with disabilities access to standards-based general education curriculum, but in a segregated class. In this article we document the emergence of such courses and critically analyze the rationales and policy loopholes that have led to their creation.

scholarly journals Classroom Variables and Access to the General Curriculum for Students with Disabilities

2007 ◽  
Vol 74 (1) ◽  
pp. 101-120 ◽  
Author(s):  
Jane H. Soukup ◽  
Michael L. Wehmeyer ◽  
Susan M. Bashinski ◽  
James A. Bovaird
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Observation System ◽  
Intellectual And Developmental Disabilities ◽  
Group Instruction ◽  
Education Curriculum ◽  
General Curriculum ◽  
General Education Curriculum ◽  
Computer Based ◽  
Social Studies Instruction

This study investigated the degree to which students with intellectual and developmental disabilities have access to the general education curriculum and the degree to which such access is related to and predicted by classroom setting and ecological variables. We observed 19 students during science or social studies instruction and collected data with Access CISSAR, a computer-based observation system that uses time sampling observation. The results of the study indicated that accommodations and modifications were provided depending on the amount of time students were educated with their nondisabled peers. Further, one-on-one or independent instructional groupings were better predictors of access than whole-group instruction, as were entire or divided group physical arrangements.

scholarly journals Impact of Curriculum Modifications on Access to the General Education Curriculum for Students with Disabilities

2010 ◽  
Vol 76 (2) ◽  
pp. 213-233 ◽  
Author(s):  
Suk-Hyang Lee ◽  
Michael L. Wehmeyer ◽  
Jane H. Soukup ◽  
Susan B. Palmer
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Education Curriculum ◽  
General Education Curriculum

Using Standards-Based Instruction To Teach Language to Children Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 92-98 ◽  
Author(s):  
Solana Henneberry ◽  
Jennifer Kelso ◽  
Gloria Soto
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Common Core ◽  
State Standards ◽  
Content Standards ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Core Content ◽  
Language Needs ◽  
Based Instruction

Abstract Federal legislation has increasingly mandated that students with disabilities have access to the general education curriculum. The general education curriculum should be the primary content and context of the education and therapeutic intervention for students who use AAC. Special educators, including speech and language pathologists, need to encapsulate the essence of Common Core Content Standards and the general education curriculum to address the content and language needs of AAC users. The interconnection of curriculum content and language demands for the AAC user can be accomplished using readily available research based tools and strategies. We created a five-step process to help SLPs incorporate the general education curriculum into intervention to address language goals of AAC users: 1) assessment; 2) identifying grade level content standards from Common Core or state standards; 3) identifying the “essence” of the standard as it relates to language; 4) generating IEP goals; and 5) teaching language skills across curricular activities. We will provide examples of this process to address a general education standard and the language and curricular content goals for beginning communicators, context-dependent communicators and for students communicating independently. Collaboration between the SLP and educators by means of these steps supports student success across all curricular areas.

Setting a Framework of Inclusive Support for Students With Disabilities

2019 ◽  
pp. 1-18
Author(s):  
Johnny R. O'Connor Jr.
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
School Administrators ◽  
Education Curriculum ◽  
Federal Law ◽  
General Education Curriculum ◽  
Key Stakeholders ◽  
Inclusive Settings ◽  
General Education Classroom ◽  
Social Opportunities

The purpose of this chapter is to provide guidance to parents, teachers, and school administrators, as it relates to the various elements and considerations to implementing inclusion programming in schools. The author introduces the implementation of inclusion in terms of a multidimensional framework needed to support the inclusion of students with disabilities (SWD) in general education classroom settings. Inclusive settings allow access to the general education curriculum, ensuring compliance with federal law, and enhanced academic and social opportunities for students with disabilities. A discussion of key stakeholders in inclusion, as well as preparation, implementation, and sustainability of inclusion efforts are also reviewed.

Dreaming of College Versus Going to College: Expectations and Enrollment Among Autistic Students

2021 ◽  
pp. 074193252110460
Author(s):  
Hyejung Kim ◽  
Diana Baker
Keyword(s):  
Occupational Therapy ◽  
General Education ◽  
Cognitive Ability ◽  
Postsecondary Education ◽  
College Education ◽  
Autism Spectrum ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Enrollment Patterns ◽  
College Bound Students

This study uses data from the National Longitudinal Study 2 to examine relationships between expectations about college education and enrollment patterns among students on the autism spectrum. Results reveal that although more than half of the students reported that they were likely to attend college, among their individualized education programs, only 44% listed postsecondary education as a primary transition goal, and just a third of parents reported expecting that their children would pursue a college education. Furthermore, parental expectations were predicted by cognitive ability, home language, access to the general education curriculum, psychological services, and occupational therapy, while actual enrollment patterns were predicted by a different set of variables: cognitive ability, self-care skills, household responsibilities, conversational skills, access to the general education curriculum, occupational therapy, assistive technology, parent-teacher meetings for postsecondary goal planning, and proportion of White students in school. The predictive patterns suggest practical implications for college-bound students on the spectrum.

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