Integration of Instructional Technology Into Special Education

1992 ◽  
Vol 1 (2) ◽  
pp. 7-18 ◽  
Author(s):  
J. Michael Livesay ◽  
Paul E. Murray
Keyword(s):  
Special Education ◽  
Instructional Technology

Educational Leadership and Integrated Support for Students with Autism Spectrum Disorders

2016 ◽  
pp. 101-114
Author(s):  
Yefim Kats
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
Educational Leadership ◽  
Instructional Technology ◽  
Holistic Approach ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Systematic Research ◽  
Instructional Use ◽  
Spectrum Disorders

This chapter addresses the integrated approach to the support of children diagnosed with Autism Spectrum Disorders (ASD). In this context we, first, discuss the legislative background, providing legal basis for autism support in an educational environment. We further briefly outline psychological and neurological aspects of ASD diagnostics. We consider how legislative and psychological issues impact special education methods and instructional technology support for ASD. The technology 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 for technology facilitators and special education teachers working with ASD students. Considering that systematic research in the instructional use of affordable robotics is still lacking, the case study focuses primarily on the instructional use of popular LEGO robots. The holistic approach to ASD support, combining educational leadership, counseling, special education methods and technological factors, is emphasized throughout the chapter.

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.

Instructional Technology and Special Education

1983 ◽  
Vol 7 (1) ◽  
pp. 19-25 ◽  
Author(s):  
Keri Wilton
Keyword(s):  
Special Education ◽  
Instructional Technology ◽  
Physical Science ◽  
Instructional Materials ◽  
Gifted Children ◽  
Science Concept ◽  
Behavioural Science ◽  
Engineering Technology ◽  
Television Teaching ◽  
Learning And Instruction

The term instructional technology’ refers to two relatively distinct classes of phenomena which have been described by Saettler (1968) as “the physical science concept” — the application of physical science and engineering technology (movie projectors, television, teaching machines, computers, etc.) to the presentation of instructional materials, and “the behavioural science concept” — the application of behavioural science (especially psychology and sociology) to problems of learning and instruction. While both of these classes of phenomena clearly have considerable potential for improving the content and conduct of education — including special education, it is the writer’s belief that the extent to which “the physical science concept” can be effectively utilised in education/special education will be limited — indeed constrained by the current spate of knowledge which has been derived from “the behavioural science concept”. The present paper reflects this belief and is thus primarily concerned with “the behavioural science concept” — in particular with the application of psychology and sociology to problems of learning and instruction in special education.An initial clarification of the term “special education” also seems necessary. Following Kirk and Gallagher (1979), the term “special education” in the present paper will refer to those aspects of education required for handicapped or gifted children which are “unique and/or in addition to the instructional programme for all children [p. 13]” ‘Handicapped or gifted children’ being those who “deviate from the average or normal child (1) in mental characteristics, (2) in sensory abilities, (3) in neuro-motor or physical characteristics, (4) in social behaviour, (5) in communication abilities, or (6) in multiple handicap … to such an extent that modifications of school practices, or special educational services are required for the children to develop to maximum capacity” (Kirk & Gallagher, 1979 [p. 3].)

The Need for Inservice Training in Instructional Technology for Special Education Personnel in Small Rural School Districts

1982 ◽  
Vol 6 (1) ◽  
pp. 25-29 ◽  
Author(s):  
Paul A. Wirth ◽  
Stephen W. Stile ◽  
Jack T. Cole
Keyword(s):  
Special Education ◽  
Instructional Technology ◽  
School Districts ◽  
Staff Development ◽  
Rural School ◽  
Special Education Teacher ◽  
Rural School Districts ◽  
Special Education Administrator ◽  
Interview Guide ◽  
Small Rural School

One special education teacher and one special education administrator from each of 17 small rural school districts (N=34) were interviewed via a 65–item interview guide relative to staff development needs. A lack of staff development activities was identified as a critical problem for special educators in such districts in New Mexico. Training in the area of instructional technology was the most frequently mentioned inservice need. A majority of respondents indicated that instructional technology would be useful in the provision of special services. The vast majority of respondents felt competence in instructional technology would improve the special educator's effectiveness in the classroom, while the response to the question of whether competence in this area would improve the special education administrator's effectiveness was mixed.

Educational Leadership and Integrated Support for Students with Autism Spectrum Disorders

2017 ◽  
pp. 1-13
Author(s):  
Yefim Kats
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
Educational Leadership ◽  
Instructional Technology ◽  
Holistic Approach ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Systematic Research ◽  
Instructional Use ◽  
Spectrum Disorders

This chapter addresses the integrated approach to the support of children diagnosed with Autism Spectrum Disorders (ASD). In this context we, first, discuss the legislative background, providing legal basis for autism support in an educational environment. We further briefly outline psychological and neurological aspects of ASD diagnostics. We consider how legislative and psychological issues impact special education methods and instructional technology support for ASD. The technology 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 for technology facilitators and special education teachers working with ASD students. Considering that systematic research in the instructional use of affordable robotics is still lacking, the case study focuses primarily on the instructional use of popular LEGO robots. The holistic approach to ASD support, combining educational leadership, counseling, special education methods and technological factors, is emphasized throughout the chapter.

Microcomputers and Computer-Assisted Instruction in Special Classrooms: Do we Need the Teacher?

1986 ◽  
Vol 9 (2) ◽  
pp. 105-110 ◽  
Author(s):  
Steven A. Carlson ◽  
Rita Silverman
Keyword(s):  
Special Education ◽  
Instructional Technology ◽  
Decision Maker ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
Essential Skills ◽  
Assisted Instruction

As microcomputers in special education classrooms become increasingly common, teachers are faced with having to make decisions about when, under what conditions, and with whom to use microcomputers. This is particularly true when teachers are considering the use of computer-assisted instruction (CAI) with students expected to learn essential skills. In this article the microcomputer is presented as an important but currently limited piece of instructional technology. Guidelines for deciding when and how CAI should be used are offered with an emphasis on the teacher's role as decision maker and instructional manager.

Variability in Mat Results within the Field of Education

1979 ◽  
Vol 45 (2) ◽  
pp. 665-666 ◽  
Author(s):  
Ruth E. Murray
Keyword(s):  
Special Education ◽  
Secondary Education ◽  
Instructional Technology ◽  
Elementary Education ◽  
Analysis Of Variance ◽  
Educational Administration ◽  
Educational Psychology ◽  
Test Scores ◽  
Local Norms ◽  
Miller Analogies Test

This study compared Miller Analogies Test scores for 100 applicants in each of 6 different disciplines within a typical education division ( N = 600). In descending order of mean scores, they included educational psychology, instructional technology, secondary education, educational administration, special education, and elementary education. One-way analysis of variance was computed. Significant differences involved two clusters of means, the first three areas and the last three. Since variability was noted among areas, more specialized and local norms might be useful.

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