Christina Miller
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Warger, Cynthia. (1998. October). Including Assistive Technology in the Standard Curriculum. ERIC Digest. [Online] Available:
http://at-advocacy.phillynews.com/docs/ericatincurric.html
The law requires that assistive technology
devices and services be considered for all children identified as having
an exceptional educational need. There is still a lot of work to be done
to ensure that IEP (Individualized Education Plans) teams consider the
maximum benefits of technology use. There are important key points to consider
in implementing technology in special education: select low tech applications
whenever possible, offer training and technical support to teachers initially,
integrate the use of technology into lessons in a purposeful and meaningful
way, and when possible use the technology that’s already in place.
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Golinker, Lewis. ( 1997, June). Funding for Assistive Technology Devices and Services in the Individuals With Disabilities Education Act (IDEA) of 1997. Eric Digest [Online] Available:
http://at-advocacy.phillynews.com/data/atgollinker.html
Before the term assistive technology
became part of policy discussions, schools were required to provide computers
and other adaptive equipment to students who needed them. In addition,
other decisions and policy letters have established some core principles
related to assistive technology device funding. The best known policy letter
concerning school provision of assistive technology devices and services
is the “Goodman Letter”. In this letter, the Department of Education make
it clear that schools are prohibited from refusing to consider assistive
technology devices and services as part of the IEP writing process.
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Behrmann, Michael. (1994, April). Assistive Technology for Students With Mild Disabilities. ERIC Digest #E529. [Online] Available:
http://at-advocacy.phillynews.com/docs/ericatmilddis.html
Technology has become an important
tool for teachers in the classroom at all levels to develop, provide instruction,
and to engage the students in learning. There are several areas of instruction
to help students with mild disabilities. These areas include cognitive
assistance, productivity, access to reference materials, note taking, organization,
writing assistance, and materials modification. Such instruction in the
classrooms using assistive technology can make learning more efficient
and certainly more real for students whom abstract learning and generalization
may be difficult.
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Goodman, Susan. (1998, March). New
Special Education Regulations on Assistive Technology. Technology Assistive
Resource Program. [Online] Available: http://at-advocacy.phillynews.com/data/spatnj.html
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Goldberg, Leslie B. and O’Neill, Lucinda M. (1999, May). Computer Technology Can Empower Students With Learning Disabilities. CAST eReader. [Online] Available: http://www.cast.org/udl/index.cfm?i=960
Mason Barney was classified as a
gifted student, but he was failing math. His parents soon found out that
Mason had a severe learning disability that impaired his performance in
all subject areas. Writing a report for a school assignment would have
been next to impossible for Mason, but with the integration of technology
he had a new way to express himself and to keep moving ahead academically.
Thanks to Mason’s positive example, teachers have an increased awareness
of the issues surrounding learning disabilities and the role computer technology
can play in addressing these issues.