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Dec 25, 2017 · Technology is one way in which teachers can accommodate the needs of the special education student using the UDL framework and differentiated instructional methods in the inclusion classroom.
- General Characteristics of The Reviewed Publications
- Context of Technology Use
- Specific Learner Characteristics That Are Supported by Technology
- Subjects Or Skills Aimed to Improve
- Technology Characteristics
- Outcomes of Using These Technologies
- Social Validity of Using These Technologies
A total of 126 publications were included for coding, of which 67.5% were published from 2016 to 2018 (Fig. 1). The lowest number of publications appeared in 2014 (n = 12); that number more than doubled in the following year (n = 29) and peaked in 2016 (n = 37). The number of publications appears to be stabilizing somewhere between 20 and 30 per ye...
Due to the individualized requirements of learners with cognitive and developmental disabilities, formal learning can take place in different contexts that go beyond schools. The studied technologies were classified according to these contexts, which included medical environment, educational environment, laboratory, home, and other settings. Not re...
Since formal diagnosis was not part of our inclusion or exclusion criteria, we identified disabilities from the reviewed publications without any restriction beyond ensuring that they were cognitive or developmental in nature. To make sense of the data, we classified reported participant characteristics using information from the fifth edition of t...
The technological interventions that were used to support or improve certain skills or subject knowledge were classified into nine categories (Table 8). Academic skills (25.9%) were the most reported, with other primary objectives aiming to support the development of skills that contribute to academic success. Included within these supporting skill...
We classified intervention technologies into two broad classes based on the primary type of support they provide—technologies that support a teaching approach and those that serve as ongoing support tools (Table 9). The ongoing support tools category consists of technologies that help learners with cognitive and developmental disabilities work arou...
We inductively classified the outcomes reported from the use of these technologies into fifteen high-level categories (Table 10). Each of these categories are further subdivided thematically (sub-outcome) and by outcome direction. The direction of outcomes was categorized using indicators: positive, neutral, negative, mixed, and reversal. Positive ...
Evidence for the social validity of using the studied technologies was reported in 60 of the 126 publications. This evidence was classified into nine categories, and each category further divided into sub-categories according to the direction of the outcome (Table 11). Almost a quarter (23.4%) of the reported social validity elements were enjoyment...
- Oluwabunmi Adewoyin Olakanmi, Gokce Akcayir, Oluwbukola Mayowa Ishola, Carrie Demmans Epp
- 2020
Dec 1, 2022 · Research has shown that digital technology provides support for students with disabilities so that they can participate in classroom activities. This research has been largely quantitative with a focus on student participation and improving academic outcomes.
Jun 10, 2022 · In relation to potential barriers, Byrd and Leon (2017) focused on three main aspects that prevent the inclusion and approach of students with disabilities in the use of so-called specialized Assistive Technologies: 1- AT is not available or accessible to students with disabilities. 2- High costs and precarious financing represent a limitation ...
Mar 6, 2021 · To ensure that special needs children continue learning and receive public education and special services required by law (U.S. Department of Education, Individuals with Disabilities Education Act, 2020), school districts continued to provide the educational services remotely and online.
- Ji Young Kim, Daniel M. Fienup
- 2021
Mar 31, 2020 · Assistive technology can benefit students with disabilities in terms of independence and performance. Yet more research is needed regarding usage of assistive technology. Using the National Longitu...
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Feb 1, 2023 · SPED teachers described significant barriers to providing accessible technology-enabled instruction, largely due to school-based structures for resource allocation, student digital literacy training, teacher training, decision-making for technology, SPED job roles, and home-school communication.
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