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- Through built-in tools that help teachers adjust learning to meet students’ individual education plans, special education technology has the power to provide the optimum support that students with special needs require to participate and learn along with their mainstream peers.
iste.org/blog/how-special-education-technology-improves-learning
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- 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
Aug 9, 2018 · Teachers can use technology to offer a variety of learning opportunities and approaches that engage, instruct, and support special education students with a myriad of tactics designed to appeal to individual learners.
Nov 8, 2016 · Using Technology to Empower Students With Special Needs. Learn how one educator uses G Suite for Education to help students overcome their negative self-images and embrace learning. By Kathryn Nieves.
- Kathryn Nieves
Feb 5, 2024 · “We know that the use of accessible technology and [assistive tech] can transform learning, reduce barriers, and improve outcomes for students with disabilities of all ages.”
- aklein@educationweek.org
- Assistant Editor
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.
This chapter presents ways in which educators can use technology to enhance learning for students with autism spectrum disorder (ASD). The chapter begins with an overview of the communicative and social challenges that students with ASD typically experience.
