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Technology in Special Education toc

__**Introduction**__
Educators are always looking for new approaches to enhance student learning in special education. Because these students approach learning in such different ways, it has been more difficult than not for teachers to modify and personalize lesson plans according to their needs. With technology having been a hit trend for children in the last decade, it is rational that we incorporate technology into the classroom to assist our students, as well as teachers, to reach their optimal performa nce. Specific devices and software such as the Ipad or Voice thread are tools that can help enhance student learning and serve as an equalizer in the classroom.

__**Key terms/concepts**__
Special Education: E ducation that is modified or particularized for those with singular needs, as disabled or maladjusted people, slow learners, or gifted children. Assistive Technology: Devices/services described as any item, piece of equipment, or product system, whether acquired commercially on the shelf, modified, or customized, that is used to increase, or improve functional capabilities of a child with a disability.

__**History**__
The use of technology in regards to those with special needs is known as "assistive technology" according to the Individuals with Disabilities Education Act (IDEA). Assistive Technology (AT) is defined by IDEA as "including both AT devices and services". AT services are similar, but are described as follows: // " // Any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device" //. // Throughout using AT in the past research has recognized that, " devices alone will not improve performance" and because there is, "no legal requirement defining the type of benefit or degr ee of improvement that must be obtained in order to justify the purchase and use of assistive technology; the lack of guidelines concerning assistive technology outcomes has been a source of contention as schools struggle to distinguish between "needs" and "wants" and determin e whether or not an intervention is appropriate and effective" (Edyburn).

IDEA also states that any student with a disability requires that assistive technology be considered for all students with an Individualized Educational Plan (IEP) who need technology, to receive a free and appropriate public education.

__**Advantages/Disadvantages**__
There are many advantages to using technology in a special education classroom. One advantage is the increased motivation that students get when working with technology. Because technology has the ability to stimulate most of all the five human senses, studies show that students are more engaged and excited about learning. At the same time, they are also able to retain information better. Technology serves as reinforcement; Teachers are able to build off of their lesson plans by using technology to help students connect to the information. For many who do not understand what it's like to have a disability we take technology as something that "makes things easier [but] for a person with a disability it makes things possible" (Edyburn).

One of the issues raised in having technology in special education classrooms is the accessibility of the specific devices or gadgets. Not all homes are equipped with an ipad or specific programs in which can be costly. Therefore, technology in the classroom may serve more as a divider than an equalizer in the classroom. Another downfall of using technology in the classroom from a teacher perspective is frustration in familiarizing themselves with all the new devices coming out. In Edyburn's article, "Critical Issues in Advancing the Special Education Technology Evidence Base," he mentions this issue that for each new product that comes out there is a limited life span in regards to that specific topic, which would be innovative today but will not be considered the sam e way in a few weeks or months. Technology can also sometimes be used more as a distraction than a form of enhancing student learning.

__ Video Technology __ Many students with a learning disability as well as other forms of disabilities that require special education sometimes need to physically view a concept or idea before applying it themselves. The use of video technology in the classroom has helped both educators and students alike, as they can now better understand the task at hand by being able to actually see it. Video technology helps students learn functional skills, use public transportation, learn daily living skills, and even work of food preparation. These concepts all have to do with the idea of "video modeling", where students can see what they're supposed to do. Video technology allows the educator to "bring in" real images of community based scenarios that will help learning disabled students in their day to day after they complete their programs. Many of these scenarios would otherwise be unable to be brought to the classroom.


 *  "For most of us, technology makes things **//easier//**. For a person with a disability, it makes things //**possible**//" -(Edyburn) ||

__**Future Outlook for Special Ed. Technology**__
Learn NC - This tool provides an extensive set of resources to help teachers reach all learners, including those with disabilities. In addition, Learn NC's technology integration page provides links to web resources, lesson plans, articles, and online courses designed to help educators incorporate technology into their teaching for both LD and non LD students.

__UNC's Center for Literacy and Disability Studies__ - This branch of the university uses technology in their mission to promote literacy and communication for students of any age that have a disability. Some practices and ideas the center has come up with include using "alternative pencils" for students that cannot hold a traditional pencil or see a page, including children with deaf-blindness. The technologies include alphabet eye gaze which allows children to "point" to letters with their eyes, onscreen keyboards that are controlled by switches, and electronic flip-charts.

__**Conclusion**__
Whether we look back at how far we have come with technology or in modern day, we see that there are many benefits to having technology in the classrooms. Specifically for the Special Education department, research in technology has done great things to incorporate new technology into a teacher's daily lesson plan. Not only are we providing opportunities for students with a special need to thrive but we are also giving them a chance to learn in a new and creative way. Although there may be downfalls to technology such as it becoming out-dated and the high price values, we see that this only proves to show how much potential technology has for our future classrooms. Technology is constantly changing and improving and we as future educators can help our students to determine whether or not these new changes are beneficial for their learning and growth.



__ **References** __
Steer, D. E. (2012, November 12). When You Can't Get Out. //Teaching Exceptional Children,// 45(2), 60-67.

EDYBURN, D. L. (2013). Critical Issues in Advancing the Special Education Technology Evidence Base. Exceptional Children, 80(1), 7-24.

How do special education students benefit from technology?. (n.d.). LEARN NC. Retrieved October 14, 2013, from http://www.learnnc.org/lp/pages/6917

Dictionary.com - Free Online English Dictionary. (n.d.). Dictionary.com - Free Online English Dictionary. Retrieved October 14, 2013, from http://dictionary.reference.com/

Best Practices for Using Technology in the Classroom | CIDDE. (n.d.). University of Pittsburgh - Center for Instructional Development & Distance Education | CIDDE. Retrieved October 14, 2013, from http://www.cidde.pitt.edu/ta-handbook/teaching-technology-1