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The authors conducted a multiple-baseline study to investigate the effects of a computer-based graphic organizer (CBGO) with embedded self-regulated learning strategies on the quantity and quality of persuasive essay writing by students with high-incidence disabilities. Ten seventh-and eighth-grade students with learning disabilities, emotional and behavioral disorders, attention deficit hyperactivity disorder, and autism spectrum disorder participated in the study. The authors collected data on the number of words, sentences, transition words, essay parts, and holistic writing quality score across (a) baseline (writing on the computer without the CBGO), (b) CBGO-use phase (writing on the computer with the CBGO), and (c) maintenance (writing on the computer without the CBGO). In a visual analysis, all participants improved the quality of their writing, and the majority of students also increased the quantity of their writing. Student interview data are presented to discuss the social validity of this innovative technology-based intervention.

The growth of online learning has placed a strain on K-12 schools and universities to provide students with qualified instructors. It is especially important that colleges of education provide their pre- and in-service teachers with skilled online instructors so they can experience quality online instruction first-hand as students. This case study examined the effectiveness of a 6- to 7-week professional development course designed to improve faculty members’ knowledge, skills, and dispositions required to teach online effectively in a college of education. Faculty participants were also given the opportunity to earn up to seven digital badges for demonstrating specific skills during the course. Analysis of 18 faculty interviews, surveys, and discussion board comments found that course content and assignments improved faculty members’ knowledge and skills, but the ways the course was delivered and the online teaching methods modeled by the course instructor appeared to have a larger impact on perceptions and attitudes towards online learning. As a result, online teaching professional development may have its greatest impact when it models the types of online courses the college would like faculty to actually design and facilitate. Faculty also appeared to be more motivated to earn digital badges than they had originally anticipated but were confused what to do with the badges once they were earned.

Not all students need Assistive Technology (AT), but for those students who do, AT may change their lives. Individualized education program (IEP) teams have a major responsibility for ensuring that students with disabilities receive appropriate AT devices and/or services, and that AT is used effectively. The Assistive Technology Planner is a practical reference guide for IEP teams as they plan and implement AT as part of a student's IEP. The implementation planning kit contains a users guide, implementation planning tool, and individual planners for teachers, administrators, and families.

This investigation examined the effects of currently available word prediction software programs that support phonetic/inventive spelling on the quality of journal writing by six students with severe writing and/or spelling difficulties in grades three through six during a monthlong summer writing program. A changing conditions single-subject research design was used and replicated across the participants. Using a daily writing prompt, students alternated between Co:Writer, WordQ, and WriteAssist word prediction programs. The results provided evidence for the effectiveness of various word prediction programs over word processing, and demonstrated improvements in spelling accuracy across conditions. Relative gains in the total number of words and composition rate were modest for the majority of the participants and should be interpreted with caution due to several methodological issues. The social validity interviews revealed that all students enjoyed the word prediction programs and found them beneficial. Study limitations and recommendations for future research are discussed.In recent years there has been an increasing interest in technology applications for students with high-incidence disabilities, including students who struggle with writing.