The purpose of this study was to determine the suitability of using interactive videodisc for developing community based simulations for students with moderate disabilities. A multiple baseline design across students was used to assess the effects of the training package, that made use of an interactive videodisc-based simulation, on the students' skills to locate and purchase an item in simulated and natural convenience store settings. Three adolescents with moderate disabilities were taught how to access the equipment, discriminate items, and shop for snack items in a convenience store. During baseline and intervention phases, purchasing skills were assessed daily in simulated settings and weekly in natural settings. Measures included the number of extra actions to locate an item, percentage of assistance from the teacher, and number of purchasing steps completed correctly. All students learned how to access the equipment, to discriminate visuals of shopping items, and to interact in the simulated store setting. In addition for the simulated settings, students demonstrated a decrease in the number of extra actions needed to locate an item and an increase in the number of purchasing steps performed correctly.
This article discusses interdisciplinary thematic units in the context of special and general education curricula and focuses on ways technology can be used to enhance interdisciplinary thematic units. Examples of curriculum integration activities enhanced by technology are provided in the context of productivity tools, presentation and multimedia tools, contextual themed software, and Web-based activities.
Abstract. The use of video-based multimedia simulations for teaching functional skills to persons with developmental disabilities remains an unexplored application of technology for this group. This article examines the historical literature in this area, and discusses future considerations, design issues, and implications of using multimedia simulations. Implementation issues are presented, and suggestions regarding design, development, and application of multimedia simulations are offered. Considerations address the importance of appropriate role modeling and the combination of video-based simulation and in vivo training to foster generalization and maintenance in the context of transition to the real world.The results of research indicate that successful community-based living and employment for persons with developmental disabilities is linked to the functional skills and knowledge they possess relevant to their home, community, and employment situations (Cuvo 8c Klatt, 1992;Wolfe, 1994). When these skills are taught in the context of community-based instruction, learning is more efficient and long term (Langone, 1990). Community-based instruction is a powerful approach for teaching functional living and vocational skills and has been shown to enhance students' learning of skills needed to become independent in their adult lives (McDonnell, Hardman, Hightower, Keifer-O'Donnell, & Drew, 1993;Snell & Browder, 1986).One issue associated with the delivery of community-based instruction is that the logistics of getting students to training sites frequently enough for learning to occur can pose problems because of travel and scheduling con- For students with developmental disabilities, simulations must be age-appropriate and functional, providing a method for the students to achieve performance in natural settings (Horner, McDonnell, & Bellamy, 1986 (McDonnell & Horner, 1985).The results of research indicate that in order for students to perform skills and generalize those skills in a variety of settings, they had to be taught in several natural settings (McDonnell, Horner, & Williams, 1984). Given the problems of training in the community and the additional problems of providing multiple experiences in the natural setting, researchers explored the use of simulations as an alternative for providing a range of experiences. Neef, Lensbower, Hockersmith, DePalma, and Gray (1990) Brown, Collins, and Duguid (1989) and Lave (1988) believe that learning should be cognitively situated to take place in realistic settings under the guidance of &dquo;experts&dquo; who assist learners with the knowledge they need to solve problems and provide the cultural indoctrination necessary to be successful in certain community environments. A technology-based application of situated cognition has been termed &dquo;anchored instruction&dquo; (CTGV, 1990(CTGV, , 1993b
Thematic units are one way that the World Wide Web can be used to support curriculum accommodations and enhance instruction for students with mild disabilities. This article presents key principles to consider when using Web-based activities. Strategies and resources to develop thematic units that use Web-based activities are recommended. Tools that enhance web-based learning for all students are identified. Together these tools, resources, and strategies represent items in a toolbox that help teachers construct thematic units that are meaningful and Web-enhanced.
Practitioners with an expertise in assistive technology and technology assessments are in demand to be full participants in the selection, planning, and implementation of instruction for students with mild disabilities. Frequently, practitioners with knowledge of assistive technology are assigned to evaluate students with sensory, physical, language, or severe disabilities. Our article highlights aspects of technology assessments and progress monitoring that can be used for students with mild disabilities. Given the impact that technology integration can have on the access that students with mild disabilities have to the general education classroom, we argue that all practitioners should be cognizant of protocols for assistive technology assessment and evaluation and that all evaluation teams should include an assistive technology specialist.
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