Changes in Technology Use in California's Special Education Programs

Abstract

This study investigated changes in technology use in california's special education programs between the late 1980s and mid-1990s. two groups representing districts that participated in an earlier study were surveyed: special education administrators ( n = 149) and special educators who routinely use technology in instruction ( n = 189). Results suggest that computers and other technologies are more available today and used more often by administrators, teachers, and students with disabilities. Students are more likely to have technology goals on their individualized education programs, interact with technology in general education settings, and use computers as tools rather than for drill-and-practice. Administrators and teachers remain enthusiastic about technology's benefits. However, although technologies used in school programs have become more sophisticated and more plentiful, barriers to full implementation still exist.

Mathematics and At-Risk Adult Learners

“…The more access and use they had of the CAI, whether at school or at home, the more their understanding of math concepts increased. This supports the findings of Lewis (1997) that technology lends towards improved delivery in instruction and thus positively affects students' learning.…”

“…Both Lewis (1997) and Avitabile (1996) found similar reactions with the integration of technology into learning. That is, they found improvement in student attitude and confidence contributing to enhanced student learning.…”

“…The concerns in using technology with learning disabilities includes encountering reading difficulties, accessibility problems, technical problems, and digital dividing Qohnson & Hegarty, 2003; Moll, 1997 (Donovan, Bransford, & Pellegrino, 1999;LDAC, 1999). Others, however, suggest bypassing rudimentary levels of education to develop a richer, interactive environment using technology that encourages higher-order thinking and motivation (Brown, 2000;Lewis, 1997;Nicol & Anderson, 2000;Riley et al, 1996). A third view believes that learning should be offered in two levels: first, a focus on skill building with reinforcing corrective learning (BC Ministry, 2002), and then empowered with problem-based approaches .…”

“…Students were more likely to concentrate, participate, and converse through this venue. & well, Lewis (1997) studied and concluded that technology benefited students with disabilities through improved delivery of instruction, improved student attitude, compensation for the effects of disabilities, and increased student learning. Avitabile (1996) concluded from his study with at-risk high school students, "The overall change in student attitudes reinforces my belief that students can learn content and are more confident when they develop computer applications where they can implement their own ideas" (p. 25).…”

Assistive Technology and Learning Disabilities

“…In addition, most applications incorporate hardware and software targeted at general audiences, rather than products designed specifically for persons with learning disabilities. For example, in one set of studies in which special education teachers identified the software they had found most valuable for the students with learning disabilities they served (Lewis, 1997;Lewis, Harrison, Lynch, & Saba, 1994), almost all of the top-rated programs were aimed at students in general education, not students with special needs. However, all were welldesigned programs with sufficient flexibility to accommodate the instructional needs of a range of learners.…”