Technology Competencies for Teachers of Young Children with Severe Handicaps

Abstract

A list of competencies that teachers of young children with severe handicaps should have in order to use technology effectively is presented. Competencies related to the use of technology for assessment and program planning, program implementation, family involvement, program administration, and personal productivity are proposed. Literature describing the use of technology with children who have severe handicaps is summarized to provide a rationale for a number of the competencies.Advancements in technology hold exciting possibilities for all individuals, particularly young children with severe handicaps. This population is highly variable and includes children with medical problems, severe mental retardation, physical anomalies, and sensory and motor impairments (Gentry & Olson, 1985). When coupled with applications of applied behavior analysis and social learning theory, technology can be used to improve the effectiveness of instruction for these students (Behrmann & Lahm, 1984).The purpose of this article is to describe competencies that teachers should have in order to use technology with young children who have severe handicaps. To provide a rationale, the competency list will be preceded by a description of ways that technology can be applied to this population.Two types of technology have been described in the special education literature: systems technology and media technology (Blackhurst & Hofmeister, 1980). Systems technology is described as the "how" of