Special Education Technology

The current study aims to explore the efficiency of the AI tool (Mid Journey) for improving the reading comprehension skills of Pakistani dyslexic students. The literature revealed that the use of artificial intelligence is very instrumental in improving the learning experience of dyslexic students, as learning through conventional teaching makes their learning experience very challenging. This quasi experimental research employs pre-and post-assessment measures to evaluate the impact of this tool on the sample of purposefully selected fifteen dyslexic students for the study. The findings of the descriptive statistics as well as paired samples t-test revealed improvement in the performance of the students. The study revealed the potential of integrating the Mid Journey tool into the pedagogical practices for improving the English language reading comprehension skills of the dyslexic students. Additionally, parents and caretakers of these students can also benefit from similar AI tools while teaching them at home that would not only improve the academic performance of the students but also make them confident.

This study aims to explore strategies to empower Pakistani math students with hearing impairments to have greater autonomy in their educational journey. The objective is to identify effective methodologies and examine the viewpoints of educators. A quantitative research approach was used to choose a sample of 150 teachers using simple random selection. Data was collected using a questionnaire that was prepared by the researchers themselves. The collected data was then analyzed using descriptive and inferential statistics. The findings indicate that the implementation of inclusive policies, targeted training, and collaborative initiatives to enhance mathematical education for children with hearing impairments are positively welcomed. Teachers' judgments were influenced by variables such as gender, age, education, and posting location. It is recommended to implement specialized teacher training, promote collaboration between educators and families, and allocate finances to ensure universal access to support services. The study emphasizes the necessity of establishing inclusive strategies tailored to meet the diverse needs of students with hearing impairments and highlights the importance of providing instructors with sufficient support and resources. Policymakers and stakeholders should strive to create an inclusive environment that promotes success in mathematics education for all children by addressing inequalities and understanding the factors that influence teachers' viewpoints.

This exploratory study was conducted with a group of teachers at four partnership school sites (elementary, middle, and high school) who taught students with a range of disabilities. The study was designed to gain insight into how these teachers used interactive whiteboard technology (IWBT) in their classrooms, to ascertain their perceptions regarding the use of this technology for students with disabilities (SWD), and to learn about their perceptions regarding professional development needs related to the effective use of IWBT for SWD. Two points of focus were the extent to which these teachers' use of IWBT complemented research-supported instructional practices for SWD and the impact of contextual factors on their practice. Implications and suggestions for future research are discussed.

Poor employment outcomes for persons with intellectual disability (ID) persist despite legislative mandates designed to enhance access to gainful employment. Recent data suggest that only 37% of young adults with ID obtain paid employment outside of the home. Among those who do obtain employment, career options are limited and nearly half are paid below minimum wage. However, strategies such as the use of visual or auditory prompting to assist with task completion to improve employment outcomes may be provided by assistive technology (AT). The current study examined the use of readily available, inexpensive, and discrete portable electronic AT in an office setting to provide three unique modes of prompting and instruction (video, audio, and a combination of both) for three young adults with ID. Results revealed the AT was highly effective for increasing participants' ability to independently and correctly complete office-related tasks, yet the type of prompt that was provided ha...

Research has shown that assistive technology (AT) can help support employment skills for individuals with intellectual disabilities (IDs). The authors of this review examined the effectiveness of various types of AT support for individuals with ID in the workplace with a focus on the participant’s independent ability to demonstrate a specific employment skill. Ten articles published between 2006 and 2016 met inclusionary criteria set forth for this review. Overall, AT support resulted in medium to highly effective effect size gains (PND 91%; standardized mean difference 2.84; Tau-U 0.902), indicating effects were generally meaningful. Findings from these studies indicate AT was successful for increasing work performance of individuals with ID in respect to productivity, navigation, time management, and task completion. This review also provides an analysis of findings, discussion on limitations, and recommendations for future research.

To achieve comprehension of these content-area texts, students are required to know the meanings, relationships, and contextual interpretations of each new vocabulary word. Students, especially exceptional students (those who have an Individualized Education Plan), struggle with academic demands, challenges of tiered vocabulary, and the lack of comprehensive vocabulary instruction. Researchers have examined the outcomes of computer-assisted instruction on exceptional students' vocabulary development using various technology. To meet the critical academic vocabulary acquisition needs of secondary students with exceptionalities, research encourages using technological applications as independent word-learning strategies. This research study, grounded within Piaget's Constructivism Theory, as it interweaves with Mayer's Theory of Multimedia Learning and the essential tenets of vocabulary instruction, investigates the effects of using a laptop-based intervention on the vocabulary knowledge of 11 th and 12 thgrade students with exceptionalities. A single-subject, non-concurrent baseline design was used to examine the impact of using a laptop-based intervention. This dissertation is dedicated to my father, Jack Egan, in memoriam. His motto "To whom much is given, much is expected" (Luke: 12:48) guided the exemplary accomplishments throughout his life and continues to guide me throughout mine. stand today. And finally, Nelson, whose endless supply of love, encouragement, and gourmet food, kept me sufficiently nourished throughout this journey. Next, I would like to thank my St. Johns' University family; my committee members and those individuals who made it possible to complete this dissertation with a topic I am so very passionate about. My mentor and committee Chair, Dr. E.

Kurzweil 3000 is a leading software program used in higher education by individuals who need reading assistance. This text-to-speech program is one of the most successful ways of helping students with reading and attention deficit hyperactivity disorder become more accurate and fluent by improving word recognition and decoding. In this presentation we summarize extant literature on Kurzweil's effectiveness as a reading tool. We describe the components within Kurzweil that respond directly to the reading challenges of students with Learning Disabilities (LDs), and also include the components that mitigate the attention limitations of students with Attention Deficit Hyperactivity Disorder (ADHD). In addition, we present one undergraduate student's experience using Kurzweil in her coursework and highlight the features of the program she finds most beneficial to aid her learning. We conclude the discussion with recommendations for instructors and students in higher education who use Kurzweil.

This paper analyzes the intersection of technology and diversity in classrooms with reference to the implications of the inequity of access and usage for under-represented groups including low-income, minority students, students from culturally diverse backgrounds, students with disabilities, and female students. Strategies at national and individual levels to facilitate a process of digital inclusion for all children are identified.

This paper examines the controversial problem of the availability of and access to computers, training, and technology, and the availability of and access to all types of learners. Technologies must be designed with diverse learners in mind in order to fully realize their capacity and contribution to the field of education. If the need for universal access is ignored, technology will further exclude some learners. The paper suggests four principles of universal design for digital media: (1) allow for multiple representations of information; (2) provide for multiple means of expression and control; (3) provide customizable support and challenge; and (4) allow customizable content. The paper also describes the activities of the Center for Applied Special Technology (CAST) program, which is designed to ensure that computers do not create further barriers for the learners they are intended to assist, and that computer design and implementation address computers' potential for learners with disabilities and others who have been traditionally excluded. The CAST project assumes that adults who become successful learners will model the learning that fosters success in their children, and that use of early and pre-literacy software will support their children's emerging literacy. The project couples training of parents with the training of teachers. (Contains 30 references.) (SD)

This study investigates 35 third-grade students' requests, and responses in their reading groupS. Standarized,reading achievement tests, tests 4-4 language knowledge were administered. and six samples of peer interaction were video/taped in-;even homogeneous reading groups in the fall and spring o4 (Line academic year: The results showed that (a) the ability groups differed in reading achievement, and these differences remained stable throughout the ybar; (b) the groups differed in their requests and responses, and these differences also reamined stable; (c) aspects of requests predicted obtaining appropriate responses, which confirmed a model of the effective ,..

Introduction: The aim of this article is to determine whether there are differences in the coping strategies of parents of children with disabilities (autism spectrum disorder or other disabilities) and children without disabilities, in reference to the most stressful situation they have experienced with their child in the last year. Method: To conduct the study, a purposive sample selection based on case-control characteristics was carried out, in which a total sample of 170 participants was recruited. Participants were assigned, according to their characteristics, to the group of parents of children without disabilities, with ASD or with other disabilities. An ad hoc sociodemographic questionnaire and the Coping Responses Inventory for adults were administered. Results: The results obtained indicate that there are differences in the use of coping strategies between parents of children without disabilities and with disabilities but not between the two disability groups. Parents of children with disabilities have significantly higher scores on the four subscales defined as avoidance strategies, and on one subscale identified as an approach strategy. Conclusions: Parents of children with disabilities use avoidance strategies, to a greater extent, during the most stressful situations they have experienced in the last year with their child. In addition, they tend to use avoidance strategies regardless of the type of disability their child has.

Focus on multimodal learning, especially composition, is increasing in K–12 classrooms, particularly among those whose populations are struggling academically. This shift toward multimodal learning also is evident in special education classrooms. This review explored multimodality and its impact on the composition practices of students with disabilities. Eleven empirical studies discussing research designs, research questions, and various sample characteristics were included. Themes from the findings and implications included the role of technology in instruction, its use in providing scaffolds, and its impact on student success. Additionally, several nonempirical articles advocating the use of multimodal composition were addressed. This review concludes with implications for teachers and researchers, focusing on the benefits of multimodal composition, particularly the underexplored area of digital video (DV) composition, for students with disabilities.

UDL is an educational approach that aims to provide all students with equal opportunities to succeed. This method offers flexibility in how students access materials, engage with the content, and demonstrate their knowledge. As part of a broader movement to create a more accessible and usable world for everyone, including those with disabilities, UDL serves as a framework for designing classroom lessons that benefit all learners. It is a set of principles for curriculum development, providing a blueprint for flexible instruction that can be tailored to meet individual needs.When adopting a UDLapproach, teachers create flexible learning experiences to meet the needs of individual learners. They prepare the learning environment with adaptable methods, materials, and strategies, allowing them to better address the needs of every student. UDL offers all students the opportunity to access, participate in, and progress within the general education curriculum by reducing barriers to instruction. The present study explores the application of UDL to design lessons that effectively accommodate the variability of learners. Teachers play a crucial role in guiding learners through the integration of UDL principles, which emphasize providing flexible options and support to ensure that lessons aligned with academic standards are accessible to a diverse range of students in their classrooms. This article outlines a method for teachers to create lesson plans based on academic standards. By unpacking these standards and integrating UDL into the planning process, educators can establish precise objectives that align with academic standards. They can then devise adaptable teaching methods, assessments, and materials tailored to meet the diverse needs and preferences of all students. This approach supports both general educators and special educators in crafting inclusive lesson plans that cater to the learning requirements of every student, including those with disabilities.

Ms. Flores, a first grade teacher, greets her students as they enter her classroom in a South Texas elementary school. Ms. Pecina, the mother of one of Ms. Flores' students, approaches. She says, "Good morning, Ms. Flores. Mucho gusto en conocerla (it's nice to meet you)." Ms. Pecina proceeds to kiss the teacher on both checks.

Dr. Accardo, thank you for not only being professional, patient, and supportive, every step of the way, but for overflowing with compassion, understanding, and kindness when life took several unexpected turns. Without your guidance and humanity, this study would not have been possible.

This study investigates how virtual reality (VR) technology impacts empathy and social interaction. VR, through its immersive capabilities, offers unique opportunities to explore and enhance interpersonal dynamics in digital environments. The research reviews empirical studies and practical applications across various sectors, such as healthcare and education, to understand how VR environments influence empathy levels and social behaviors. Key factors examined include the design of VR experiences, ethical considerations, and the implications for promoting positive social interactions. The findings contribute to understanding the transformative potential of VR in fostering empathy and improving interpersonal communication skills, offering insights into its effective and responsible use in contemporary society. Healthcare: VR has been investigated as a tool to enhance empathy among healthcare providers and improve patient care experiences (Piumsomboon et al., 2020). Education: Within educational settings, VR is utilized to promote empathy by offering students immersive experiences that foster understanding of diverse perspectives and historical events (Slater et al., 2014).

Meta-analyses of the findings from 29 studies including 4,194 early childhood practitioners showed that different practitioner belief appraisals (endorsement, importance, self- efficacy) were related to the intent to use, and the adoption and use of different kinds of early childhood practices (developmentally appropriate practices, curricular content, classroom practices, instructional practices, social climate). Endorsement was assessed in terms of practitioner beliefs regarding the support for or approval of a specific type of practice. Importance was assessed in terms of the significance or value attributed to a practice by a practitioner. Self-efficacy beliefs were assessed in terms of practitioner attributions of the likelihood that their use of a practice would have expected or anticipated consequences. The average weighted effect size (correlation coefficient) between the belief and practice measures was r = 0.63, although there were differential relationships between the be...

Individuals with autism spectrum disorder from bilingual homes have to learn and discriminate which language to use across settings and different people. Language instruction is complicated by the core deficits in social communication, which is common in individuals with autism spectrum disorder. Using a single case, multiple probe design across three parent-child dyads between 3 and 6 years from Spanish speaking backgrounds, the present study examined the effect of telepractice-based parent coaching in a multimodal communication intervention. Culturally responsive approaches were integrated within the coaching model, including targeted interview questions. There was also a 15-item rubric used for identifying criteria for culturally responsive research. Findings indicate that the use of multimodal communication intervention via telepractice parent coaching showed promising results. We can conclude that this approach can be a beneficial tool to help family members improve communicati...

Technology in schools is abundant as is the call for evidence-based interventions for students who need additional support to be successful. One promising use of technology is for self-monitoring interventions aimed at improving classroom behavior. In this study, two middle school students with disabilities used a multicomponent, self-monitoring app on an iPad during their reading classes. Using a data-based individualization approach, teachers worked with the primary investigator to monitor students’ response to the intervention and adapt the intervention accordingly. A single-subject design was used to test the effects of the intervention, and a functional relation was established for both participants who improved their academic engagement and decreased their disruptive behavior. Additionally, participants indicated the intervention was socially valid. Limitations, implications, and future directions are discussed.

Self-monitoring has a well-established literature base for improving the behavior of students with a range of ages and abilities. Whereas self-monitoring often involves technology for prompting self-monitoring procedures, to date, only a few studies have examined the use of technology for recording self-monitored behavior. To extend the literature in this area, the effects of technology-based self-monitoring were examined using an iPad application called SCORE IT in which students and teachers rate students’ behavior and view automated graphs of progress toward goals. Using a baseline and intervention (ABAB) design to measure outcomes, improvements in behavior were established for both middle school participants—one with attention deficit hyperactivity disorder and another receiving noncategorical special education services for reading, math, and behavioral deficits. Findings, limitations, and recommendations for future research are discussed.

Esta investigación examina el impacto de una intervención que utiliza un Entorno Gamificado Aumentado (EGA) para estimular las habilidades socio-emocionales de una muestra de 54 sujetos con Trastorno del Espectro Autista (TEA) de edades comprendidas entre 3 y 17 años. La metodología utilizada es cuantitativa, de carácter exploratorio y analítico. Se evalúan las habilidades socio-emocionales antes y después de la intervención (pre-postest) con el instrumento DiagnosticApp, apoyado en una app lúdica. Concretamente, se analiza su capacidad para identificar emociones y estados emocionales primarios y secundarios, y la relación causa-efecto ligada a un contexto. Los resultados muestran que las habilidades socio-emocionales se incrementan tras finalizar la intervención, independientemente del género, edad, grado de TEA, comorbilidad y tipo de lenguaje. En general, el mayor aumento se observa en la identificación de emociones tanto primarias como secundarias a partir del reconocimiento de expresiones faciales. Además, como era previsible, el alumnado con menor grado de TEA, de mayor edad y con un lenguaje más funcional presenta mayores valores en sus habilidades socio-emocionales. En conclusión, la motivación extrínseca asociada a la hibridación de las mecánicas, dinámicas y estéticas del juego, junto con los recursos de realidad aumentada que conforman el EGA constituyen elementos claves que favorecen el incremento de las habilidades socio-emocionales de este alumnado.

With emphasis placed on the least restrictive learning environments under the Individuals with Disabilities Education Act (IDEA), students with disabilities are often placed in general education classrooms. As a result, the discussion of inclusion strategies has increased in special education. The rise in 1:1 device initiatives offers the inclusionary practice of giving all students within a school access to their own device, with Google's Chromebook and Apple's iPad being among the most common device choices. This article explains the potential uses of 1:1 devices for students in inclusion settings, including built-in accessibility features and implementation strategies for educators.

All parents want what is best for their children but not every knows how to help children avoid the biggest issues in special children's behavior problems. Ignorance on the knowledge of handling special need children's needs can affect these children for the rest of their lives. Teaching children with special needs present teachers with some distinctive challenges. Children with special needs are no longer isolated in special education classrooms. Kids with special needs strive in the presence of their pairs. There are so many lessons that children with special needs can form from other kids and so many friendships to be formed. Children with disorder and other learning disabilities perform better if a classroom is setup to accommodate their special needs. Teacher's class target is to be creative and also innovative when classroom activities are involved. Managing an inclusive classroom is easier if some personalized teaching strategies for the special needs pupils are carried out. They require exiting activities and revitalizing projects that offer a resourceful curriculum within the structure of the accepted classroom programme. Teachers in a special need classroom need to modify lessons to meet the needs of every pupil in the classroom based on their abilities and carrying capacities.

The Florida Reading Journal is published for members of the Florida Reading Association and all others concerned with reading. Because The Florida Reading Journal serves as an open forum, its contents do not necessarily reflect or imply endorsement of the FRA, its officers, or its members.

This guide accompanies the following article: Little, C. W., Clark, J. C., Tani, N. E. & Connor, C. M., (2018) Improving writing skills through technology‐based instruction: a meta‐analysis. Review of Education, https://doi.org/10.1002/rev3.3114

Mobile technologies have shown great potential in various educational settings. Moreover, there is an emerging research base demonstrating how students view and interact with mobile devices to learn. As more of these technologies enter inclusive educational settings, an understanding of the extant research base for mobile learning (M-learning) and students with various exceptionalities including disabilities is necessary for technology developers, researchers, educators, and school administrators to support student success. To this end, this study used a synthesis approach to reviewing the literature published on M-learning for students with and without disabilities in formal and informal K–12 educational settings. It provides a comprehensive mapping of 47 studies from 2007 to 2016. The current review revealed that (a) most studies focused on the effectiveness of M-learning on teaching and learning, (b) mixed methods and experimental studies were the most popular methodologies, and ...

Daniel Tiger's Neighborhood is a children's television show incorporating many elements of video modeling, an intervention that can teach skills to children with autism spectrum disorders (ASD). This study evaluated the impact of watching Daniel Tiger's Neighborhood episodes on the accurate performance of trying new foods and stopping play politely with two five-year-old children with ASD. Both children showed improved performance of skills only following exposure to episodes of Daniel Tiger's Neighborhood, suggesting that watching episodes can help children with ASD learn specific skills.

Using a counterbalanced, randomized treatment design, 12 elementary school-aged children read under two conditions: (a) independent, silent reading; and (b) computer-assisted reading, via Kurzweil 3000. A repeated-measures multivariate analysis of variance (MANOVA) revealed no significant difference in the composite mean for comprehension and reading rate scores based on presentation strategy. Computerized text presentation (via auditory and visual means) proved no more effective than traditional reading instruction for teacher-nominated weak readers in improving reading rate and comprehension. However, a trend was noted for slower readers to show increased reading rate as a function of computer-assisted reading, with the opposite result for faster readers. Overall, results indicate that for students reading material at their instructional level, computer-assisted reading did not improve comprehension. Future research should continue to focus on the role of technology as an aid to r...

Technology provides educators with significant advantages in working with today's students. Video selfmodeling (VSM) is an evidence-based intervention requiring the use of technology that has been successfully used to address problems that children experience in schools. The present study tested a model of predicting educators' use of technology-based treatments by accounting for perceived usefulness, perceived ease of use, and treatment acceptability. Eighty-one interventionists completed a survey designed to measure perceptions of VSM. A factor analysis supported a three-factor model for the data (i.e., usefulness, ease of use, and treatment acceptability). A sequential multiple regression indicated that a significant portion of interventionists' intention to use VSM can be accounted for by perceptions concerning the usefulness of digital camcorders, the ease of using digital camcorders, and the acceptability of the treatment. Each independent variable accounted for a significant portion of interventionists' intention to use VSM. Professional development sessions intended to improve intentions to use technology-based treatments such as VSM should specifically target technology variables (i.e., usefulness and ease of use) along with treatment acceptability. V ideo self-modeling is an intervention with the potential to aid children's academic, behavioral, and social development. In this intervention, a child is recorded in a natural setting performing a desired behavior (e.g., initiating a social interaction, remaining on task during instruction, or complying with an adult directive). The video is then edited to show successful and fluent performance of the behavior. Finally, the child views the successful and efficacious behavior depicted on the video. VSM has been applied in a variety of settings (e.g., clinical, school, and home) for a variety of behavior problems (e.g., social skills, functional skills, adaptive behavior,

As referenced in the Every Student Succeeds Act and the National Educational Technology Plan, personalized learning is the new focus in many K–12 learning environments. Nonetheless, few people understand what personalized learning really means and even fewer can design and implement a personalized learning environment appropriate for all learners, especially learners with disabilities. This 18-month descriptive research study focused on identifying the design characteristics of personalized learning environments and the initial results of these environments. Findings indicate that personalized learning environments require more than technology, that the technology itself is simply a tool to support implementation. These personalized learning environments were highly learner self-regulated, had transparent and actionable near-real-time data, provided various structures for student voice and feedback, and integrated purposeful supports for embedding the principles of Universal Design ...

The cooperative design practices as well as the participatory research tradition and contextual design have inspired the researchers of a relatively new and challenging design context, i.e. design with children for children. An ample literature base of its own has been generated on the subject already. However, the phenomenon of children imitating each other"s work in the design sessions has been largely disregarded in current research. This article sheds light on the practices of "recycling", originally characterised as "imitation", in the drawings produced by children during participatory design workshops in a school setting. The article suggests that instead of ignoring the issue of imitation and recycling, practitioners might start to appreciate it; both when planning design sessions as well as when making interpretations and judgments on the basis of the results produced by children. Implications for practice and future research are discussed.

Data-based individualization (DBI) is a process of collecting and analyzing data on students’ response to intervention and then making intervention adaptations accordingly. Although this process can lead to better student outcomes, very few teachers are trained in the components of DBI, particularly in relation to behavior. Improving practice requires not only ongoing professional development but also understanding about how teachers’ experiences in training can lead to better outcomes. Within the context of implementing a behavior intervention, the purpose of this study was to evaluate how participating in ongoing professional development on DBI affects teachers’ perceptions of themselves in relation to the DBI framework over time. Using a convergent, parallel mixed-methods research design, we evaluated the conceptual understanding, self-efficacy, and perceptions associated with DBI before, during, and after professional development of 16 general and special education teachers. Dat...

pdf. 6 Běžně je známé, že to platí o skautingu, ale v současnosti se to u nás dá vztáhnout i na celou řadu dalších spolků, které tak či onak na skauting navazují, byť ne vždy byly během naší historie s ním ve shodě. Každopádně tradiční všeobecně zaměřené spolky dětí a mládeže se buď přímo, nebo aspoň implicitně o určitý hodnotový základ opírají. Tím se také liší od jednostranně či výkonově zaměřených aktivit v oblasti zájmového a neformálního vzdělávání. 8 Viz hned 1. strategický cíl: Zaměřit vzdělávání více na získání kompetencí potřebných pro aktivní občanský, profesní i osobní život. A pak celá řada dalších na to navazujících návrhů. Blíže v další části této kapitoly. 9 Množství dětí, které uvedly jako důvod svého chození do oddílu či kroužku tento důvod:

Alternative communication has been successfully used in interventions to develop communication skills in children with ASD. However, few studies in Brazil have approached nonverbal adolescents with autism. This article aimed to demonstrate the impact of using an alternative communication system on the development of communication skills in a nonverbal adolescent presented with ASD. This is a single-case study with longitudinal intervention. Skills were assessed with the Communication Assessment in Autism Spectrum Disorder (ACOTEA). There was progress in communicative and behavioral skills. Receptive communications had a greater variation between the first, second, and third applications, increasing from 50% to 66.60% and then 83.30%, followed by social behavior, which increased from 45.80% to 70.80% and then 75%. The use of alternative communication with a robust communication system indicated evidence of the development of communication skills and social behavior in the adolescent ...

This study focuses on teacher and student co-learning with assistive technologies (such as text-to-speech readers) in a specialized program for students with learning disabilities. Canadian students in Grades 4-5 who were reading well below grade level were selected for this intensive intervention. Study participants include both teachers and students. Research includes qualitative data collected from teacher observations and interviews, as well as a detailed analysis of the student participants' reading and comprehension scores on tests. The researcher and teachers engaged in systematic (weekly) review and analysis of their perceptions of student progress based on both the reading and comprehension data and observations, and then made mid-course corrections in the technology approaches used in the reading intervention program. Results indicate that this assistive technology intervention, guided by teacher-researcher collaboration and reflection, yielded both student and teacher gains. This study attempts to address gaps in the literature, demonstrating that assistive technologies, introduced in a timely way and implemented with support, can provide measurable gains in reading fluency, comprehension, and engagement. This study also shows the potential gains from teacher-researcher collaboration when introducing new technologies, while illustrating some of the current complexities associated with assistive technology interventions in school settings.

An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in synchronous, remote tutoring for chemistry and biochemistry with students who are D/HH? and (2) Why might active learning be important to include in synchronous, remote tutoring for this student population? Findings included that (a) students approached remote tutoring with the same questions and materials they brought to in-person tutoring and (b) the degree to which tutoring materials could be imbedded into a remote session influenced the session's efficiency and the ability of students to actively participate in remote tutoring.

Smartwatches may provide a natural, portable, and unobtrusive strategy by which to support directive-following for individuals with autism spectrum disorders (ASD). A mentor can send visual supports (e.g., photographs, videos, text) “just-in-time” (JIT) to a learner’s smartwatch. This may reduce the need for extraneous face-to-face intervention within social and educational settings and thereby preserve the naturalness of interactions for individuals with ASD. In this article, the following questions are explored: (1) Will some children with ASD with limited functional speech tolerate wearing a smartwatch after receiving only spoken instructions? (2) Can children with ASD who did not initially tolerate wearing a smartwatch increase their tolerance for wearing a smartwatch after they view video models within a visual schedule? and (3) Will children with ASD who tolerate wearing a smartwatch attend to, and follow, scene cue text messages received on the watch? Results provide prelimin...

Mobile technologies have shown great potential in various educational settings. Moreover, there is an emerging research base demonstrating how students view and interact with mobile devices to learn. As more of these technologies enter inclusive educational settings, an understanding of the extant research base for mobile learning (M-learning) and students with various exceptionalities including disabilities is necessary for technology developers, researchers, educators, and school administrators to support student success. To this end, this study used a synthesis approach to reviewing the literature published on M-learning for students with and without disabilities in formal and informal K–12 educational settings. It provides a comprehensive mapping of 47 studies from 2007 to 2016. The current review revealed that (a) most studies focused on the effectiveness of M-learning on teaching and learning, (b) mixed methods and experimental studies were the most popular methodologies, and ...

A multiple baseline design investigated the effects of computer graphic organizers on the persuasive composition writing skills of four Hispanic students with specific learning disabilities. Participants reviewed the elements of persuasive writing and then developed compositions using a word processing program. Baseline planning was done with a paper and pencil, while intervention planning was done using a computer graphic organizer program. With variation, the use of computer graphic organizers during planning resulted in an increase in the total number of words written, time spent planning, number of supporting details planned, percentage of planned supporting details transferred to the composition, and syntactical maturity as measured by the number of T-units. Also observed was an improvement in the overall organization of the compositions as measured by an analytical scoring guide or rubric.

Advances in and the decreased cost of technology has resulted in a significant increase in educational programming that incorporates technology into the school curriculum. Specifically, the use of iPads has become quite common to support students social, communication, and academic outcomes in recent years; however, many students with moderate to severe disability do not have the access skills necessary to navigate these devices independently. This study investigated the effect of graduated guidance on iPad accessibility skill acquisition for three high school students with severe intellectual disability. Students were taught to swipe, drag, touch tap, minimize, and enlarge images on an iPad to access high-interest websites, images, and instructional resources. A multiple probe across students design was used to examine the effects of graduated guidance on the number of trials completed independently on each accessibility skill. Results indicated a functional relationship between the use of graduated guidance and student independent correct physical responses for all three students. Implications for practice and future research are discussed.

Meta-analyses of the findings from 29 studies including 4,194 early childhood practitioners showed that different practitioner belief appraisals (endorsement, importance, self- efficacy) were related to the intent to use, and the adoption and use of different kinds of early childhood practices (developmentally appropriate practices, curricular content, classroom practices, instructional practices, social climate). Endorsement was assessed in terms of practitioner beliefs regarding the support for or approval of a specific type of practice. Importance was assessed in terms of the significance or value attributed to a practice by a practitioner. Self-efficacy beliefs were assessed in terms of practitioner attributions of the likelihood that their use of a practice would have expected or anticipated consequences. The average weighted effect size (correlation coefficient) between the belief and practice measures was r = 0.63, although there were differential relationships between the be...

Online instructional delivery has always been viewed as beneficial due to its flexibility in settings and times, but the Covid-19 pandemic produced an essential need for the ability to engage in learning without direct contact with others. For students with Autism Spectrum Disorder and Intellectual Disability (ASD and ID) who have extensive support needs, developing the skills required to engage with online content is critical for utilizing and interacting with distance learning platforms and resources. Using a visual task analysis, least-to-most prompting, and reinforcement, students with ASD and ID can be taught to use technological devices for virtual instruction without adult support. By teaching students to access and use point-of-view video modeling for online instructional delivery, teachers can facilitate skills their students need to access evidence-based practices and meet diverse learning goals and objectives.

In a counterbalanced treatment design, 12 elementary school aged children read under two conditions; (a) independent, silent, and with mentor help as necessary; and (b) computer assisted, with visual and auditory delivery of text (via Kurzweil 3000). A repeated measures multivariate analysis of variance (MANOVA) revealed no significant difference in the composite mean for their comprehension and reading rate scores based on presentation strategy (F (2,9) = 1.10, p = .37). Results from this MANOVA also revealed no significant difference in the composite mean of comprehension and reading rate scores based on students' processing speed (F (2,9) = .20, p = .82). The presentation mode x processing speed interaction effect was not statistically significant (F (2,9) = .34, p = .72). Results from a 2 x 2 analysis of variance (ANOVA) show that comprehension did not vary as a function of manipulating the speed of computerized reading rate (F (1,10) = .01, p = .94), nor were there signific...

Mathematics interventions aimed at accelerating the learning of students with mathematics difficulties (MD) should be developed through a design science approach such as the Curriculum Research Framework (CRF). Precision Mathematics is a National Science Foundation-funded DRK-12 Design and Development project focused on building mathematical proficiency with the critical concepts and problem-solving skills of early measurement and data analysis among first-and second-grade students with MD. The Precision Mathematics curriculum incorporates (a) technology-based activities that offer individualized opportunities for instruction and practice and (b) hands-on activities that promote small-group instructional interactions. Our production of the first-grade Precision Mathematics intervention was grounded in the CRF, which involves a series of iterative cycles of development, implementation field-testing, analysis, and revision. Results from initial implementation studies suggest that teachers and students can feasibly implement the first-grade Precision Mathematics intervention in authentic education settings. Challenges faced in developing technology-based mathematics interventions are discussed.

Mathematics interventions aimed at accelerating the learning of students with mathematics difficulties (MD) should be developed through a design science approach such as the Curriculum Research Framework (CRF). Precision Mathematics is a National Science Foundation-funded DRK–12 Design and Development project focused on building mathematical proficiency with the critical concepts and problem-solving skills of early measurement and data analysis among first- and second-grade students with MD. The Precision Mathematics curriculum incorporates (a) technology-based activities that offer individualized opportunities for instruction and practice and (b) hands-on activities that promote small-group instructional interactions. Our production of the first-grade Precision Mathematics intervention was grounded in the CRF, which involves a series of iterative cycles of development, implementation field-testing, analysis, and revision. Results from initial implementation studies suggest that tea...

The purpose of this study was to examine the effectiveness of a video modeling (VM) intervention package (including virtual manipulatives and error correction) delivered via synchronous, virtual environment to teach the mathematics skills of addition, number comparison, and subtraction to a five-year old autistic child. Using a multiple probe across skills design of a single-case experimental design, we examined whether a causal relation existed between the intervention and the child's improved accuracy of mathematics problem-solving. Following the intervention, the autistic child showed improved accuracy across all three skills and continued to solve problems with 100% accuracy during the generalization phase, which also served as the immediate maintenance phase.