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Educ. Sci. 2018, 8(2), 61; https://doi.org/10.3390/educsci8020061

The Use of Technology to Assist School-Aged Students with High Incidence Special Needs in Reading

College of Education, Roosevelt University, 430 S. Michigan Ave, Chicago, IL 60605, USA
Received: 31 January 2018 / Revised: 14 April 2018 / Accepted: 16 April 2018 / Published: 24 April 2018
(This article belongs to the Special Issue Technology Enhancing the Skills of Students with Disabilities)
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Abstract

This paper delineates some of the ways students with high incidence special needs are currently being served with technology in the United States in K–12 to learn skills or accomplish tasks related to reading. Categories examined were read aloud tools, computer applications, traditional instructional methods that utilized technology, and online instructional environments. The categories examined in online instructional environments include the prevalence of students with special needs, how Individual Education Plan requirements, such as accommodations and modifications, are being addressed, parental participation, and concerns in the online environments. Suggestions for future work at the intersection of reading technology and teachers of students with special needs are included, as well as conclusions from the current work. Future work with teachers of students with special needs is required to help better serve their unique learning requirements. View Full-Text
Keywords: technology; disabilities; online learning environments; reading; strategy instruction; special needs; assistive technology technology; disabilities; online learning environments; reading; strategy instruction; special needs; assistive technology
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
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Stetter, M.E. The Use of Technology to Assist School-Aged Students with High Incidence Special Needs in Reading. Educ. Sci. 2018, 8, 61.

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