Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.5
Journals
Education Sciences
Special Issues
Technology Enhancing the Skills of Students with Disabilities
share announcement

Technology Enhancing the Skills of Students with Disabilities

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 January 2018) | Viewed by 43485

Special Issue Editor

Dr. Maria Earman Stetter

E-Mail Website
Guest Editor
Director of New Deal Teacher Preparation Programs and Associate Professor of Special Education, College of Education, Roosevelt University, 430 S. Michigan Ave, Chicago, IL 60605, USA
Interests: special education; technology and learning disabilities; teaching and learning; inclusive education; interenational learning; online learning

Special Issue Information

Dear Colleagues,

Increasingly, we are in a digital age where it is important to provide opportunities to serve students with special needs with the most up-to-date technology. We must examine how are we utilizing technology in the classroom with all types of learners but most crucially students with special needs who often benefit from a more hands-on approach that computers can provide? What are teacher best practices for students to learn today in our classrooms that utilize technology? How are we using computers in the classroom with students with exceptionalities such as learning disabilities, emotional disturbance, autism, intellectual disability, and other lower special needs?

In fact, in a field that is currently going through constant changes due to new usages of media, such as apps, programs and even blended learning, it is important to examine best practices in order to serve future students with special needs.

We look forward to receiving your submission of new research pairing technology with this population, or a review of current literature focusing toward directions.

Maria Earman Stetter
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • special education
  • computer learning
  • online/web-based instruction
  • assistive technology
  • apps
  • exceptionality
  • technology integration
  • blended instruction

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (6 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Review, Other

9 pages, 954 KiB  
Article
Teaching Pre-Service Teachers How to Utilize Web 2.0 Platforms to Support the Educational Needs of Students with Disabilities in General Education Classrooms
by Maria B. Peterson-Ahmad, Jennifer B. Stepp and Kyla Somerville
Educ. Sci. 2018, 8(2), 80; https://doi.org/10.3390/educsci8020080 - 2 Jun 2018
Cited by 14 | Viewed by 4685
Abstract
It is without question that technology in schools is here to stay. Educators have always been interested in the extent to which technology can be used to transform education and enhance student learning; however, the degree to which it is utilized in teacher [...] Read more.
It is without question that technology in schools is here to stay. Educators have always been interested in the extent to which technology can be used to transform education and enhance student learning; however, the degree to which it is utilized in teacher preparation programs for pre-service teachers in terms of Web 2.0 use with future students is under debate. Web 2.0 use can be a particularly interesting tool for teachers to use in differentiating instructional strategies for students with disabilities in inclusive settings. Therefore, it is worthwhile for teacher preparation programs to look at how Web 2.0 platforms can further support students in special education in such settings. The following study delineates data from a study of N = 82 pre-service teachers. Throughout the course of this study, all students were administered a pre- and post-survey that asked questions specific to current knowledge of Web 2.0 and the extent to which they thought it could be used in their future teaching practices. In addition, all students completed an assignment within their respective courses that embedded a specific Web 2.0 component. This assignment required pre-service teacher candidates to utilize the Pinterest platform to find and ‘pin’ educational materials specific to students with whom they will work with in future inclusive classrooms, relative to the various categories of special education. Full article
(This article belongs to the Special Issue Technology Enhancing the Skills of Students with Disabilities)
►▼ Show Figures

Figure 1

9 pages, 643 KiB  
Article
Enhancing Pre-Service Special Educator Preparation through Combined Use of Virtual Simulation and Instructional Coaching
by Maria Peterson-Ahmad
Educ. Sci. 2018, 8(1), 10; https://doi.org/10.3390/educsci8010010 - 11 Jan 2018
Cited by 19 | Viewed by 5971
Abstract
To meet the ever-increasing teaching standards, pre-service special educators need extensive and advanced opportunities for pedagogical preparation prior to entering the classroom. Providing opportunities for pre-service special educators to practice such strategies within a virtual simulation environment offers teacher preparation programs a way [...] Read more.
To meet the ever-increasing teaching standards, pre-service special educators need extensive and advanced opportunities for pedagogical preparation prior to entering the classroom. Providing opportunities for pre-service special educators to practice such strategies within a virtual simulation environment offers teacher preparation programs a way to individualize the teaching and practice of various pedagogical aspects needed when new educators enter their first classroom. Coupling such simulations with specific instructional coaching allows for increased and individualized remediation of the way instruction is given, classroom management practices, or getting to know your student population. This exploratory case study investigated the extent to which virtual simulations combined with instructional coaching impacted the way pre-service educators learned how to provide opportunities to respond (OTR) to the avatar students through the repeated teaching of a lesson over four sessions. Full article
(This article belongs to the Special Issue Technology Enhancing the Skills of Students with Disabilities)
►▼ Show Figures

Figure 1

494 KiB  
Article
Stay in the Box! Embedded Assistive Technology Improves Access for Students with Disabilities
by Katherine Koch
Educ. Sci. 2017, 7(4), 82; https://doi.org/10.3390/educsci7040082 - 8 Nov 2017
Cited by 27 | Viewed by 11532
Abstract
Assistive technology is not only a required component of a student’s IEP; it can be an effective way to help students with (and without) disabilities access their education and to provide them with required instructional accommodations. Teachers, however, are often not adequately prepared [...] Read more.
Assistive technology is not only a required component of a student’s IEP; it can be an effective way to help students with (and without) disabilities access their education and to provide them with required instructional accommodations. Teachers, however, are often not adequately prepared in their pre-service course work and ongoing professional development to address the technology needs of their special education students and have not had the opportunities to access technology due to limited availability and cost. While assistive technology can be purchased to augment an existing computer, it is often unnecessary to do that. Both Microsoft and Apple operating systems in “off-the-shelf” computers and handheld devices have embedded assistive technology that is easy to access and easy to use. This embedded technology can help teachers become familiar with technology and assist students with sensory, physical, learning, and attention disabilities, and it might have practical applications with Universal Design for Learning. This paper provides a discussion on how embedded technology can support students with disabilities in the school setting and provides examples for access and use. Full article
(This article belongs to the Special Issue Technology Enhancing the Skills of Students with Disabilities)

Review

Jump to: Research, Other

17 pages, 234 KiB  
Review
A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders
by Soonhwa Seok, Boaventura DaCosta, Mikayla McHenry-Powell, Linda S. Heitzman-Powell and Katrina Ostmeyer
Educ. Sci. 2018, 8(4), 170; https://doi.org/10.3390/educsci8040170 - 16 Oct 2018
Cited by 7 | Viewed by 6186
Abstract
This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in [...] Read more.
This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in K-12 education, the review examined the standards of the Council for Exceptional Children (CEC) for evidence-based practice as well as additional quality indicators, neglected quality indicators, strategies combined with VM, the impact of the independent variables on the dependent variables, and common recommendations offered for future research. Findings revealed that the eight studies met the CEC standards for evidence-based practices as well as other quality indicators. For instance, all studies reported content and setting, participants, intervention agents, description of practice, as well as interobserver agreement and experimental control. According to the findings, fidelity index and effect size were the two most neglected quality indicators. Furthermore, instructions, reinforcement system, and feedback or discussion were the most common strategies used. Finally, generalizability—across settings, populations, treatment agents, target behaviors in the real world, and subject matter—was the most common recommendation for future research. While further investigation is warranted, these findings suggest that VM is an effective evidence-based practice for students with EBD when the CEC standards are met. Full article
(This article belongs to the Special Issue Technology Enhancing the Skills of Students with Disabilities)
10 pages, 211 KiB  
Review
The Use of Technology to Assist School-Aged Students with High Incidence Special Needs in Reading
by Maria Earman Stetter
Educ. Sci. 2018, 8(2), 61; https://doi.org/10.3390/educsci8020061 - 24 Apr 2018
Cited by 6 | Viewed by 8289
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 [...] Read more.
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. Full article
(This article belongs to the Special Issue Technology Enhancing the Skills of Students with Disabilities)

Other

Jump to: Research, Review

9 pages, 2095 KiB  
Concept Paper
Designing and Implementing an Assistive Technology Lab for Postsecondary Education
by Beth Jones, Nichole Williams and Belinda Rudinger
Educ. Sci. 2018, 8(1), 11; https://doi.org/10.3390/educsci8010011 - 11 Jan 2018
Cited by 6 | Viewed by 5918
Abstract
A literature review discusses how teacher knowledge of assistive technology significantly impacts student success with assistive technology and that many teachers enter the field feeling unprepared to implement these technologies with students. This article explores one university’s process in setting up an assistive [...] Read more.
A literature review discusses how teacher knowledge of assistive technology significantly impacts student success with assistive technology and that many teachers enter the field feeling unprepared to implement these technologies with students. This article explores one university’s process in setting up an assistive technology laboratory for students to explore. Such experiential learning opportunities are vital to the success of special education educators. This paper explores how the lab is set up and the activities visitors complete to provide a foundation for those looking to develop a similar lab. Full article
(This article belongs to the Special Issue Technology Enhancing the Skills of Students with Disabilities)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-6
Back to TopTop