A study of applications of microcomputer technology in special education in western Massachusetts schools.

The purpose of this study is to survey microcomputer applications in special education in Western Massachusetts Schools and, in particular, to assess the extent to which special education is moving beyond drill and practice software with special needs students. Data were collected from 185 special education teachers by a questionnaire and follow-up interviews from eleven special education teachers in Western Massachusetts. Results showed that computers and software are generally integrated in special education teachers\u27 curricula. They used the microcomputer as a compensatory tool to sharpen students\u27 mathematics skills, language arts and reading comprehension. Some special education teachers also used computers for language assessment, speech training, eye-hand coordination and communication. Apple computers were the most popular brand used in this study. Adaptive devices such as firmware cards, switches, and speech synthesizers were used to help special needs students access computers. Computer-assisted instruction, word processing and games were the most popular software used. Students worked on computers generally alone, or in a small group, or in combination; the amount of supervision required depended upon students\u27 functioning level and physical limitations. Most special education teachers did not teach and computer language; only a few teachers explored Logo or BASIC with their students. Special education teachers realized that the computer is a good tool to motivate students and to increase self-esteem and attention; they received some inservice training on computer uses, but complained that it was not enough to help their students. Factors making it difficult for special education teachers to use computers were: lack of appropriate software, teachers being behind the trend, not enough class time to use computers, and perceptions of computers as dehumanizing. The study concludes with recommendations for increasing special education teachers\u27 computer training via input from hardware and software experts, and for requiring special education teachers to take introductory computer courses such as Logo, BASIC programming, authoring language systems and software evaluation. Also, it recommends that school administrations give financial and technical support for such training in order to use microcomputers and related devices more effectively

Computers in Social Work and Social Welfare Issues and Perspective

This paper provides a general overview of the areas in which technology has had significant impact. These are specifically important for social workers, since technology poses many challenges for both society and the social work profession. Most important about modern technology is that It can either improve the human condition or destroy society. With this In mind, social workers must learn about technology, so that Its benefits are understood and problems avoided. This will not occur, however, if technology is ignored or treated as something which is inherently bad because it disrupts the status gun

A rationale and design of a microcomputer system for schools and colleges

Imperial Users onl

A survey of microcomputer usage and the perceptions of special educators in the instruction of mildly handicapped students within selected school systems of Georgia, 1986

RATIONALE The purpose of the study was to survey the use of microcomputers as instructional assisted tools in the education of mildly handicapped students from selected school systems of Georgia. Specifically, the study addressed the following issues: (1) identified instructional uses of microcomputers in special education; (2) areas of exceptionality wherein instructional micro computer usage is evidenced; (3) perceptions of special educators toward microcomputer applications; and (4) future implications. SIGNIFICANCE The study will greatly expand the literature base and identify factors related to the use of microcomputers in the instructional process of educating mildly handicapped students. METHODS AND PROCEDURES Data for the study were generated from Directors of Special Education and Teachers of Mildly Handicapped Students from selected public school sys tems of Georgia. The chief data collection method used was the questionnaire with the interview/participant observation technique being secondary. The question naire used was a modified version of the instrument developed in 1982 by Henry Jay Becker to obtain data for his study, "School Uses of Microcom puters." Items for the revised instrument addressed demographic, usage and perception information. Both descriptive and inferential statistical procedures were used to analyze the data. Sections I and II of the questionnaire stimulated cate gorical data which produced percentages. The Chi-square statistical method at the .05 level was used to determine the statistically significant dif ference of the nominal data and to test one hypothesis. The Analysis of Variance statistical method was used at the .05 level to accept or reject five of the hypotheses. The secondary method of data collection involved the interview/partici pant observation methods. Items for the interview questions and the observa tion checklist were original. Sites for the field research were randomly selected to include visitations to the three different size school systems based on student population. Data for this phase of the study were reported in case studies. RESULTS The findings from the study reveal from a broad perspective that Direc tors of Special Education and Teachers of Mildly Handicapped Students demon strated great support of microcomputer usage in the instruction of mildly handicapped students. Special educators found the most productive use of this strategy in drill and practice and tutorial dialog activities. The area of mathematics was considered strongest with language arts being second rela tive to fundamental instructional use. Most computer time was scheduled during class periods. Strengths in the instructional applications included individualization, alternative approaches to learning, provisions for immediate feedback, flexi bility in management, increased student/teacher contact, student motivation, and increased student attention span. Problemmatic concerns include: limited and incompatible software, inadequate inservice, student/computer ratios and human interaction. The .05 confidence level was used to determine statistical significance. The null hypotheses formulated and tested on the variable groups were accepted at the .05 level. CONCLUSIONS Special education administrators (directors/coordinators) and teachers of mildly handicapped students strongly support the use of microcomputers as instructional assisted tools in the education of mildly handicapped students. Increasing use and versatility are evidenced; however, expanded efforts are needed for budgetary support, staff development, time management and sched uling. As improvements are made based on continued research the use of this technology will continue to enhance the educational opportunities of handi capped students

Microcomputers: Where did they come from? What will we do with them?

Computers will not pass from the scene, either in society or in our schools. The microcomputer revolution is upon us

The role of the microcomputer as a diagnostic, prescriptive and learning instrument in remedial education

Bibliography: pages 222-229.The number of pupils with learning disabilities is on the increase and effective ways of attempting to remediate such pupils are always being sought. Current technology has presented remedial teachers with a potentially dynamic aid in the form of the microcomputer. Many of the attributes of computer-aided learning closely parallel the principles of remedial teaching and to this end it was attempted to establish the role of the microcomputer in remedial education. An in-depth study of the literature was undertaken. In the practical sphere, a survey was conducted to obtain the views of practicing remedial teachers as well as to establish the extent of applications in schools. Learning disabled pupils were observed interacting with microcomputers. The study revealed that the prognosis for embracing microcomputers in remedial education is encouraging. Applications exist for diagnosis and prescription of specific deficits as well as for prescribing the microcomputer in the sphere of general educational development of learning disabled pupils. Further applications for administrative and management purposes have reached-an advanced stage of development. With the development of appropriate software and proper "teacher education" the microcomputer has the potential to become a dynamic educational aid for the learning disabled; especially because of its motivational and user-friendly nature

‘I’ve been a whizz-kid since I’ve been at college’: Giving voice to the collective memories of adults with learning disabilities about the role that technology has played in their lives

The focus of this paper is the history of technology use by people with learning disabilities in the UK in the late twentieth century and the impact that technology has had on lives of people with learning disabilities. A methodological framework, underpinned by the principles of inclusivity, transparency and reciprocity was employed to enable eight adults with learning disabilities to share their memories of using technologies, from childhood to the present day. Our analysis of these histories challenge notions of deficit, dependency and inequality that are traditionally asscoiated with people with learning disabilities

Preservice Teacher Attitudes towards Nonvocal Individuals using High Technology Augmentative Communication Devices versus Low Technology Communication Boards

The attitudes of preservice teachers towards individuals who are nonvocal and using either a high technology augmentative communication (HAC) device or a low technology communication board were investigated. A rating scale was devised, consisting of three sub-scales. The three sub-scales measured preservice teachers' estimates of intelligence, academic potential, and social acceptance in the regular education setting. Reliability and validity were established through a pilot study. Preservice teachers viewed videotapes of children using either high technology or low technology augmentative communication devices and subsequently completed the rating scale based on the videotapes. Results indicated that preservice teachers perceived the same child as having greater academic and social acceptance potential when using high technology augmentative communication