Chapter 1: Introduction
The epigraph above is reflective of the views of many special educational needs teachers. Indeed, innovations in technology in recent decades have created a wide array of new opportunities for helping special needs student achieve their full academic potential. These trends are especially noteworthy today because tens of millions of young American learners are struggling with their academic pursuits due to their special educational needs. In this context, the term “special educational needs” can be defined as “children who have learning problems or disabilities that make it harder for them to learn than most children of the same age” (Special education needs, 2018, para. 2). The purpose of this grant proposal was to identify ways that special educational needs students can benefit from the introduction of technology in their classrooms based on the problem statement described below.
Statement of the Problem
According to the most recent estimates from the U.S. government, the number of special educational needs students aged 3 to 21 years was more nearly 7 million, representing about 13% of all the public school students in the country (Child and youth with disabilities, 2018)..
n 2015–16, the number of students ages 3–21 receiving special education services was 6.7 million, or 13 percent of all public school students. Among students receiving special education services, 34 percent had specific learning disabilities. Moreover, many young learners who are not currently classified as special needs students will nevertheless experience the need for some type of special education during their academic careers (Special education needs, 2018).
Research Questions
This grant proposal was focused on developing timely and informed answers to the following research questions:
1. How is technology currently being used to facilitate learning by special educational needs students?
2. How do special educational needs student perceive the introduction of technology into their classrooms?
3. What are some of the best practices and lessons learned from the use of technology in special educational classrooms?
4. How can this information be used to identify grant opportunities for technology in the special education classroom that will be approved?
Organization of the Proposal
This proposal was organized into five chapters. Chapter one provided an overview and statement of the problem and the questions that guided the research. Chapter two which follows immediately below provides a review of the relevant literature and chapter three describes more fully the research methodology used. Finally chapter four provides a proforma copy of a representative grant application based on comparable proposals and the answers to the above-listed research questions, followed by a summary of the research and key findings concerning the introduction of technology into the special educational needs classroom in the concluding chapter.
Chapter Two: Review of the Literature
The research to date confirms that special educational needs students can benefit from the introduction of technology into their classrooms in a number of ways. For instance, one special needs educator reports that, “In my classroom, technology is a tool for empowerment—it creates a collaborative and innovative space for all students” (Nieves, 2016, para. 2). An important point that quickly emerges from the research concerning technology and special educational needs students is the fact that these tools do not need to be complicated or expensive and even the conventional applications furnished in many word processing suites can help special educational needs students attain the fullest academic potential. In this regard, Nieves emphasizes that, “Along with over 50 million educators and students, I am primarily using Google’s G Suite for Education. The suite is a bundle of Google’s key products, such as Drive, Docs, Slides, and Forms, along with new tools like Google Classroom” (2016, para. 4).
Beyond the conventional suite of technological tools available in these conventional suites, there has been a great deal of scholarship invested in developing other software tools for special educational needs students (McCrea, 2014). For example, the ClickShare application developed by Banco provides the ability for teachers to facilitate collaboration on coursework among numerous students (McCrea, 2014). Likewise, the literacy application developed by Texthelp helps young learners who are struggling to learn how to read and write and so-called “smart boards” can make these applications even more effective. According to McCrea, “At the Glenholme School in Washington, CT, teachers combine their Smart Boards with Read & Write Gold to help the school's special needs student population graphically organize their writing (by concept, mind map or outline)” (p. 45). This application has also been found to be effective in helping students with dyslexia learn how to read and write (McCrea, 2014).
In addition, other special educational needs teachers have found innovative ways to use technology in their classrooms. One elementary instructional technology coordinator in Iowa installed around 7,000 BrightLink 595Wi...
The proliferation of Web 2.0 applications and their growth are defined more by communication patterns than adherence to taxonomies and architectures, and this is evident in the growth of social networking sites (SNS) including Facebook, MySpace, LinkedIn and many others. These sites, while popular from socializing standpoint, also provide an excellent point of reference regarding how powerful online collaborative platforms can be as potential learning tools, and this is one
.." (2004, p.3) the hands-on experience is also related as being important in the science class in the work entitled: "The National Curriculum" which states that science through inquiry: "...stimulates and excites pupils' curiosity about phenomena and events in the world around them" (the National Curriculum, 2006) and that science also "satisfies this curiosity with knowledge." (the National Curriculum, 2006) Scientific inquiry teaches students investigate skills in the areas of:
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As students interact with the website and take assessments, the teacher is notified of the student's progress. Once the student submits his assessment, Molecular Workbench (2010) reports, "SAM activities end by generating a report that includes answers to multiple choice questions, annotated snapshots, and the text of open responses. These reports are emailed to the teacher. Students have a chance to edit reports before they are submitted." Use of
This qualitative research uses a Delphi study to explore the perceptions of special education teachers regarding retention. This Delphi study includes twenty-five to thirty special education teachers of K-12 in two California districts of less than 40,000 students. The information gathered provides leaders in the field with successful practices in retaining special education teachers. Purpose of the study The primary purpose of this study is to explore the perceptions of special education
Elementary Special Education Teachers Place Value in the use of Technology Resources for Students? Technology is an integral part of society. People share and communicate ideas using emails, Skype, and public/private forums. For numerous organizations and businesses technology is a must to increase productivity. This is why schools have begun the process of creating an environment that immerses staff and students in technology, with school administrators taking on the technological transition
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