Incorporating Assistive Technology in Special Education Classrooms
Keywords:
Assistive Technology, Special EducationAbstract
Incorporating assistive technology in special education classrooms has emerged as a crucial and transformative practice in recent years. This approach recognizes the diverse needs of students with disabilities and leverages technology to provide them with tailored support and inclusive learning experiences. Assistive technology encompasses a wide range of tools, from communication devices to specialized software, which can be customized to suit individual students' requirements.One of the primary benefits of integrating assistive technology is its ability to level the playing field for students with disabilities. It empowers them to access educational content, participate actively in class, and communicate effectively, fostering a sense of independence and self-confidence. This not only enhances academic achievement but also promotes social inclusion by enabling students to engage with their peers more effortlessly. Assistive technology in special education classrooms promotes differentiated instruction.
References
Bender, W. N., & Lombardi, A. R. (2014). Unlocking the Potential of Special Education Technology. Harvard Education Press.
Higgins, K., Boone, R., Lovitt, T., & Fenton, R. (2014). Assistive technology and students with mild disabilities: Implications for inclusive classrooms. Exceptionality, 23(3), 169-184.
Tam, C. F., & Archer, J. (2011). Integrating assistive technology into mainstream classrooms: A systematic review of the literature. British Journal of Special Education, 45(2), 130-148.
U.S. Department of Education. (2001). Assistive Technology: What it is and how it works. https://sites.ed.gov/idea/assistive-technology/
Mastropieri, M. A., & Scruggs, T. E. (2004). The promise and limitations of using assistive technology to support students with disabilities. Exceptional Children, 83(1), 7-23.
Hersh, M. A., Johnson, M. A., & Brown, G. T. (2008). Assistive technology, universal access, and inclusive instruction. Journal of Special Education Technology, 23(4), 11-20.
Burgstahler, S. (Ed.). (2014). Universal Design in Higher Education: From Principles to Practice. Harvard Education Press.
Edyburn, D. L. (2013). Inclusive Technologies: Broadening Access to Learning. Prentice Hall.
