A. Edward Blackhurst

National Assistive Technology Research Institute.

The Office of Special Education Programs, U. S. Department of Education, provided four years of funding to establish a National Assistive Technology Research Institute (NATRI) at the University of Kentucky. The primary goals of NATRI are to examine factors related to the planning, development, implementation, and evaluation of assistive technology (AT) services in schools, and to disseminate the findings in ways that will assist school personnel to develop or improve AT policies and practices for students with disabilities. Seven areas of research will be addressed: (a) status of AT use in schools, (b) policies, procedures, and resources that school districts use, (c) AT decisions made by individualized education programs (IEP) teams, (d) training and technical support needed by service providers, (e) integration of AT into learning environments, (f) effectiveness of AT on the academic, social, and functional performance of students, and (g) preparation of professionals in AT. The primary research questions and methodologies being used to conduct research in the seven areas are described. An overview of dissemination procedures also is provided and ways that people can, participate in NATRI research activities are explained.

Using Anchored Instruction to Teach About Assistive Technology

This investigation reports about the development and formative evaluation of an assistive technology instructional module that was developed in an integrated hypermedia format according to principles of anchored instruction. The module was field-tested with undergraduate students, graduate students, and professionals. Revisions were made in the module on the basis of feedback from the field tests. It was concluded that people respond positively to anchored instruction on the topic of assistive technology and that anchored instruction appears to have utility for both preservice and inservice training. A number of implications are described for those who are involved in the development and delivery of instruction about assistive technology.

Using an Education Server Software System To Deliver Special Education Coursework via the World Wide Web

The World Wide Web (Web) has considerable potential for delivering distance education programs. A new genre of computer software programs is being developed to facilitate the management of instruction and communication among students and instructors who are involved with the delivery of Web-based instruction (WBI). One such program is the TopClass educational server software system. This investigation was designed to examine the feasibility of using TopClass to deliver University-based special education coursework via the Web. Procedures required to set up an education Web server were examined and a pilot study was performed to explore factors associated with the development and delivery of instructional content via TopClass. Student reactions to instruction delivered in the pilot test were positive. There also were indicators that learning occurred as a result of using the TopClass system. Issues related to the use of WBI were identified and questions for additional research were proposed.

A Framework for Aligning Technology with Transition Competencies.

We describe a model that can be used as a framework to guide decision-making about the use of technology to facilitate the development of competencies that people with disabilities need in order to make a successful transition from school to various adult environments. Legal mandates associated with the provision of transition services and technology are described. Types of technology and the technology continuum are explained. Examples of technology applications to facilitate competencies in seven areas of human function that cut across different adult environments are provided. Several on-line sources of information about technology that can be used to support competencies needed for successful transition are provided. Implications are drawn for the use of the framework by those involved in planning and delivering transition services.

Microcomputer Use in Special Education Personnel Preparation Programs.

A national survey of special education personnel preparation programs was conducted to determine microcomputer use. Almost all respondents reported that instruction in the use of microcomputers in special education was important for special education teachers. Most programs made some coursework on microcomputers available to special education majors, mainly in the form of electives. The majority of programs had access to microcomputer labs, with Apple computers being the predominant brand. Faculty used microcomputers primarily to support their teaching and research efforts. Although the lack of trained faculty was cited as a barrier to increased microcomputer use, it was viewed as one that could be overcome without great difficulty. Faculty placed priority for their own training on specific applications of microcomputers in special education programs. Barriers identified as being difficult to overcome centered around the lack of fiscal resources and difficulty in adding microcomputer instruction to already overcrowded curricula.

Approximating Noncategorical Teacher Education

A program is described which approximates the noncategorical approach and serves as a transition from categorical to noncategorical programs in teacher education. The essential components of this program were (a) the identification of course content that was common and unique to four methods courses, (b) the development of semi-independent modules of instruction, (c) team teaching, and (d) presentation of content in large groups followed by small group instruction. Evaluation indicated that students and faculty were generally receptive to this approach.

Technology Competencies for Teachers of Young Children with Severe Handicaps.

A list of competencies that teachers of young children with severe handicaps should have in order to use technology effectively is presented. Competencies related to the use of technology for assessment and program planning, program implementation, family involvement, program administration, and personal productivity are proposed. Literature describing the use of technology with children who have severe handicaps is summarized to provide a rationale for a number of the competencies.

Mental Retardation and Delinquency

This paper has examined the literature dealing with the relationship between mental retardation and delinquency. Various aspects of the problem were examined and a number of suggestions proposed; however, many questions remain unanswered and many problems unsolved. It is evident that a sustained attack on the problem is needed. Chandler, et al. (1959) have made several proposals that would be helpful in ameliorating some of these problems. Among them, they proposed that the AAMD establish a committee to explore, with correctional authorities, problems related to the rehabilitation of the defective delinquent. This committee would develop a model code that could be used to identify and define the defective delinquent, and which would also serve as a framework in which trained personnel could work with the problem. They also called for case studies in several states, within this model code, to determine the needs of defective delinquents in order to determine the types of facilities and training that would be most appropriate for them. Hopefully, solutions to these and other problems will be forthcoming from the interdisciplinary empirical research study, “The Mentally Retarded and the Law,” which is being supported by the National Institute of Mental Health, in cooperation with the National Law Center (Allen, 1966).

Microcomputing Competencies for Special Education Professors

A list of 43 microcomputing competencies associated with the functions that special education professors typically perform was generated through a task analysis. Approximately 60% of a national sample of 250 special education faculty who use microcomputers responded to a questionnaire designed to assess the value of the competency statements. Competencies associated with the function of providing instruction about microcomputer applications in special education were viewed as being most important, followed by those associated with using the microcomputer as an aid to instruction in courses and as an aid to personal productivity. With a few exceptions, competencies related to the use of microcomputers to meet service responsibilities, computer programming and related skills, and selection and operation of microcomputer equipment were seen as less useful. Word processing was rated as the single most useful competency and computer programming as the least useful.

Competencies for teaching mainstreamed students

to integrate mildly handicapped students into the regular classroom for portions of their educational program. Typically, such efforts are accompanied by the provision of special educators who serve as resource teachers or consulting teachers. These professionals provide small group and individual instruction to mainstreamed students and/or provide advice and supportive services to the regular classroom teacher who is involved in mainstreaming efforts.