Cynthia M. Okolo

Technology applications for students with literacy problems: A critical review

This review covers research published in the past 15 years on the use of technology to teach or support literacy among students with mild disabilities. First, the review addresses research on computer-assisted instruction and on synthesized speech feedback to improve phonemic awareness and decoding skills. Second, it reviews work on the use of electronic texts to enhance comprehension by compensating for reading difficulties. Finally, it considers research on a variety of tools to support writing. The discussion addresses both substantive and methodological issues.

Authenticity In Learning Multimedia Design Projects In The Social Studies For Students With Disabilities

Proponents of educational reform highlight the importance of creating instructional environments that encourage students‘ active involvement in the learning process. To be so involved, students with and without disabilities must construct knowledge, evaluate the products of their work, and engage in the design of solutions to authentic problems. We believe that these goals are especially important for students with disabilities, many of whom are passive learners who experience difficulty with the flexible use of knowledge and skills. Our analysis of the research evidence leads us to conclude that students‘ thinking skills and attitudes are enhanced when they collaborate in the solution of authentic problems. We view the social skills curriculum as a rich source of authentic problems that affords opportunities to promote thinking by enabling argument about controversial issues. Further, we contend that educational multimedia are potentially powerful tools for constructing knowledge, especially when used in collaborative project-based instructional environments, or multimedia design projects. We review evidence about the efficacy of multimedia design projects in promoting students‘ construction of knowledge, thinking, and problem solving, and discuss some potential challenges to the efficacy of this approach.

Being Labeled Gifted or Talented: Meanings and Effects Perceived by Students in Special Programs

Questionnaires were administered to 295 students in summer programs for 9-15 year old academically gifted and artistically talented students, asking for their conceptions of giftedness and talent and their perceptions of the causes and consequences of being so identified. Findings suggested that their stereotypes regarding gifted and talented students were highly positive. These students reported that giftedness can be attained by hard work, that they are not very different from others, and that others treat them well. A minority reported negative reactions from peers.

Response to Intervention and Evidence-Based Practices: Where Does Technology Fit?.

Advancements in technology-based solutions for students with learning disabilities (LD) offer tremendous opportunities to enhance learning as well as meaningful access to the general education curriculum for this group of students. This article examines technology integration within the context of response to intervention (RTI). At the forefront of special education reform, RTI is reshaping special education practice. This article seeks to connect RTI components (e.g., evidence-based practice) with technology-based solutions in order to further ways in which technology tools can be incorporated into the lives of students with LD. Three effective practices (graphic organizers, written instruction, explicit instruction) are examined. For each area, we briefly describe the approach, examine the evidence behind the approach, and discuss technology-based tools that embed these effective features.

Web-Based History Learning Environments: Helping All Students Learn and Like History

This article explores the benefits of the Internet to enhance history instruction for all learners. The authors describe a Web-based learning environment, the Virtual History Museum (VHM), that helps teachers create motivating, inquiry-based history units. VHM also allows teachers to build supports for learners with disabilities or other learning challenges. A pilot study that demonstrated the impact of the VHM on history learning and participation of eighth-grade students with mild disabilities is discussed.

Research about Assistive Technology: 2000–2006. What Have We Learned?:

The purpose of this article is to offer a review of research on the use of assistive technology for students with disabilities and some reflections on the nature of knowledge that is being produced by researchers who are examining these issues. We analyzed studies published in peer-reviewed journals between 2000 and 2006 that investigated the use of assistive technology with students served under IDEA guidelines. We located 122 studies that met our criteria. We summarize the types and age of students with whom these studies were conducted, the outcomes, the types of designs used, and the journals in which the studies were published. We conclude with a discussion of implications for research and practice.

The Learning-to-Learn Strategies of Adolescent Students With Disabilities: Highlighting, Note Taking, Planning, and Writing Expository Texts

This study focuses on an examination of the learning-to-learn strategies of seventh-grade students as they highlight, take notes, plan, organize, and write expository texts. Participants consist of 125 students, 41 with disabilities and 84 without disabilities. The results reveal that the students with disabilities have more difficulties in using the learning-to-learn strategies as they read, study, and write expository texts, although neither group is judged to be highly proficient. The implications point to a renewed emphasis on preparing content-area teachers to teach the literacy and learning strategies that support the development of learners who know how to read to learn and how to write to learn.

Microcomputer Implementation In Secondary Special Education Programs: A Study Of Special Educators; Mildly Handicapped Adolescents; And Administrators' Perspectives:

The purpose of this study was to examine the implementation and utilization of microcomputers in secondary special education programs. Twenty-two high school special education teachers, 24 mildly handicapped adolescents, and 8 administrators from six high schools in an urban school district were interviewed. Results indicated that, despite the districts considerable investment in hardware, software, and technical assistance, almost half of the teachers were not using microcomputers. Teachers who had at least one computer in their classroom were significantly more likely to use computers and to have positive attitudes toward computers. However, the predominant uses of microcomputers were limited to mathematics, drill-and-practice, and games. Special educators, administrators, and students did not view microcomputers as having a significant impact on instructional practices and programs. Lack of access to microcomputers and dissatisfaction with existing software were cited as major barriers to more extensive and varied microcomputer use.

Preventing Writing Difficulties: Providing Additional Handwriting and Spelling Instruction to At-Risk Children in First Grade

• Difficulties with text transcription skills, such as handwriting and spelling, can blur or even change the message that a writer is trying to convey. Consider how the misspelling at the end of the next sentence changes the meaning of this response to the often repeated phrase: “If you play this record backwards . . .” “I heard that if you play ‘Stairway to Heaven’ backwards, it says something about Satin” (Lederer, 2005, p. 156).

Twenty-Five Years Later: How is Technology Used in the Education of Students with Disabilities? Results of a Statewide Study

This study provides a snapshot of factors associated with assistive technology (AT) use in one large Midwestern state. Conducted about 25 years after the passage of the original Technology Related Assistance Act, the study presents results from a survey of 1,143 Michigan educators. Results of the study show that respondents use technology frequently in their personal and professional lives, but less so during the instruction of students with disabilities. AT is viewed positively and educators believe they are knowledgeable about some aspects of technology use. However, in other areas, educators provide low ratings of their knowledge of specific AT uses and functions, and have mixed impressions of the support they receive for technology use. Scores on measures of self-reported knowledge and perceived support vary significantly among different categories of respondents and are only moderate for special educators and low for general educators. Nevertheless, educators express interest in further professional development about AT. The need for additional professional development, along with better access to technology and more funding, are perceived as top barriers to more widespread AT use. Other findings include a lack of knowledge about how technology is used by students in and out of school and the low rate of participation of general educators, students, and parents in AT decisions. The article concludes with a discussion of the implications of these findings for reforming practices related to technology implementation, professional development, and research.