Darlene Unger

Uses and Effects of Mobile Computing Devices in K-8 Classrooms

Abstract This preliminary study employed mixed methodologies to explore students’ use of mobile computing devices and its effects on their motivation to learn, engagement in learning activities, and support for learning processes. Data collected from students in four elementary and two seventh grade science classes in Northeast Ohio included usage logs, student work samples, student and teacher interviews, and classroom observations. Findings highlight the personalization of learning afforded by such devices both in terms of individuals and individual classroom cultures, as well as their usefulness in extending learning beyond the classroom. They also suggest that increased motivation due to mobile device use leads to increases in the quality and quantity of student work.

An Analysis of the Activities of Employment Specialists in a Natural Support Approach to Supported Employment

The use of natural supports in supported employment service delivery has emerged as a widespread practice of supported employment providers. Though several strategies for using natural supports have evolved, detailed descriptions of the roles of the employment specialist, as well as nontraditional support resources, such as family members, friends, and co-workers, are lacking. The present investigation focused on the activities of one programs initial efforts to document the activities of employment specialists as well as nontraditional support providers in a supported employment setting emphasizing natural supports.

Work in Progress: Including Students with Disabilities in School-to-Work Initiatives

Since the School-to-Work Opportunities Act (STWOA) was passed by Congress in 1994, 37 states and a host of localities have received federal grants to build systems that link learning in classrooms with the skills required by the nations youth to succeed in the workplace. School-to-work (STW) partnerships are forming in communities throughout the country, and thousands of schools, educators, employers, labor unions, community organizations, parent groups, and other stakeholders are participating in these partnerships. The purpose of this article is to provide a synopsis of the STWOA; describe what states and localities are doing to include youth with disabilities in STW initiatives; and offer recommendations to special educators, rehabilitation professionals, students with disabilities, and parents for increasing the participation of youth with disabilities in a wide range of STW activities.

Transition from School to Competitive Employment: Illustrations of Competence for Two Young Women with Severe Mental Retardation.

In this article, two young women with severe mental retardation obtained competitive employment and were supported through the use of an employment specialist and coworkers. Although neither woman had a history of work in paid employment, both were at a transition stage from public school and needed unique specialized assistance to procure and maintain employment. There are thousands of other women with severe mental disabilities who could benefit from the supports that were provided to these two individuals in the workplace. This article provides the process and design of such supports.