Technology and Special Education
Technology plays an important role in special education. Roblyer and Doering (2013) identify the following target groups that benefit from incorporating technology into science instruction. Following are some groups of students with special needs that we considered when building our site for science education based on computer technologies.
Students with cognitive disabilities benefit from computer software and programs that aid literacy. Interactive textbooks are one way to adapt science instruction with students with deficits in reading skills. (Roblyer & Doering, 2001, p. 405) We provide a link for audio textbooks to support these students in science education.
Students with physical disabilities benefit from websites that modify learning based on individual differences. Roblyer and Doering (2013) state that technology can ensure students with physical disabilities are allowed “maximum level of participation…without undue physical demands.” (p. 405) Our science site includes a link to a virtual science lab so that students with physical disabilities can participate in the scientific process without unnecessary stress or unrealistic physical demands.
Reference
Roblyer, M. D., & Doering, A. H. (2013). Teaching and Learning with Technology in Special Education. Integrating educational technology into teaching (6th ed., pp. 399-414). Boston: Pearson/Allyn and Bacon Publishers.
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| Individualized Science Instruction |
Follow these links to for adaptations for learning about light.
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