Addressing Diversity and Special Needs

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Addressing Diversity and Special Needs

• May 24, 2004
• ETC 210

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The term "disability" can be defined as

• A real, persistent, and substantial individual
  difference and educational need that regular
  education has been unable to accommodate.

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• The disparity is severe for students with
  disabilities or "special needs." According to the
  National Center for Education Statistics (NCES),
  a staggering 1-in-6 students cannot fully
  participate in a traditional educational program
  because of a disability (2000).

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• These differences vary widely, from medical
  conditions such as cerebral palsy to dyslexia and
  maladaptive behavior patterns
• More than 50 percent of students currently
  receiving special educational services are
  learning disabled, and that number continues to
  grow as identification processes develop

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Students with Special Needs

• Have lower school-completion rates than their
  nondisabled peers and, by age 18, join the
  largest unemployed group of Americans as a result
  
• Experience higher arrest rates than any other
  group

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Students with Special Needs

• 3. Are less likely than any other group to live
  independently as participants in their own
  communities
• - (U.S. Department of Education, Office of
  Special Education Program, 1999 see also The
  David and Lucille Packard Foundation, 1996, and
  Blackorby Wagner, 1996)

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And.

• Federal law mandates that all children with
  disabilities should receive services to help them
  reach their fullest potential, including
  specially designed educational programs at no
  cost to their parents

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Barriers to Special Needs Equity

• Access
• prohibitive costs
• rural locations
• limited technical support

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Barriers to Special Needs Equity

• Accessibility
• a motor impairment may limit a student's ability
  to use a standard keyboard
• visually impaired students may not be able to use
  standard monitors
• alternative features are necessary for ensuring
  equity in technology access and use

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Barriers to Special Needs Equity

• Guidelines, but Not Requirements
• Technology-Related Assistance for Individuals
  with Disabilities Act (Tech Act), every state
  receives federal funds that allow them to
  purchase and use disabled-accessible technology
• However, no mandated access requirements for
  educational technology products currently exist

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Barriers to Special Needs Equity

• A Lack of Training
• lack of appropriate teacher training is a
  barrier to equitable access and use of technology
  by special needs students

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Barriers to Special Needs Equity

• Limited Participation
• Special educators are rarely asked to be involved
  in the development of curriculums
• usually invited to give input only on
  modifications and accommodations for their
  students

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What Works?

• Word processing and word prediction software
• Communication and networking technologies
  (videoconferencing tools)
• Hypertext
• Multimedia products (CD-Roms and the Internet)
• Auto-correct software

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What Works?

• Spell-check software
• Augmentative and alternative communication (ACC)
  devices
• Assistive listening devices (ALDs)
• Optical character recognition (OCR)
• Large-print software

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What Works?

• Magnification devices
• Electronic enlargement
• Descriptive video services (DVS)
• Text-to-speech applications
• Closed circuit television

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The Teachers Role

• Identify and request assistive technology for
  your special needs students
• Acquire the training you need to use assistive
  technology
• Find ways to adapt and integrate assistive
  technology into the curriculum
• Incorporate assistive technology into the IEPs of
  special needs students