Blog 1: Accessibility Tools for Special Needs in The Classroom

Accessibility Tools for Special Needs in The Classroom

            Are accessibility tools needed in the classroom?  And do these tools give some students advantages over other students?  Many teachers have varying opinion regarding the use of accessibility tools in the classroom.  In the past, learning gaps were recognize between students with disabilities and other students.  To shrink this gap the use of accessibility tools became vital components to achievement for students with special needs and are required by law, IDEA.  An assistive technology device can be any item, piece of equipment, or product that increases, maintains, or improves the capability of achievement for students with special needs (Roblyer & Hughes, 2019).  These tools do not provide an unfair advantage; rather, they level the playing field so all can learn.  Roblyer and Hughes (2019) discussed that a foundation of Universal Design for Instruction allows for multiple representations and expressions of mastery of content and “research has shown that students with learning disabilities benefit from these instructional strategies because they accommodate varied ways of making meaning and providing explicitness around difficult scientific concepts and processes” (p. 306). 

Mixed opinions regarding accessibility technology remains among teachers.  Teachers should familiarize themselves with current research on the benefits and use of technology.  One such research article revealed that teacher attitudes toward technology should be positive for improved student performance (Kao, C., & Tsai, C., 2009).  This article also stated that teachers need to advance their knowledge and professional development through technology and the internet.  Teachers attitudes towards technology usage is affected by their own self-efficacy regarding technology and teaching how to utilize technology (Kao, C., & Tsai, C., 2009).

As an educator, there have been times that my enrollment included a child with special needs.  Before the child entered my classroom, I looked up research articles and resources to provide an environment which facilitated success for that child.  My colleagues at that time were not supportive of inclusion so I was on my own.  Since there were no monetary resources for assistive technology, I utilize low or no tech to create a positive learning environment which was successful.  Years later at another school I observed a child with motor disabilities utilize a tablet.  The tablet was programmed by the child’s case worker and utilized by the child to do activities and communicate more effectively with the teacher.  Assistive technology narrowed the learning gap for these children that I encountered.  Below the references I have included additional article about educators’ perspectives and attitudes regarding technology use in the classroom.

References

Kao, C., & Tsai, C. (2009). Teachers’ attitudes toward web-based professional development, with relation to internet self-efficacy and beliefs about web-based learning. Computers & Education, 53(1), 66-73. doi:10.1016/j.compedu.2008.12.019

Roblyer, M. D., & Hughes, J. E. (2019). Integrating educational technology into teaching: Transforming learning across disciplines. New York: Pearson Education, Inc.

Articles for Blog 1:

Teachers’ attitudes toward web-based professional development, with relation to Internet self-efficacy and beliefs about web-based learning

by Kao, Chia-Pin; Tsai, Chin-Chung

           

Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools

by Şad, Süleyman Nihat; Göktaş, Özlem

           

Staff experience and attitudes towards Technology Enhanced Learning initiatives in one Faculty of Health & Life Sciences

by Reed, Peter

Jordanian Social Studies Teachers’ Perceptions of Competency Needed for Implementing Technology in the Classroom

by Mohammad Al Bataineh; Sharon Anderson

Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania

by Kafyulilo, Ayoub

Attitudes towards the use of information and communication technology in management education

by Wu, Yen-Chun Jim; Wu, Yen-Chun Jim; Pan, Chia-I; More...

Gender Differences in Attitudes towards Information Technology among Malaysian Student Teachers: A Case Study at Universiti Putra Malaysia

by Su Luan Wong; Atan Hanafi

A Mixed Method Study of Teachers’ Attitudes towards Computer Pronunciation Software in Teaching English Pronunciation

by Gilakjani, Abbas Pourhosein; Sheikhy, Reihaneh; Montashery, Iraj; More...