Introduction
Known as students with specific disabilities or deficiencies, which cause them to have specific requirements towards the academic process and environment (Park & Thomas, 2012), learners with special needs (LSNs) demand efficient support. The so-called assistive technologies, or the technological innovations that help impaired learners, assist LSNs in acquiring new information and train new skills efficiently (Sullivan, 2011). As a rule, such students experience problems with information acquisition, perception and analysis, as well as applying theory to practice (Park & Thomas, 2012). Modern technology, in its turn, may serve as the means to solve the accessibility or instruction related problems (Sullivan). Retrieving approval for the introduction of assisting devices for LSNs is the goal of the presentation.
Area of Focus
Though the evolution of technologies is occurring at a very fast pace at present, most educational establishments fail to provide disables students with the technological advances to encourage them for academic progress (Bechard et al., 2010). Among the assistive technologies, physical (canes, braces, etc.) and health related (diet food in school cafes) are most widespread. However, educational establishments could be making an efficient use of sensory (Braille books, sign language, etc.), cognitive (learner’s self-expression) and psychiatric (developing students’ social interactions) as well (Bechard et al., 2010). A range of studies on the issue have been conducted: Hasselbring (2000) deals with computer technologies for LSNs, Yarbrough (2005) discussed the issues that LSN have with writing, and Bechard (Bechard et al., 2010) develops the tool for measuring LSNs’ progress. However, few researches take the potential of modern technologies into account. It is suggested that this paper will fill the existing gaps.
Explanation of the Problem
One might ask if LSNs actually need assisting technology if they have the support of their family. However, researches show that the effort of every stakeholder, including the teachers, the parents, and the learners themselves, counts. Parents must provide emotional and moral support, encouraging the student. Teachers, in their turn, must offer a student the tools that will help the latter learn. As a rule, LSNs have issues with the very process of handling a task. Thus, programs with prompts, which pop up as a student deals with a task, will encourage the learner develop metacognitive skills (Sullivan, 2011). Physical activities should also be encouraged, since physically impaired students may experience difficulties with some physical activities (Park & Thomas, 2012). Thus, apart from specific equipment, computer programs guiding students through these activities will be required (Park & Thomas, 2012).
Variables
It is suggested that three key factors affecting LSNs exist: family background, teacher’s strategies and supporting materials. The study will be placed in the context of the theory of technology integration (Park & Thomas, 2012). In the given study, the technology will be the independent variable; by applying different types of technologies and comparing their impact on the performance of LSNs, one will be able to consider the dependent variable, which the performance of LSNs is (Landrum, 2013). The research could be carried in the setting of an urban school for learners with special needs; however, it would be more reasonable to carry out the study in the setting of an urban public school with high diversity rates and several LSNs.
Research Questions
Since the effects of technology on the performance of LSNs is going to be measured, it will be necessary to focus on locating the needs of disabled students, the issues that most of them face, the types of assistive technologies required for LSNs, and the extent, to which such technologies will contribute to improving LSNs’ academic experience. More to the point, the extent, their role compared to the role of the teacher must be examined. It is suggested that the incorporation of technology into the academic context helps LSNs engage into the classroom activities faster and produce more fruitful results.
Locus of Control
In the course of the research, it will be crucial for the researcher to balance between the external and internal locus control. In other words, it will be necessary to both be able to coordinate the study by carrying out evaluations and assessments, as well as trust the research participants enough to allow them freedom of choice, including the choice of behavioral patterns, teaching and learning strategies, etc. Thus, it will be possible both to make the study well coordinated and to retrieve objective results.
Intervention and Innovation
The entire issue with the LSNs boils down to providing them with two basic opportunities. The first is the chance to engage in metacognition, i.e., discover the specifics of their process of learning. The second is the chance to keep up with the rest of the class, i.e., be able to acquire information (i.e., read, observe, etc.) and transfer it (i.e., write, retell, explain, comment, etc.) just as fast as the rest of the class. Though the task is very complicated, it can be carried out once both traditional (Hasselbring, 2010) and innovative assistive technologies are included into the teaching strategy. In addition, parents’ support and teachers’ involvement will be required (Park & Thomas, 2012).
Group Membership
The teachers will implement such an assistive technology strategies as speech amplification (Bechard et al., 2010), text readers (Sullivan, 2011) and picture communication (Hasselbring, 2010). The school administrators will make sure that the strategies are implemented timely and efficiently. The parents will provide person-centered support for the LSNs (Park & Thomas, 2012). The latter, in their turn, will engage in social networking, so that they could train their communication skills; thus, self-directed care is carried out (Sullivan, 2011). Donors, in their turn, will provide the resources required for the intervention.
Negotiations
In the course of research, several crucial negotiations must be carried out. It will be necessary to obtain the informed consent of the participants. Since most of them will be under age or incapable of making decisions (e.g., mentally impaired), negotiations with their parents must take place. It will also be necessary to negotiate with teachers concerning their participation in the research (i.e., the use of the appropriate strategies and technologies, etc.) and responsibilities distribution. Donors will also have to participate in the negotiation due to the possible financial issues. Finally, the school administration will have to be instructed on the issue. One must bear in mind that some obstacles may arise in the process of retrieving the informed consent of the participants.
Ethics
The key ethical challenge in the project is retrieving the informed consent of the participants. Since most participants will be under age or with mental disabilities, the consent of the parents will have to be obtained. Therefore, it will be the leader’s task to convince the parents that their children will not be harmed. In addition, it will be necessary to keep the privacy of the participants. Thus, every member must be instructed not to disclose the information about the research. Following the ethical practices will increase the veracity and legitimacy of the project. The leader of the project will carry out the negotiation process.
Statement of Resources
There are a number of resources that will be needed to make this project a reality. It will be important to have assistive listening equipment’s such as amplifiers, captions, or typing telephones. Other communication tools such as communication software and devices will be important in enhancing the process of passing relevant information to the kids. Computer-based instruction may also enhance the ability of these children to follow instructions when reading, writing, or engaged in arithmetic. Mobility equipment’s such as wheelchairs, adapted bicycles, or walkers may help these children while they are in the field playing with their friends. Positioning equipment’s such as tables, standers, wedges, and straps may also be important. Some children may need visual aids such as magnifiers, talking computers, Braille, and special glasses.
Assistive Resources
Based on the strategies suggested above, the resources required for carrying out the interventions will be restricted by social networking, specific software for developing interactive computer programs, and a range of teaching aids, from globes to mini models of the Solar System, will be necessary for the LSNs to become active members of the school mini-community. In addition, one must keep in mind that certain mobility tools, including canes, crutches, wheelchairs, etc., will be included into the range of tools available for the participants of the experiment. More to the point, interactive whiteboards, iPods and iPads will be required for the lessons.
Data Collection
As it has been stressed above, data will be collected with the help of tests throughout the research. The data will be split into primary (assessment results) and secondary (published scholarly sources) (Mills, 2014). Thus, it will be possible to make sure that the research is carried out in accordance with the existing norms. Moreover, similar cases can be found in the course of the experiment and, thus, the efficacy of different strategies can be compared. The possibility of remaining objective throughout the study is the key justification of the specified approach. The information acquired in the course of assessments will undergo a qualitative and a quantitative analysis (Onwuegbuzie, Leech & Combs, 2012).
Conclusion
Despite the recent technological breakthrough, education for disabled students remains a major problem in the present day world. Because of the necessity to switch between the students with regular needs and the LSNs, a teacher may not only face a range of problems, but also fail to educate the students with special needs. Therefore, modern technology and the latest advances in education must be integrated into a specific approach, which will help students with disabilities keep in pace with the rest of the class. Students with special needs have the same rights for education as regular students do, and both teachers and parents must make efforts to give the LSNs this right.
References
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Hasselbring, T. S. (2000). Use of computer technology to help students with special needs. Children and Computer Technology, 10(2), n. p. Web.
Landrum, R. E. (2013). Research design for educators: Real-world connections and applications. San Diego: Willey.
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Mills, G. E. (2014). Action research: A guide for the teacher researcher. Boston: Pearson Education, Inc.
Onwuegbuzie, A. J., Leech, N. L. & Combs, J. P. (2012). An exemplar for teaching and learning qualitative research. The Qualitative Report, 17(1), 16-77.
Park, Y. & Thomas, R. (2012). Educating English-language learners with special needs: Beyond cultural and linguistic considerations. Journal of Education and Practice, 3(9), 52–59.
Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77(3), 317–334.
Yarbrough, L. (2005). Assistive technology for students with learning disabilities: Supporting the writing process. 2005 Conference Proceedings. Web.