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The Benefits of Technology Use in Teaching Students with Special Needs

Conference Paper · October 2008

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 The Benefits of Technology Use in Teaching Students with Special Needs

Zaid Al-Shammari, Ph.D.

Assistant Professor of Curriculum and Instruction-Special Education
Coordinator of Education
Gulf University for Science and Technology

Abstract: The current research examined Worldwide, special education teachers

the benefits of using technology in teaching
students with special needs, first taking a
broad look at technology use in instruction
of students with special needs. First, the
researcher studied the most accessible
technologies for such instruction, turning
then to definitions and methods to refine
the study.
Introduction
More than two decades ago, Will
(1986) identified the need for a change in
instructional direction that better served
children with special needs. There were
two reasons for new direction. Such change
must reflect current technologies as well as
societal realities since, “If we want to be
prepared as a society to meet the challenges
of projected economic, demographic, and
technological realities, it will require
concerted efforts to effect lasting and
responsible changes in the education we
provide students with learning problems”
(p. 413). Technology (e.g., computers) has
changed over time, especially in their uses
in schools (Christman, Badgett, & Lucking,
1997). Fitting with this use, Blackhurst
(2005) defined technology as “a tool for the
delivery of instruction” (p. 176). Two types
of technology, assistive and adaptive, have
been identified as important for use in
instruction with students with special
needs, including children in special
education classes.
1
have realized the importance of technology
(e.g., computers and related devices) in
teaching students with special needs in
regular or special education classrooms
(Pratt, 1999; Ryba, Sleby, & Nolan, 1995;
Will, 1986). Teachers in the U.S.
underestimate the abilitiy of special needs
children to use the computer as a learning
tool, and must regard it as a vital tool
because many of these children will not
benefit from participation in traditional
educational settings due to their disabilities
(Hasselbring & Glaser, 2000). Blackhurst
(2005) described “how concepts related to
the use of technology in education have
evolved with particular emphasis on their
implications for people with learning
disabilities (LD)” (p. 175).
Henniger (2004) described computers
as important tools in teaching and learning
everyday subject areas. Ryba, Sleby, and
Nolan (1995) pointed out that providing
“relevant learning technology” actually
showed respect for special needs children’s
personal needs, desires, and interests. The
computer can be used as a learning tool that
enhances the quality of their lives.
However, doing so requires adaptations to
minimize these children’s difficulties in
working on tasks with computers. Ryba,
Sleby, and Nolan stated that “adaptations
that enable full access to computers (for
example, laser scanning, alternative
keyboards, and voice recognition) allow
students with special needs to demonstrate
their capabilities” (p. 82).
CAT (Computerized Adapted Testing)
is one of the assistive technologies being
used increasingly in many educational
areas to measure both progress and
accountability (Kamei-Hannan, 2008;
Meyen, Poggio, Seok, & Smith, 2006).
Also, teachers should have a strong
knowledge of technology, as well as
experience and proficiency, when using
technology in their teaching of students
with special needs. According to Vassilios,
Siderius, and Katsoulis (2008), students
preferred to study aurally if they had
teachers with more experience in teaching
and proficiency with Braille (Vassilios,
Siderius, & Katsoulis, 2008).
In a study by Christman, Badgett, and
Lucking (1997) with students in grades 6–
12, a meta-analysis of traditional and
computer-assisted instruction revealed that
studens who received supplemental CAI
with traditional instruction attained greater
academic achievement, on average, than
did 58.2% of students who received only
traditional instruction.
In this paper the researcher describes
the benefits gained by students with special
needs when teachers use technology in
teaching. In the following section the
researcher provides information on useful
technology, training programs that benefit
students with special needs, and provide
recommendations for use in effective
classroom environments.
The Use of Technology in Special
Education
Use of technology (e.g., computers,
adapted keyboards, & screen displays) in
teaching makes education more exciting for
students with special needs (Pratt, 1999).
All children can benefit from advances in
2
technology that provide meaningful ways
to communicate and learn (Ryba, Sleby, &
Nolan, 1995). Teachers should explore
online programs and create programs that
benefit children with special needs. Further,
parents should be part of the overall plan so
that they can help their children with the
computer-generated programs and have
some input. Meyen, Poggio, Seok, and
Smith (2006) noted that children with
special needs do well in a school that uses a
Computer Adaptive Test (CAT) for science
that contains multiple measures throughout
the year to assess and demonstrate students’
growth.
Ryba, Sleby, and Nolan (1995) also
discussed use of a multimedia approach
with children with special needs and
mentioned particular software programs
(e.g., Optima) in which children with
special needs learn to use the computer,
especially with adaptations for their
disability. Meyen et al. (2006) indicated
that CAT has some distinct aspects that
seem helpful. For example, if the student
fails one item, the test automatically selects
an item that covers the same content but at
a lesser difficulty level. “In essence, the
CAT tests the same content for all students
but tailors the assessment to each
examinee’s knowledge level” (pp. 4–5).
The net result of this CAT program is that
children showed more interest and were
more motivated to take the tests and even
finished the assessment test in a shorter
time. Other research (Kamei-Hannan,
2008) showed that use of a MAP software,
assistive technology, had positive results
with students with special needs––“the
proponents of MAP contend that the reports
of scores are a more accurate representation
of individual performance than are those
from traditional standardized paper-and-
pencil tests” (p. 262).
Vassilios, Siderius, and Katsoulis,
(2008) explored literacy media and noted
that making modifications to accommodate
students with special needs, such as the
visually impaired, can lead to increased use
of such technology (e.g., digital
information). Christman, Badgett, and
Lucking (1997) listed several positive
attributes of computer-assisted instruction:
(1) computers are a “new” mechanism for
learning and instruction, (2) computers
provide students with a tool that increases
enjoyment of learning and understanding of
new information, and (3) CAI seems to
positively affect academic achievement,
including improving academic
performance.
Some examples of the technology used
to teach students with special needs as
described by Blackhurts (2005) are directly
pertinent to LD, while others have the
potential to assist those with LD. These
types of technologies are as follows. The
first type of those having to do with the
technology of teaching––this refers to
systematically designed and applied
approaches with precise instructional
procedures using small units of carefully
sequenced units. They also involve active
teacher and student involvement, heavy use
of reinforcement, and a careful monitoring
of performance by students. Computers are
not necessarily used in all procedures. The
“technology” here is used in a manner that
ensure instruction in an organized format.
The second type is instructional
technology––the systematic process of
learning and teaching using specific
objectives based on research on human
learning and development. Applications
include videotapes and computer-assisted
instruction, electronic books, network-
based learning, etc. Thus, any technology is
a device that is a means to an end, not an
end in itself, which means that unless the
instruction is well designed and properly
implemented, it is of little positive value.
Third is assistive technology––this
3
technology (AT) uses various devices and
services to help LD people function better
in their environment. It includes a large
variety of equipment: mechanical,
electronic and non-electronic, micro-
processed, non-mechanical, specialized
materials and strategies. The purpose of
these services and devices is to assist LD
people to learn to manage and make their
environment more accessible as well as
enable them to compete in the workplace
and enhance their independence, all of
which implies an improved quality-of-life.
Special communication aids, alternative
keyboards, homemade devices, etc., are
part of the AT––“specially designed to
meet the idiosyncratic needs of a particular
person” (p. 176). Fourth, medical
technology includes devices that help
people function outside the hospital or
other medical centers, possibly after
surgery. Some students use medical
technology to help them remain in school
(e.g., respiratory machines that provide
oxygen supplementation). As life-
supporting and life-saving devices, they
enable people to participate in school,
community, and work. The fifth type
focuses on technology productivity––these
are tools that include software and
hardware to help both students and staff be
more effective and efficient. For example,
computer programs can be used with
educational placements for students with
special needs, while students with LD can
use specialized writing tools, word
prediction software, multimedia composing
tools, etc., to help them with their learning
needs. Finally, information technologies
(IT), such as the Internet and the World
Wide Web, allow equal access to resources
on a wide range and variety of topics. For
professionals in the LD field, Web access
can increase special education services; for
LD people, the Web can be used to
facilitate learning (e.g., online tutorials).
 Technology Training Programs that technological needs of students with visual
Benefit Teachers Working with Students impairments in accordance with braille
with Special Needs reading methods and tactile instruction” (p.
230). Other studies (e.g., Christman,
Technology training programs are Badgett, & Lucking, 1997) have
needed for all educators working with highlighted CAT’s use in enhancing many
students with special needs. A vast number aspects of student learning. There are
of training programs provide professional opportunities for researchers to use CAT
expertise (e.g., training sessions on how to teaching strategies to measure student
implement and integrate technology tools learning, especially enthusiasm for
learning, because the micro-computer “can
and resources when teaching specific
be programmed to measure changes in
subject areas to students with special needs)
student brain impulses, pulse rates, and
and facilitate learning (Henniger, 2004). areas of interest at specified intervals” (p.
Blackhurst (2005) noted that professional 293). Second, more training programs
development is an important issue to should be designed and provided to
consider when introducing these teachers who work with students with
technologies to LD students. Teachers and special needs. These programs should focus
other personnel must develop the skills to on using technology efficiently in order to
provide appropriate technology services to deliver instruction in a manner that meets
their students. In addition, specialized the needs of students with special needs.
teachers in special education programs Third, creating and/or maintaining IT
should receive information and training on departments in special education schools is
assistive technology to ensure that students important for technical support. Finally,
with special needs maximize their use of adaptations-based technology is needed
assistive technologies (Standards for with all curricula used in teaching students
Special Education, 2004). with special needs.

Conclusion and Recommendations References

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Several recommendations address findings
from this research. First, more assistive
technology tools are needed to meet the
unique needs of students with special
needs. Research (Vassilios, Siderius, &
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