Accomodating the disabled in technology education

These accommodations neednt be difficult to integrate into current programs.They may be as simple as effectively utilizing assistive technologies or support services.Instead of focusing on our own frustrations with a particular student, we can focus on learning from his or her frustrations.By accommodating SLD students differing learning needs, we learn how to teach more effectively.The pacing and literacy demands have the "potential to exclude persons with disabilities who may [have] benefitted from Web-based or distance learning" (Cook).From an idealistic standpoint, as educators, we should be ethically motivated to help all our students tap into their potential, and not simply those who can already succeed within the standard academic paradigm.To accommodate effectively, teachers should focus on clarifying each phase of the learning process: inputting, processing, and outputting.This clarification, by virtue of the universal-design principle, will benefit not only the SLD student but other students in the class as well.

About ten minutes late, Albert runs into the computer lab seemingly dazed.Unfortunately these technologies are too rarely evaluated for how they might help "individuals with learning disabilities to compensate for specific cognitive deficits" (Day and Edwards).Something as simple as encouraging students to word process all assignments can have a dramatic impact on a student with poor motor-coordination, which often makes his or her handwriting disorganized and difficult to read.However, just because a teacher uses technology in the classroom does not mean the SLD student will benefit.In order for technology to truly function as an assistive devices, potential needs for accommodation must be considered when designing an activity/assignment.

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