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1 – 10 of over 4000Emily Bouck and Rajiv Satsangi
Mathematics can be a challenging content area for all students and especially for students with disabilities. Assistive technology can support the access, participation and…
Abstract
Mathematics can be a challenging content area for all students and especially for students with disabilities. Assistive technology can support the access, participation and achievement of students with disabilities in mathematics in general and in inclusive mathematics settings in particular. In this chapter, assistive technology to academic and functional mathematics will be discussed; particularly, manipulatives, calculators and other technology-mediated mathematics interventions (e.g., apps or computer programs) will be highlighted.
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Carrie Anna Courtad and Emily C. Bouck
Students with learning disabilities are ever-present in schools today and so is the technology to support these students. Assistive technology supports students with learning…
Abstract
Students with learning disabilities are ever-present in schools today and so is the technology to support these students. Assistive technology supports students with learning disabilities (LD) in terms of access and success in general education and special education settings. This chapter will discuss the challenges students with learning disabilities may face in school and the assistive technology educators can use to help address these challenges. Specifically, this chapter pays particular attention to assistive technology to support core content areas (e.g., literacy and mathematics) as well as organization and self-management.
Carl J. Dunst and Deborah W. Hamby
The effectiveness of different types of adult learning practices for promoting practitioner and parent use of different kinds of assistive technology and adaptations with young…
Abstract
The effectiveness of different types of adult learning practices for promoting practitioner and parent use of different kinds of assistive technology and adaptations with young children of 18–105 months of age was the focus of a research synthesis described in this chapter. Six operationally defined adult learning methods and between two and five practices for each method were used to code and analyze the results for both adult (practitioner and parent) and child outcomes. The assistive technology and adaptations that were the focus of training included speech generative devices (e.g., CheapTalk), computers (e.g., adapted keyboards), and switch-activated devices and toys. Results showed that a combination of five or six of the most effective adult learning method practices were associated with the largest differences in both adult and child outcomes, but that few studies included the most effective practices. The relationship between the number of practices and the study outcomes was moderated by the type of training (individual vs. group) and whether the training included in vivo use of the devices with children with disabilities. The results point to at least several factors that explain non-use of assistive technology with young children with disabilities and highlight the need for better designed and implemented training.
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Yanping Fang, Christine K.E. Lee and Yudong Yang
Teacher education and professional development have long been criticized for failing to induct and engage teachers in discourses of classroom deliberation. Lesson studies have…
Abstract
Purpose
Teacher education and professional development have long been criticized for failing to induct and engage teachers in discourses of classroom deliberation. Lesson studies have contributed to an emerging discourse in which teachers come together to study classroom teaching to improve student learning. The purpose of this paper is to share knowledge about developing video resources to support this emerging discourse.
Design/methodology/approach
The authors showcase a digital hypermedia video case developed from research lessons on a third‐grade topic on division with remainder, conducted by teachers and researchers in a lesson study cycle in Singapore. Drawing on anchored instruction and knowledge points of the mathematics education discourse in China, the authors used embedded contexts, case‐based reasoning, critical incidents and facilitation as major design features.
Findings
A video documentary traces the research problem and how teachers learned to use the concrete‐pictorial‐abstract (CPA) model to improve teaching for student learning. Critical incidences are created to engage teachers in analyzing the research lessons by describing, interpreting and probing into the object of learning, student difficulties in learning, and how the teacher mediated the subject matter of teaching. A full range of lesson study data and related reading and web resources are provided in the video case to support training and self study.
Originality/value
The paper demonstrates the promise to capitalize on the curricular and pedagogical values of the rich video archives of lesson studies to support continued inquiry of teachers. It has important implications for addressing the issues of depth of implementation and sustainability arising from rapid spread of lesson studies in countries like Singapore.
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Paula Maccini, Jason A. Miller and Allyson P. Toronto
We conducted a comprehensive review of the literature on mathematical interventions for secondary students with learning disabilities (LD) and the identified studies were analyzed…
Abstract
We conducted a comprehensive review of the literature on mathematical interventions for secondary students with learning disabilities (LD) and the identified studies were analyzed in light of the mathematical practices as outlined by the Common Core State Standards Initiative (CCSSI, 2010). Results indicated that Standard 2, reason abstractly and quantitatively, was the most common practice addressed. Furthermore, the studies that examined the effects of Enhanced Anchored Instruction (EAI) contained the most practice standards of the studies reviewed. However, the majority of studies provided evidence of addressing only one practice standard. It is recommended that future studies need to address these standards and/or be more explicit in the inclusion of the standards.
This critical analysis investigates 23 studies on the use of video in pre-service literacy teacher preparation to gain a better understanding of the potential of video-based…
Abstract
Purpose
This critical analysis investigates 23 studies on the use of video in pre-service literacy teacher preparation to gain a better understanding of the potential of video-based pedagogy for supporting pre-service teachers’ development of the complex set of knowledge, skills, and dispositions needed for teaching literacy in today’s classrooms.
Methodology/approach
This study extends what has been learned from prior reviews to investigate research focused on the use of video in pre-service literacy teacher preparation with particular attention paid to the extent to which pre-service teachers’ work with video helps them examine literacy teaching and learning in relation to race, language, culture, and power.
Findings
Working with video has strong potential for engaging pre-service teachers in reflecting on their own teaching, deepening their understanding of the challenges of engaging in literacy practices, fostering expertise in systematically describing, reflecting on, and analyzing their teaching, providing multiple perspectives on instruction, analyzing and assessing student growth, and discussing developmentally appropriate instruction. Results were mixed regarding changing teachers’ knowledge and beliefs. Overall, the tasks pre-service teachers completed did not explicitly guide them to focus on the relationship between characteristics of the diverse learners featured in the videos and issues of teaching and learning.
Practical implications
Literacy teacher educators could do more to take advantage of the affordances of using video to work more explicitly toward goals of helping pre-service teachers develop a critical consciousness, an inquiring stance, and a sense of agency, along with examining teaching practices that represent culturally responsive teaching. Pre-service teachers need explicit guidance in what to observe for and more focused discussion regarding their developing knowledge and beliefs about student diversity.
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Timothy John Mavin and Wolff-Michael Roth
– This study aims to contribute to current research on team learning patterns. It specifically addresses some negative perceptions of the job performance learning pattern.
Abstract
Purpose
This study aims to contribute to current research on team learning patterns. It specifically addresses some negative perceptions of the job performance learning pattern.
Design/methodology/approach
Over a period of three years, qualitative and quantitative data were gathered on pilot learning in the workplace. The instructional modes included face-to-face classroom-based training; pilots assessing pre-recorded videos in classroom-based training; pilots assessing videos with fellow pilot of similar rank (paired training); pilots undertaking traditional 4-hour simulator session with 1-hour debriefing using a variety of technologies for replaying the simulator session; and pilots undertaking 2-hour simulator sessions with extended 3-hour debriefing utilizing simulator replay video.
Findings
Although traditional classroom-based, face-to-face instruction was viewed as acceptable, pilots who critically assessed the practice of other pilots in pre-recorded videos felt empowered by transferring classroom instruction to the workplace. The study also establishes a need to determine the correct balance between high-workload simulator training and low-workload debriefing.
Research limitations/implications
A move towards developing a typology for workplace learning patterns was viewed negatively if job performance was the focus. However, pilot practitioners felt empowered when provided with the right mix of performance-oriented learning opportunities, especially when these provided an appropriate mix of high-fidelity simulations with time for reflection on practice.
Practical implications
By focusing on one learning pattern – job performance – the paper demonstrates the benefits of learning via a variety of instructional modes. Whereas aviation has a unique workplace environment, many other high- and low-risk industries are acknowledging the impact of technical and non-technical skills on job performance. This may suggest that findings from this study are transferable across a broader range of workplace settings.
Originality/value
The findings demonstrate that broadening research across many professional workplace settings may assist in developing a more robust framework for the micro-organization of each workplace learning pattern.
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Jeffrey P. Bakken and Brian W. Wojcik
Consideration can be defined as the process of giving careful thought to something. When an IEP team considers the instructional programming and related goals and objectives for a…
Abstract
Consideration can be defined as the process of giving careful thought to something. When an IEP team considers the instructional programming and related goals and objectives for a student identified eligible for special education services, the process gives careful attention to a multitude of factors from different perspectives that result in individualized instruction for that student. Similarly, when assistive technology is considered for students with certain learning characteristics, careful attention must be given to ensure that the recommended assistive technology is required for the student to be successful and reflects an appropriate match between him/her and the tools (Zabala, 1995, 1996). For example, given that prescription eyeglasses can be considered assistive technology, and that a certain degree of visual acuity is generally needed in order for an individual to visually access print, one can see the importance of ensuring that the prescription is indeed required for an individual to perform and is appropriately matched to the visual needs of the individual. If eyeglasses are arbitrarily assigned to an individual, they may serve as an obstacle for the individual to see properly, thus, hampering his/her overall performance.
Carrie Anna Courtad and Emily C. Bouck
Currently there is a lack of evidence existing on technology specifically to support students with emotional-behavior disorder (EBD) in schools (Fitzpatrick & Knowlton, 2009)…
Abstract
Currently there is a lack of evidence existing on technology specifically to support students with emotional-behavior disorder (EBD) in schools (Fitzpatrick & Knowlton, 2009). However, assistive technology (AT) considerations for all students with an Individualized Education Program (IEP) must still occur. Evidence exists that technology can compensate for students with other identified disabilities and while the specific research of students with EBD is lacking, students with disabilities, in general, appear to benefit from the support of technology. This chapter discusses how technology supports access to the general education curriculum for student with EBD in the academic areas of reading, writing, and math as well as supports self-management. Resources for free AT are also highlighted.
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