Technology in Special Education Classrooms

Odabasi, H. F. , Kuzu, A. , Girgin, C. , Cuhadar, C. , Kiyici, M. , & Tanyeri, T. (2009). Reflections of Hearing Impaired Students on Daily and Instructional PDA Use. International Journal of Special Education , 24 (1), 11. I would like to begin by saying, â€Å"Whatever it takes to teach my students, I am willing to do! † Whether I need to make print outs of everything covered in class, to e-mailing them, to wearing a microphone, etc. The need for technology in the classroom is rapidly increasing with the changing times. I will be teaching high school mathematics and even still I will incorporate technology into my classroom in any way possible, whether it is with computers or calculators. According to this article there is a â€Å"list of benefits of implementing these technologies for special students as follows. He maintains that using these technologies: †¢Maximizes independence in academic and employment tasks, †¢Increases participation in classroom discussions, †¢Helps students gain access to peers, mentors and role models, †¢Helps them self-advocate, Provides them with access to the full range of educational options, †¢Helps them participate in different experiences not otherwise possible, †¢Provides them with the opportunity to succeed in work-based learning experiences, †¢Secures high levels of independent living, †¢Prepares them for transitions to college and careers, †¢Gives them the opportunity to work side-by-side with peers, †¢Helps the m enter high-tech career fields, †¢Encourages them to participate in community and recreational activities† (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). According to Odabasi, et. al, â€Å"Aksan defines communication as the transmission of information, ideas, emotions and intentions from one place to another or from on person to another through primitive or mature indicators† (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). A common language is necessary in order for one person to communicate with another. Odabasi, et. al states that â€Å"hearing impaired children follow the same processes followed by their hearing peers during learning. However, because of their impairment, their language acquisition, reading comprehension, and written production are later realized in comparison to their intact peers† (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). The swift increase in the demand for â€Å"portable information-technology devices† is quickly growing out of control (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). But, the demand has been the driving force for the influx of cellular phones, personal digital assistants (PDA’s), and GPRS available on the market today. I say if the making of these devices is going to help students with disabilities, then so be it and bring them on. According to Odabasi, et. al, â€Å"Mobile learning provides a motivational stimulus, offers ease of storage and portability, contributes to improved written work, increases knowledge of computers, offers a range of useful functions, and is readily available at all times† (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). Within the need for â€Å"Mobile learning† also comes â€Å"Mobile technologies that can be used whenever there is a need for learning, support individual learning, provide collaboration and communication everywhere, accommodate to individuals’ particular knowledge and skill level, sustain uninterrupted access to information resources, and accommodate to daily communication needs† (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). Students will be able to contact teachers and access their work outside the classroom with â€Å"Mobile Technology† (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). Odabasi, et. al says â€Å"PDA’s have two basic purposes in mobile learning – to provide sustained personal access to ICT, through which teachers might develop familiarity with relevant concepts and practices; and to provide access to the projects and professional development materials† (Odabasi, Kuzu, Girgin, Cuhadar, Kiyici, & Tanyeri, 2009). In conclusion, I will definitely be using technology in my classroom. However, I will have a limited selection and availability of programs, as I will be teaching high school mathematics. I do believe that it would benefit more students to have more access to material pertaining to their classes, no matter which classes they may be.