Classworks is a web-based instructional software that provides interactive lessons, customized learning and assessment in K-12 Math, Reading, and Language Arts. Elementary Science lessons are also available. Classworks units are based on state standards and offer interactive instruction through a multi-sensory approach that includes voice, pop-up text, audio support, video, photographs, artist drawings, and animated clips. The multiple modalities may be helpful for those with limited English proficiency or learning disabilities, or as a Response to Intervention.
Use Destination Reading as a complete K-3 computer-assisted instructional reading program designed for any student or group of students or as a supplement to another reading curriculum already in use. The program is research based.
Use this program to boost students' phonological and print awareness in reading. There are two levels, one more appropriate for elementary and one with graphics more appropriate to older struggling readers.
Appropriate accommodations can include the use of assistive technology devices.Thirty years ago, fewer than 100 such devices were commercially available. Today, more than 29,000 assistive technology' devices exist for individuals with disabilities and for aging adults (Bausch & Hasselbring, 2004), Too often, people think of these devices in temis of expensive laptop computers and sophisticated software.
With the passage of landmark federal laws, equal access to technology for all students, regardless of their abilities, has been getting increasing attention in the field of education. Although considering a continuum of assistive technology (AT) items and services for individuals with disabilities is a mandated practice, education and rehabilitation professionals are faced with challenges of providing effective AT service delivery due to lack of clear legal and practical guidelines.
Assistive technology is guaranteed by law to be included when appropriate on individualized education plans (IEP) for young children with disabilities. Yet, the full potential of technology remains unfulfilled due to insufficient knowledge of options available, limited professional development, and a dearth of evidence on its effectiveness for particular daily routines and activities. This article describes a proactive strategy for meeting the needs of young children with disabilities through an assistive technology toolkit approach.
Despite the emphasis on technology and the rapid proliferation of assistive technology devices, little is known about the specific uses of assistive technology with persons who vary in disability type, severity, and age. The present study conducted a comprehensive review and a systematic analysis of published reports of assistive technology and skill acquisition of persons with disabilities. Uses of assistive technology, its benefits and obstacles, are reviewed. The results provide indications why technology is often abandoned.
This report provides a comparison of the post-high school experiences of youth with disabilities in 1990 and in 2005, who had been out of high school up to 4 years. It examines how differences between the two time periods varied across disability categories and demographic groups and, when data are available, how these differences compared with those of youth in the general population.
This study evaluated the use of computer-assisted instruction, CAI, to provide training in phonological sensitivity skills to pre-schoolers at risk for reading problems.
Two fourth grade boys with learning disabilities learned to use the Bank Street Writer III word processing and spelling checker program to edit spelling errors in their writing. Both boys learned to manage the spell-checking process and increased the spelling accuracy of their edited texts. Differences in their learning processes and the tool's limitations are discussed.