Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Robert Pritchard
Committee Member
Maryellen Maher
Keywords
assistive devices, assistive technology, cognitive disabilities, curriculum access, curriculum development, delivery systems, differentiated learning, educational inequalities, educational opportunities, educational technology, elementary schools, home-school collaboration, inclusive education, mainstream classrooms, motoric disabilities, professional development, science and technology, special education, staff development, standards, students with disabilities, technology integration, universal design
Abstract
Students with motoric and cognitive disabilities are unable to use traditional technology tools to complete the assignments on a daily basis. Lack of formal training in the field of assistive technology (AT) places elementary school special education teachers at a disadvantage for facilitating curriculum via technology. This applied dissertation proposed to increase students with disabilities' utilization of AT as a means of integrating components of the curriculum and to increase the full scope of educational opportunities, which then decreases the educational inequalities between regular education and special education students.
The writer used an inclusive model of AT integration during implementation to facilitate the theoretical and practical applications of AT within an elementary school setting. In addition, the writer initiated a staff development program that included curriculum development and standards as well as selection of AT. Staff developed an appreciation of the differentiated learning rates of students with disabilities. Other strategies included a home-school collaboration program, a school-wide science and technology evening, and integration of students with disabilities into the mainstream classroom setting.
An analysis of the data revealed that with the use of AT, students with disabilities did increase their access to the curriculum. Students with disabilities used AT to complete a variety of core curriculum assignments, thus decreasing the inequities found between them and their peers without disabilities.