Laura's+Literature+Review

Broad question for research: How does technology impact how students with disabilities interact with and acquire knowledge?

Universal Design for Learning (UDL): Rose and Meyer (2002) determined through their brain-based research that how students interacted with materials was often the root of the problem for students with learning disabilities. They also found that when presented with the same content but in alternate formats, students who had experienced difficulty became more engaged and responsive to learning. Most studies related to UDL are mixed method, with an emphasis on students in inclusive settings. The impact of the principles of UDL is the basis of my inquiry; sub-questions would examine the impact of UDL principles and technologies on different disability areas and in different settings.

Inclusion: The current movement in education is to provide all students with standards-based instruction, which has led to more inclusion in the general education setting for students in all disability categories. Inclusion for all continues to be a controversial topic, as this does not take into account best settings for individual student needs (Kaufmann & Hallahan, 1995). Inclusion has been extensively studied, in qualitative and quantitative studies, but continues to be a political education issue.

SMART or Interactive White Boards: Interactive technologies are increasing used in general and special education classrooms, including Interactive White Boards (IWB). Proponents of this technology indicate that IWB increase student motivation and performance. As a new technology, there is some controversy among educators regarding the efficacy versus the expense of IWB technologies. Because this is a new technology being used increasingly with students with disabilities, it is important to watch emerging research and results. Studies may be qualitative or quantitative in nature, examining student participation, comprehension, motivation, and affect.

Autism Spectrum Disorders: Kluth (2003) also described the importance of access to the curriculum, specifically for students with Autism Spectrum Disorders (ASD). This is a disability area that has increasing number of students qualifying, yet in most states there is not an ASD teacher certification. More information is needed in how technology, including interactive technology can be used to support students in this disability area. Studies on this topic are likely to be qualitative in nature, either grounded theory or case study, with a small number of subjects.

Grounded Theory: Because I am leaning toward examining how new technology is used to support students with ASD, I think my study may involve a qualitative, grounded theory approach. Research exists on technology use with students with ASD, and research is emerging regarding how students in general learn when using interactive technologies. Little information is available on the impact of interactive technologies on how students with autism learn or become more receptive to learning.

References: Kaufmann, J. M., & Hallahan, D. P. (Eds.) (1995). //The illusion of full inclusion: A comprehensive critique of a current special education bandwagon.// Austin, TX: Pro-Ed.

Kluth, P. (2003). //“You’re going to love this kid”: Teaching students with autism in the inclusive classroom.// Baltimore: Brookes.

Rose, D., & Meyer, A. (2002). //Teaching every student in the digital age: Universal design for learning.// Alexandria, VA: ASCD.