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DOCUMENT RESUME ED 421 850 EC 306 623 TITLE Integrating Technology into the Standard Curriculum. INSTITUTION ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA. SPONS AGENCY Special Education Programs (ED/OSERS), Washington, DC. PUB DATE 1998-00-00 NOTE 9p CONTRACT RR93002005 AVAILABLE FROM ERIC/OSEP Special Project, ERIC Clearinghouse on Disabilities and Gifted Education, The Council for Exceptional Children, 1920 Association Dr., Reston, VA 20191-1589; telephone: 703-620-3660; TTY: 703-264-9449. PUB TYPE Collected Works Non-Classroom Guides Serials (022) (055) JOURNAL CIT Research Connections in Special Education; n3 Fall 1998 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Appropriate Technology; *Assistive Devices (for Disabled); *Computer Uses in Education; *Curriculum Design; *Disabilities; *Educational Technology; Elementary Secondary Education; Literacy; Mathematics Instruction; Preschool Education; Science Instruction; World Wide Web ABSTRACT This newsletter describes promising research in applying technology in the curriculum to improve learning opportunities for students with disabilities. Topics addressed include: (1) promoting access to early childhood curriculum; (2) considering assistive technology in the IEP; (3) using a web-based curriculum for elementary students with mild disabilities to enhance literacy learning, particularly writing; (4) improving access to the science curriculum using technology tools to help students develop understanding of scientific concepts and to ensure access to instructional activities; (5) improving concept development in mathematics; (6) supporting assistive technology at the state levelT and- (7) describing-how-technology supports Maine's state standards. Recommendations for integrating technology into the classroom are provided, including locating equipment where instruction and learning are taking place, selecting low tech applications whenever possible; integrating the use of technology into lessons in a purposeful and meaningful way, having the same equipment used in the classroom available in the child's home, offering training and technical support to classroom teachers initially, viewing the initial fiscal and human resources as an investment, and using the technology that is already in place when possible. (Contains 11 resources and a list of 8 resource contacts.) (CR) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Research Connections Lz in Special Education Inside This Issue Number 3 Integrating Technology into the Standard Curriculum 1 Fall 1998 4 Federal law now requires that assistive Promising Practices technology be considered .fir every student with disabilities. Increasingly, tech- 7 State-Wide Effirts nology is recommended to help students with cognitive disabilities achieve in a 8 Contacts & Resources challenging curriculum. This issue describes promising research in applying technology in the curriculum to improve learning opportunities for students with disabilities. Integrating Technology Into the Standard Curriculum Assistive technology is de- Extending Learning Opportunities for Students with fined as any item, piece Disabilities of equipment, or prod- Current Federal laws require students with disabilities to have the greatest uct, whether acquired possible access to the general education curriculum in the least restrictive commercially, off the environment. According to Judy Heumann, Assistant Secretary, U.S. shelf modified, or cus- Department of Education, "Technology is an invaluable way to achieve access." In fact, the 1997 reauthorization of the Individuals with Disabili- _tomized,_that is used to ties Edueatinn Act (IDEA) emphasizes the importance of technology and increase, maintain, or the need to share cutting-edge information about advances in the field. The improve the functional law requires that assistive technology (AT) devices and services be consid- capabilities ofindividu- ered for all children identified as having an exceptional education need. als with disabilities. These amendments mark a significant shift in how educators view assistive (PL. 101-407, The technologywhich previously had been viewed almost exclusively within a rehabilitative or remediative context. Now, within the context ofdeveloping Technology Related As- individualized education plans (IEP), technology is being considered as a sistance Act of 1988) viable tool for expanding access to the general education curriculum. As such, assistive technology has been expanded to include what has been traditionally thought of as instructional technology. PARTMENT OF EDUCATION OfftiCc ducational Research and Improvement EDU ONAL RESOURCES INFORMATION Denice DeCoste, Director of Assistive Technology for the Montgomery riZ)) CENTER (ERIC) This document has been reproduced as County Schools in Maryland, concurs that IDEA '97 has caused a shift in received from the person or organization how educators have expanded their thinking about assistive technology. originating it. 0 Minor changes have been made to "We are receiving an increased number of referrals for children with mild improve reproduction quality. 0 disabilities in which the issue is access to the curriculum and productivity Points of view or opinions stated in this once in the curriculum." School-based professionals like DeCoste are document do not necessarily represent official OERI position or policy. finding that the "fix-it" approach taken with traditional assistive technology applications is not appropriate for these new types of technology referrals. continued on page 2 Development funded by U.S. Office of Special Education Programs 2 Integrating Technology Into the Standard Curriculum "More often than not, instructional issues require us to start with the "I don't want my chil- curriculum and then ask how tools dren to miss out on the might assist students in achieving general education cur- the outcomes." riculum when they are Technology that supports students with me, and so I am in accessing the curriculum does constantly developing not need to be expensive or compli- cated to make a difference in learn- technology applications." ing. Both low tech and high tech Patti Fredericks, applications have been used to en- Special Education Teacher sure students' success in the general education curriculum. How are educators meeting the Devices) were provided. "I wanted challenge of the new law? How are the technology chosen for Robert educators expanding their use of to be integrated into the classroom "It is important to start technology to ensure access to the so that he could fully participate in with the curriculum and curriculum? In some cases, the shift all learning activities," Daye tells is subtle. For example, let's take a do a standard task analy- us. Daye describes an example. look at an early childhood teacher sis. From there, consider in Montgomery County, Mary- Typically, we have children how low-tech devices can this age do a lot of drawing land, who found that the shift in- and illustratingan activity provide access to children volved looking at the curriculum that is very difficult for Rob- and determining how assistive tech- before looking at more ert. When it came time to nology could be a solution to inte- high-tech applicatiom." illustrate a book report, we grating students into the classroom considered the instructional and connecting them to challeng- Mother of la Grader, objectives. The activity was Elizabeth Garcia ing learning goals. modified so that Robert could use clip art to illustrate his report. This creative use of Promoting Access to Early technology allowed him to participate with his peers. Childhood Curriculum According to Robert's mother, it Teachers of young children in would be impossible for him to Montgomery County, Maryland, learn and share his knowledge in are finding that a litde technology the classroom without the use of a goes a long way in helping students word processor and printer. achieve curriculum goals. Take, for "Robert's ability to think critically example, Robert Gitterman, who and learn higher level concepts dic- is included full-time in Jacqueline tated a more sophisticated tool than Daye's second grade classroom. a simple, low tech communication "Technology use starts with instruc- device." Accordingly, Ms. Gitter- tional objectivesit is a tool for man warns against using technol- meeting curriculum goals," ogy that is not matched to instruc- Robert's mother asserts. tion. "There is a danger that AT will be too cumbersome to use...if To accommodate Robert, who is it becomes too tedious or requires non-speaking and has fine motor, too much involvement by the child, neurological difficulties, a word AT can easily become an expensive processor, printer, andAlphaSmart problem." [see the sidebar for her (a portable word processor produced by Intelligent Peripheral suggestions] continued on page 3 3 Research Connections Integrating Technology Into the Standard Curriculum ensure that IEP teams consider the vices. With OSEP funding, Bowser Considering Assistive maximum benefits of technology and her colleagues are expanding Technology in the 111 their work into the area ofplanning use. for transition. "There are certain Assistive technology can be an im- "The new requirements in IDEA issuessuch as self determina- portant tool for improving teach- '97 to consider assistive technol- tionthat make consideration of ing and learning results. But while ogy devices and services for all stu- AT at this stage unique. For ex- the results appear promising, there dents with disabilities creates a ample, individuals should be in- is still much work to be done to massive task for school districts," volved in selecting their own tech- reports Gayl Bowser, Coordinator nology, and should be provided of the Oregon Technology Access technology that they can use inde- Program and President-Elect of the pendently." When Considering Technology and Media Division of the Council for Exceptional Technology Minn Children. "School districts are Locate equipment where searching for tools that they can use instruction and learning The potential of technology to to ensure that IEP teams meet the are taking place. Technol- improve and enhance the lives of intent and the spirit of the law." ogy needs to be in the individuals with disabilities is vir- As part ofan OSEP-funded project, classroom and accessible tually unlimited. Progress in recent Bowser and her colleague Penny to the child. years has demonstrated the need Reed developed the Education for intensified support to facilitate Select low tech applica- TECH Point system which can be technological development and in- tions whenever possible. used by school districts as a tool to novation into the 21st century. In develop effective assistive technol- Integrate the use of tech- the next section, we spotlight sev- nology into lessons in a ogy delivery systems. The TECH eral researchers who have studied purposeful and meaning- Point system offers educators a strat- the positive benefits of using tech- egy for identifying specific points ful way. nology in academic subject areas. in the planning process where AT Have the same equipment should be considered. The TECH used in the classroom Points are available in the child's home to promote conti- Initial referral question. Check Out These nuity of learning, if pos- Resources Evaluation questions. sibk. The ERIC Clearinghouse on Extended assessment questions. Offer training and tech- Disabilities and Gifted Educa- Plan development questions. nical support to classroom tion has several digests and bib- teachers initially. When liographies related to AT. Implementation questions. the technology is avail- Assistive technology fir students Periodic review questions. able in the home, provide with mild disabilities. ERIC training to family mem- At each point, questions are posed Digest E529. Behrmann, M. bers. that reflect issues that must be ad- (January 1995). dressed. Bowser points out that the View the initial fiscal and Readings on the use of technol- TECH Point structure "provides a human resources as an in- ogy .fir individuals with dis- way to effectively organize and vestment that the child abilities. ERIC Mini-Bib monitor AT utilization while en- will continue to benefit EB16. (July 1996) abling programs to tailor activities from in subsequent years. to match each student's needs." Resources on the use oftechnol- Don't reinvent the wheel ogy for individuals with dis- each yearwhen possible IDEA also mandates that each stu- abilities. ERIC Selective Bib- dent with an individualized transi- use the technology that is liography EB17. (July 1996) tion plan must have AT considered already in place. as part of his or her required ser- F811 1998 4 Integrating Technology Into the Standard Curriculum: Promising Practices The U.S. Department of Educa- ties in reading and writing, in addi- Enhancing Literacy Goals tion Office of Special Education tion to the metacognitive skills re- How can a web site enhance lit- Programs (OSEP) has a long his- lated to becoming goal-oriented, eracy? Ask students from Mary Lou toryspanning nearly three de- self-regulatory, independent learn- Krausey's resource room at Post cadesof supporting research and ers." Oak Elementary School in Lan- development related to assistive sing, Michigan, and they will tell technolog. From supporting re- TELE-Web in the Classroom you the following: search that produced closed cap- Englert set up TELE-Web in tioned television and the Kurzweil "I liked using computers to write Krausey's classroom as four central reading machines in the early years, environmentswriting room, personal stories." to research that brought us eye- reading room, library, and publish- "You could learn how to read gaze technology and chemistry labo- ing room. Each environment has and write by writing on ratory instruments in the 1980s, to teacher and student interfaces which chatroom." research that is using virtual reality allows applications to help children navi- Students in Krausey's class were gate wheelchairs in the present, Teachers and students to create part of an OSEP-funded research OSEP has been an innovator in assignments. study being conducted by Michi- validating tools that increase inde- gan State University researcher, Students to create, revise, and pendence, enhance individualized Carol Sue Englert. "We have de- complete assignments. instruction, and support teachers veloped and are now evaluating a Teachers and students to add in ensuring students' success. web-based curriculum for elemen- on or to comment on other tary students with mild disabilities Technology as a tool for meeting students' work. that enhances literacy learning, par- curriculum goals is an important ticularly writing." area of focus for OSEP, and one Students to read other students' that is showing great promise. Re- stories. The web site called TELE-Web searchers are exploring how stu- (which stands for Technology-En- "In each environment, students are dents can use technology to act on hanced Learning Environments on able to receive cognitive and social information and thereby learn. As the Web), serves as a literacy devel- support," Krausey tells us. "TELE- such, technology is emerging as a opment environment. It offers Web supports instruction by build- cognitive tool or "partner," that teachers and students a set of inte- ing in opportunities for discourse supports the learning process. grated, multifunctional tools, con- which is an important instructional sisting of server-side software and medium for helping students de- The following research-based ap- client-side plug-ins that work with plications have been selected to velop understanding of concepts." a web server and database applica- She offers the following examples show how technology is being inte- tions. It enables teachers to adopt, of how TELE-Web was integrated grated into curriculum and instruc- develop, manage, and share multi- tion to support a wide range of into a unit on castles. media literacy materials, as well as student abilities. TELE-Writing Room. A KWL to initiate, conduct and manage (what I know, want to know, collaborative learning projects. Sal- have learned about) activity on dents' reading and writing responses castles; retelling stories in one's also can be archived. "When combined with own words; creating cognitive "Within the web site environment, appropriate instruction, webs; play and story writing. students explore, experiment, and technology can turn TELE-Reading Room. Castle experience independently and struggling students into spelling words; castle chat. collaborativelywith their peers from successfid students." the same school or from a school TELE-Library. Internet search afar," Englert describes. "We have on castles; castle word-sort; Lynne Anderson-Inman, also included tools that help stu- email to people knowledgeable University of Oregon dents develop performance abili- continued on page 5 5 111288PC11 COMMUNE Integrating Technology Into the Standard Curriculum: Promising Practices (cuthmed) Typically, some of the team mem- Provide students with the tools they need to observe the world bers also participate. Their role is to "TELE-Web increases closely observe the focus children around them, gather data, docu- and enhances academic and gather data on their responses ment what they find, and com- to the lesson. Observers also inter- municate their findings to oth- skills ofstudents with spe- act with these children, question- ers. cial needs. What's more, ing or probing them to explain Zorfass' OSEP-funded Project because students teach oth- their thinking. In some cases, team ASSIST (All Students in Supported members try different teaching ers as they learn, they build Inquiry-Based Science with Tech- methods to see what works with a self-confidence and self- nology) brings together teachers, particular child. An important task science specialists, special educa- esteem." for team members is recording what tors, and technology specialists children say as they engage in an Patricia A Rose, Principah regularly to plan, act, and reflect inquiry. Such information is ofcriti- Post Oak Elementary School upon technology and how to sup- cal importance during the reflec- port student learning in inclusive tion phase. classrooms. "One person cannot The reflection phase occurs soon do this alone," Zorfass stresses. "In- about castles in Poland and volving specialists in the curricu- after the lesson. Each team member Scotland. shares the data he or she has gath- lum planning allows them to bring TELE-Publishing Room. Sto- ered regarding student learning. their expertise to the teacher in a ries for editing and comments; The teacher and the specialists de- deeply contextualized and coordi- journal of castle life contrasts. scribe, interpret, and reflect on the nated manner." students' work as it relates to the Englert and her colleagues are cur- To support educators in talking criteria that have been set. Accord- rently analyzing data from three about children's science learning, ing to DiGisi, "This conversation classrooms where TELE-Web has Zorfass and Project Director, Lori gives every member of the team been integrated. Preliminary analy- DiGisi, created an action/reflec- feedback on how their suggestions sis suggests that children are more tion process. The team cycles worked within the context of the motivated to write, and that they and then re-cyclesthrough these science lesson; but it also provides are writing longer and more de- phases: a_time to _generalize beyond the_ scriptive stories. targeted students to the class as Plan activities. whole and to plan for the next Implement instruction. Improving Access to the action/reflection cycle." Reflect on progress. Science Curriculum School District Teams During the planning phase the dass- Judy Zorfass, Associate Center Educators in Cambridge Public room teacher and the specialists Director at Education Develop- develop a lesson containing clear Schools, Massachusetts, have been ment Center, Inc., in Massachu- piloting the ASSIST model. Ac- science learning goals. The lesson is is finding that technology setts, cording to Zorfass, "Educators related to science standards, in- tools can be integrated into science started with a strong standards- cludes modifications for students curriculum and instruction to based curriculum, made a commit- with disabilities, and is supported Help students develop under- ment to include students with dis- by technology where appropriate. standings about important sci- abilities, and supported the stu- Teams are encouraged to select a ence concepts. dents with a variety of tools." student with disabilities, along with two other children, as a focus for Ensure access to instructional Special Needs Technologist Alan planning and reflection. activities, allowing students to Field, who has been working with participate more fully as inquir- After the plan is completed, the numerous ASSIST groups in Cam- ers. teacher implements the lesson. bridge, Massachusetts, notes the continued on page 6 Fall 1808 6 Integrating Technology Into the Standard Curriculum: Promising Practices (cuthwee than the standard 15 (and what importance of starting with cur- who do not possess basic math skills cannot learn higher level math that costs the restaurant)and dis- riculum. "This is not a fix-it type of approach. With a grounding in cover how math can help us find skills." curriculum and instruction, tech- solutions," Bush explains. Spreadsheets are an excellent tool nology applications are much easier because they model or provide vi- Unlike traditional math story prob- to integrate." This has been an im- sual representations of the problem lessons where students read a portant distinction for teachers, lem, crunch the calculations (which problem in text and are expected to according to Field, who, he says, Woodward points out is a tedious calculate answers, Bush takes the view their participation as "satisfy- data from real-life problems and turn-off for many youngsters, but ing the needs of all students, rather enters it into a spreadsheet pro- especially the case for students with than j ust using technology for disabilities), and thereby focus the gram. No longer hampered by read- technology's sake." students' attention on understanding difficulties and laborious cal- While data and analysis are yet ing the mathematical operations in culations, students begin manipu- lating the data and formulating a real-life context. "We are finding forthcoming, project staffand prac- answersactivities, Bush points that spreadsheets free students who titioners are learning a great deal. "One thing is very clearit defi- heretofore had difficulty with math out that, "typically are not thought to keep asking questions, to con- possible for students with cogni- nitely calls for someone to under- tinue analyzing the visual represen- tive disabilities." take a new role of curriculum/tech- tations of the data, and eventually nology specialist," Field says. "Un- Bush has been working with re- to use their higher level thinking like traditional technology special- searcher John Woodward of the skills to formulate conclusions ists who troubleshoot problems and University of Puget Sound in Wash- kids are really thinking through help write technology plans, I actu- ington. With the support of OSEP what mathematical problem solv- ally work in classrooms with teach- and Microsoft Corporation, Wood- ing really means." One of ers to support and promote tech- ward has been studying how technology in the curriculumsome- Woodward's most promising find- nology can be integrated into math- ings is that when computer-gener- thing I could not do very well with- ematical problem solving activities out a deep understanding of sci- ated visual representations are tied to provide access to students with to concepts rather than to answers, ence." cognitive disabilities. "Essentially, the student's ability to think math- technology enables us to engage ematically is enhanced. students with disabilities in chal- Improving Concept lenging curriculumwhich is a You can find a selection of lessons Development in on Woodward's website, at http:// major accomplishment given that Mathematics www.ups.edu/community/tofu/. many experts believe that students What do spreadsheets, French fries, and the odds of one's surviving on the Titanic have in common? Math, Research-Validated Practices if you are in Cindy Bush's junior high school class. With the help of OSEP has conveyed information on research-validated practices through an LCD panel, one classroom com- partnerships with associations and organizations. For example, with puter, and spreadsheet software, students who have a history ofmath OSEP funding the Chesapeake Institute worked with the National failure are learning how to pose Schools Board's Association to produce Technology for Students with questions of mathematical data and Disabilities: A Decision-Maker's Resource Guide. The guide contains analyze the results. "We start with real life problems that students are current thinking on using technology to support learning, finding the interested inlike the odds of sur- right technology and paying for it, developing policies to support viving on each of the Titanic's cabin levels, or the odds of getting 16 implementation, and locating resources. NSBA is at 703-838-6722. French fries in a package rather Research Connections 6 State Initiatives Support Technology Use in the Curriculum thinking of AT as a limited set of Verification that the technol- States have traditionally been con- tools that solve a limited set of ogy plan includes research- cerned with identifying effective problems to seeing it as presenting practices that improve educational based practices. an unlimited array of options and results for children. With the 1997 Mechanisms for interdiscipli- Reauthorization of IDEA, and in possibilities that can be applied to a nary involvement. multitude ofsituations." Such shifts many cases the implementation of in thinking have practical implica- Policies for purchasing, using, statewide academic standards, states tionsfor example, one of the most and managing equipment. are beginning to explore how tech- basic will be making assistive technology can help children meet their Strategies for obtaining ad- nology part of district planning curriculum standards. equate funding. and budgeting processes. Strategies for communicating The Maine project is undertaking Supporting Ass Mae these policies. several efforts to support this shift Technology at the State in thinking. Examples include Level Technology Supports Malne Identifying national models. Standards To ensure that technology benefits Creating a cadre of in-state ex- children with disabilities, states In 1997, the Maine legislature perts. need to implement policies and passed a law requiring all students Developing a network of pro- practices that support its effective to achieve specific learning out- fessionals who have expertise use. "States are very busy meeting comes. In Maine, assistive technol- using technology to support stu- the challenges set forth in IDEA ogy is considered one of the sup- dents with special needs. '97," Martha J. Fields, Executive ports for aiding access to the cur- Director .of the National Associa- riculum and other activities in tra- Collecting research and evaluation of State Directors of Special tion data that deepens knowl- ditional learning environments. Education (NASDSE) tells us. edge about how technology is "Ideally, IEP teams should con- "States are involved in a wide range being used to enhance student sider a full range of assistive tech- of activities, including making pro- results, preferred approaches to nology devices and services that are fessional development available, personnel preparation, and dis- identifying multiple funding available to address the develop- trict policies that support tech- mental, instructional, add- access sources, disseminating information nology use. needs ofstudents," asserts Kathleen to local districts, and developing Encouraging partnerships Powers, Director of the Maine creative ways to ensure access to Consumer Information Technol- among school districts, parents, technology for children and their ogy and Training Exchange and higher education. families." (MaineCITE) Project in the Maine "By combining local creativity, Writing in Counterpoint (a publi- Department of Education. "The cation of NASDSE), Louis knowledge, and expertise with the key to effective technology use is goal of high academic achievement Danielson, Director of the Divi- the technical skills and comfort sion of Research to Practice at for all students, we are able to share level of teachers, parents, and ad- best practices around the state," OSEP, suggested that state direc- ministrators." The goal of reports Powers. tors of special education also put MaineCITE Project is to build the into place a clear policy on assistive capacity within the state for using technology that includes: technology to help children meet Assistive Technology Projects in 50 their IEP goals. A statement of desired AT out- states and U.S. territories can provide more information on Anding comes. According to Kathleen Fries, Co- sources as well as other aspects of is a ordinator of the Project, it Policies for delivering AT ser- assistive technology. For informa- challenge to think about assistive vices. tion about whom to contact in your technology as supporting achieve- state, call RESNA at 703-524- Staff development and techni- ment in the curriculum "First and 6686. cal assistance policies. foremost we must move beyond 1898 Fan 8 Contacts If you would like to know more Kathleen Powers/ Kathleen Fries Carol Sue Englert MaineCITE Project College of Education about the research referenced in Maine Department of Education 334 Erickson Hall this issue, you can contact the fol- 46 University Drive Michigan Stare University lowing individuals and organiza- Augusta, ME East Lansing, MI 48824 tions. 207-287-5950 517-355-1835 Nell Bailey John Woodward ERIC Clearinghouse on Disabilities RESNA and Gifted Education University of Puget Sound 1700 N. Moore Street 1500 N. Warner/Jones Hall #007 The Council for Exceptional Children Suite 1540 Tacoma, WA 98406 1920 Association Drive Arlington, VA 22209 Reston, VA 20191-1589 253-756-3793 703-524-6686 703-620-3660 email: [email protected] Judith Zorfass http://www.cec.sped.org/ericec.htm Education Development Center Gayl Bowser National Association of State 55 Chapel Street Oregon Technology Access program Directors of Special Education Newton, MA 02158. 1871 NE Stephens 1800 Diagonal Road (617)969-7100 x 2426. Roseburg, OR 97470 Web site: http://www.edc.org/FSCI Suite 320 541-440-4791 ASSIST/ Alexandria, VA 22314 email: [email protected] 703-519-3800 Research Connections is a biannual review of research on topics in special education, ficusing on research spon- sored by the U.S. Office of Special Edu- cation Programs. Resources Kathleen McLane, Associate Director, the ERIC Clearinghouse on Disabilities and Gifted Education Bowser, G., & Reed, P. (1995). Education TECH points. Journal of Special Education Technology, 7(4), 325-338. Jane Burnette, Publications Manager, ERIC/OSEP Special Project Chambers, A.C. (1997). Has technology been consideredM guide fir IEP teams. Reston, VA: Council of Administrators of Special Education and the Technology and Media Raymond Orkwis, Production Coordi- Division of The Council for Exceptional Children. nator, ERIC/OSEP Special Project Craver, J.M., & Burton-Radzely, L. (1998). Technology links to literacy. Calverton, MD: Developed by WaTer, Eavy &Associates Macro International. fir the ERIC/OSEP Special Project. The ERIC/OSEP Special Project is operated Cunningham, L., & Kelly, R.M. (1998). Assistive technology: A handout for teachers. In by The Council fir Exceptional Chil- National Association of School Psychologists (Ed.), Helping Children at Home and dren through the ERIC Clearinghouse Schook Handouts from Your School Plychologist. Bethesda, MD: NASP. on Disabilities and Gifted Education. Galvin, J.C., & Scherer, M.J. (1996). Evaluating selecting and using appropriate assistive Research Connections was prepared technology. Gaithersburg, MD: Aspen Publishers. with findingfrom the U.S. Department of Education, Office of Special Educa- Hauser, J., & Malouf, D.B. (1996). A Federal perspective on special education technology. tion Programs, under contract no. Journal of Learning Disabilities, 29(5), 504-511. RR93002005. It is in the public domain National School Boards Association (1997). Technology fir students with disabilities: A and may be freely reproduced and dis- decision-maker's resource guide. Alexandria, VA: author. seminated. The opinions expressed here do not necessarily reflect the positions or Raskind, M. (1996). Assistive technology fir children with learning disabilities. San Mateo, policies of OSEP or the Department of CA: Parents' Educational Resource Center. Education. Woodward, J. (in press). Redoing the numbers: Using technology to enhance mathematical literacy in secondary classrooms. TEACHING Exceptional Children. ERIC/OSEP Special Project The ERIC Clearinghouse on Woodward, J., & Baxter, J. (1997). The effects of an innovative approach to mathematics on Disabilities and Gifted Education academically low achieving students in inclusive settings. Exceptional Children, 63(3), The Council for Exceptional Children 373-388. 1920 Association Dr. Zorfass, J. (1998). Succezful Science fir Every Student: How Technology Helps (video-based Reston, VA 20191-1589 professional development package). Newton, MA: Education Development Center, Inc. (703)620-3660 TTY (703)264-9449 9 Research COMMI111113 30 )2-S !ERIC! 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