Entry #2 Chapter 2

“What specific advantages do computers offer in the education program for exceptional children?”

Technology is becoming more sophisticated as years progress. Schools and classrooms are placing more emphasis on technology. “Special education has often led the way in the acceptance and use of technology in education” (Kirk 63). There are companies who specialize in building technology to suit exceptional students. http://specialed.about.com/gi/o.htm?zi=1/XJ/Ya&zTi=1&sdn=specialed&cdn=education&tm=18&gps=161_575_1259_629&f=00&tt=14&bt=1&bts=1&zu=http%3A//www.rehabtool.com/
There are two different types of technology used to aid students with disabilities: assistive technology and instructional technology. Instructional technology specifically uses the computer and computer programs to adapt the material into a coherent manner for exceptional children. Computers provide an interactive feeling to students. If a student is not able to go outside for a hike for science class, there are interactive websites with realistic pictures and information. In addition to being interactive, computers are fun for students to use. “Even more important, computers allow children to learn at their own rate and provide immediate feedback and reinforcement. The child’s learning becomes more active and self-directed” (Kirk 64). Computer programs can make learning seem more like a game and hold a student’s interest. A student can move at their own pace because they are determining how quickly the content is introduced. Technology can be empowering to students, accelerating their desire to learn and participate.


“Discuss assessment of students with exceptionalities and how RTI model isincorporated into this process.”
National Center on Response to Intervention (RTI) http://www.rti4success.org/index.php?option=com_frontpage&Itemid=1

A child is usually referred for special education services due to observations of the student’s school work and/or behavior. Most schools use screening tests in either mathematics or reading at an early grade level to try to find the students who need help before they experience excessive failure or success. Depending on the situation schools may establish a child-study committee to find ways to address the student’s behavior and to establish if the student should have a referral to special education services. If a child is referred to special education “one of the major tasks …is to assess both individual students and the effectiveness of the special programs” (Kirk 45). The assessment of a student is designed to reveal the strengths and weaknesses of that student and determine where the child should be placed in a school setting.
Assessment is a major part of the Response to Intervention (RTI) model. http://www.lehigh.edu/education/mp3/rti/Website_WhatIsRTI_files/rti_tier_circle2.jpg
The RTI model groups students according to the instruction needed at their particular level. It looks like a pyramid. At the base (tier 1) is where most students fall, needing core instruction. Tier 2 is in the middle where some students fall that needs enhanced instruction. The top tier is the smallest (tier 3) with intensive instruction needed. Students who fall into tiers two and three are monitored to determine if they are in the right tier and if they are showing progress. “Teachers and other staff members can use five general approaches to provide an assessment of a child: norm-referenced tests, diagnostic achievement tests, interviews, observations, and informal assessments” (Kirk 46). Each form of assessment has advantages and disadvantages. A combination of a few forms of assessment may be used to achieve the most accurate placement for a student.
http://www.northern.edu/ASLP/strategies.html