Using Technology with Students with Mild Disabilities: A Review of Literature

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Anderson, C.L., Cherup, S. & Anderson, K.M. (2009). Using Technology with Students with Mild Disabilities: A Review of Literature. Contemporary Issues in Technology and Teacher Education, 9(3), 337-355. AACE.
Retrieved from http://www.editlib.org/p/26077.

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Journal Information

Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 9, Issue 3, September 2009
Association for the Advancement of Computing in Education (AACE)

More Information on CITE Journal

Authors

Cindy L. Anderson, Roosevelt University, USA; Susan Cherup, Hope College, USA; Kevin M. Anderson, Oak Park District 97, USA

Abstract

This article presents a review of the research on technology integration in the area of literacy for individuals with mild disabilities. It describes relevant legislation, including how special education technology is impacted by the No Child Left Behind Act (2001). Included studies focus on research in the core content areas of reading and written language most likely to impact inclusive classrooms. In the area of reading, research has investigated such technologies as the use of computer-assisted instruction and text-to-speech synthesis in reading instruction. Written language research in special education technology has studied the use of word processors, text-to-speech synthesis, word prediction, and spelling and grammar checkers.

Keywords

• Change
• Mathematics
• Accessibility
• Curriculum
• Educational Technology
• Inclusive Education
• Instructional Materials
• Integration
• Learning Disabilities
• Learning Outcomes
• Literacy
• Teaching Methods
• Multimedia
• Software

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• The role of ICT in the pedagogical transformation of primary teachers: Dream, aspiration, reality

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