Technology has offered a means of treatment for very young children as well as for students, with the hope of bringing about beneficial change before these children lose their way in school. Cochran and Nelson (1999) point out, Computer technology has been used successfully in therapy for young children with speech and language disorders; however, the clinician is a crucial factor in such success. Clinicians choose communication goals and appropriate software, plan precomputer activities, provide appropriate models and opportunities during the computer activity, and provide postcomputer activities that ensure the generalization of new skills (Cochran & Nelson, 1999, para. 1).

Classroom Management there are a number of elements teachers should consider in adapting the classroom for technology to aid students with language disorders. It is noted that time spent on planning will pay off when it comes to integrating technology into the classroom. For one thing, it can be very important where the computer is located, and it should be placed close to the teacher's desk, facing away from other pupils to avoid distractions and to facilitate the teacher who is monitoring the pupil's work on the computer. The teacher will want to keep a check on the pupil's use of the computer and so should set up a monitoring system with a pupil sign-in sheet or a checklist to be ticked off at the end of the session. The teacher should establish a timetable or roster to prevent a pupil staying on too long at the computer. It is recommended that a zip lock bag be taped to the side of the monitor and used to store headphones neatly when not in use. It is important to teach pupils a basic understanding of how the computer works. If the student can sort out minor difficulties when something goes wrong by him or herself, this will build confidence and make the student more independent. It is also...

Retrieved July 13, 2005 at http://www.vaughncharter.com/Dissemination/Special%20Education%20Students%20in%20an%20Inclusive%20Setting.htm.
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