Improving Lower-Level and Special Needs

IMPROVING LOWER-LEVEL and SPECIAL NEEDS STUDENTS' READING SKILLS UTILIZING TECHNOLOGY In the end, the fate of children depends on our ability to use technology constructively and carefully. The connection of children and technology is not simply a matter of seat belts, safe toys, safe air, water and food, additive-free baby foods, or improved television programming. These are all important issues, but to stop here is to forget that today's children will soon be adults.

Technological decisions made today will determine, perhaps irrevocably, the kind of physical and social world we bequeath them and the kind of people they become." Kenneth Keniston (Columbia, 1996) Students deemed socially or academically disadvantaged, Evanciew (2003) stresses, are not considered to have special needs.

Whatever the decision in this particular realm of interest, nevertheless, as Keniston notes in the quote introducing this introductory chapter: "Technological decisions made today will determine, perhaps irrevocably, the kind of physical and social world [individuals] bequeath them and the kind of people they become." (Columbia, 1996) According to the Individuals with Disabilities Act (IDEA) of 1990, the following categories denote students with special needs: 1. Specific learning disabilities 2. Speech or language impairment 3. Serious emotional disturbance 4. Mental retardation 5. Hearing impairments (including deafness) 6. Orthopedic impairment 7. Other health impairment 8. Visual impairment (including blindness) 9. Multiple disabilities 10.

Deafness 11. Deaf-blindness IDEA Amendments of 1997 added two additional classifications: 12. Autism 13. Traumatic brain injury (U.S. Department of Education, 1997 (cited by Evanciew, 2003) At Risk of Academic Failure Geotze and Walker (2004) find that students most at risk of academic failures lack reading skills. Regular and consistent use of technology, these authors contend, enhance literary capabilities of students who have special needs. In fact, scholars have expressed keen interest in discovering various aspects of the strong link that exists between technology and literacy.

Fisher and Molebash (2003) report that the "Digital Divide" constitutes a cause of concern for many educators who believe technology possesses the potential to play a rape role in education. These authors/scholars point out that despite the fact many nonprofit organizations devoted more time and effort to constructing a sound and efficient technical set up an Instructional Technology (it) in various schools, these attempts are not only insignificant, they are highly subjective.

(Fisher and Molebash, 2003) this appears to be evident in studies which found most schools belonging to the work, an Irvine minority areas, failed to utilized technology, ultimately ending with the worst literacy outcomes. (Dorwick, Kim-Rupnow, and Power, 2006) Academic performance of students with E/BD is traditionally, reportedly significantly lower than the performance of students without disabilities.

(Reid, Gonzalez, Nordness, Trout, & Epstein, 2004, cited by Barton-Arwood, Wehby & Falk, 2005) "Students with emotional and behavioral disorders (E/BD)," Barton-Arwood, Wehby and Falk (2005) stress, "frequently experience concomitant reading difficulties (Forhess, Bennett, & Tose, 1983; Rock, Fessler, & Church, 1997, cited by Barton-Arwood, Wehby & Falk, 2005) in one study, 75% of a sample of students, ages 7 to 19, with E/BD attending public schools, were approximately one to two years below grade level in reading comprehension.

(Kauffman, Cullinan, & Epstein, 1987, cited by Barton-Arwood, Wehby & Falk, 2005) Glassberg, Hooper, and Mattison (1999, cited by Barton-Arwood, Wehby & Falk, 2005) reported the prevalence rate ranged from 6% to 24% for reading disability prevalence in students, ages 6 to 16 years, newly identified with E/BD.

"Although reported prevalence rates vary, the academic and behavior deficit overlap begins early in life, appears sizeable at levels above chance, and, once established, is difficult to remediate." (Hinshaw, 1992, cited by Barton-Arwood, Wehby & Falk, 2005) Fisher and Molebash (2003) purport that some researchers and educators mistakably rate literacy and technical proficiency on different scales. The truth, albeit, Fisher and Molebash (2003) argue, is that one cannot exist or work efficiently without the assistance of the other.

A good example of this was reportedly visibly present in the past decade when the Technology Literacy Challenge Fund of 1997 aimed to advance technical learning and skills of every student while the No Child Left Behind Act of 2001 aspired to adopt a more technologically-driven structure to boost overall literacy among students. It appears, however, that constituent of both projects failed to realize that neither can obtain their objectives without understanding that both technical proficiency and literacy complement each other.

(Fisher & Molebash, 2003) Kartal (2006) purports this discrepancy could be related to the lack of methodical studies about the use of technology in education/literacy, possibly because technology only recently proved to be practical for educational applications. (Kartal, 2006) in a previous study, albeit, Martin (2003) points out that results emanating from studies were not consistent. In fact, some studies attest a negative impact may evolve from applying particular types of technology.

(Martin, 2003) Doering, Hughes and Huffman (2003) found, however, that lack of teacher preparation constitutes one major factor behind unsuccessful use of technology in classrooms. Some experts, nevertheless, propose that utilization of technology provides an advanced method to more effectively deliver lectures and educate students. (Speaker, 2004) Problem Statement Studies confirm some students improve their literacy/reading skills through use of technology, (Fisher and Molebash, 2203; Speaker, 2004) while this contemporary learning method hinders the learning process for others.

(Martin, 2003; Doering et al., 2003) In addition to the billions of dollars spent on education each year, as increasing numbers of schools adapt technology as a means for giving lectures, securing accurate and consistent are vital to secure a holistic picture of results of utilizing technology. LITERATURE REVIEW Including students with special needs into technology education classes is no longer just encouraged; it is the law." (Evanciew, 2003) Students With Special-Needs Students with special needs are diverse learners, according to Gutloff (1997, p.

6, cited by Atkinson & Atkinson, 2007) who defines diverse learners as "students who don't perform well in traditional settings." These students include those noted to be at risk with learning disabilities, challenged by other disabilities, or experiencing behavior problems, along with students who speak English as a second language. Sometimes, the instructional materials used for special-needs students focuses primarily on basic or simple topics. Atkinson & Atkinson (2007) recommend students work together on service-learning or other group projects, utilizing technological tools in museum modules.

Atkinson & Atkinson (2007) designed self-contained modules to allow learners, including students with special needs to form learning communities. "The sophistication and complexity of museum holdings provide students who have special needs with a forum for learning that engages rather than remediates." (Atkinson & Atkinson, 2007) Means to Extract.. Fisher and Molebash (2003) denote literacy/reading to serve as a means to extract meaning and understanding from a form of information of knowledge database. Technological improvements have given teachers and students a wide spectrum of choices to utilize to extract this information.

Initially, educational exchanges were primarily aural, however, in time teachers' tasks were simplified with the advent of books, libraries, media, journalism, television, Internet and educational video games. As use of technology in education increased, students' accessibility to technology also increased. Mere accessibility, albeit, does not automatically provide the answer for working with special-needs students. Efforts to integrate technology have to include the easier understanding and interpretation of the available text.

(Fisher & Molebash, 2003) May (2003) found that while technological improvements have made the teacher's job less complicated, these improvements do not decrease his/her workload. Currently, in this researcher's state, one teacher may have more than 24 students in his/her classroom, and be required to implement a number of different instructional methods to address various students' unique and diverse learning styles and abilities. (a new state law, however, proposes to cap class size to 18 students.) Differences in teaching/learning are even more enhanced among special-needs students.

As a teacher cannot overlook a student's behavioral pattern or force him/her to comply with a particular learning technique, technology provides key tools to assist them in teaching. With new technological advancements, along with the help of other technological tools or interpretations, teachers may now use everyday mechanisms to explain various educational theories. For the technology to actually help long-term and contribute to the success rate in improving academic performance, teachers need to ensure students contribute their input and are actively involved in the utilization of the technology.

(May, 2003) Use of Technology Leloup and Pontoria (2005. p. 3) note that the use of technology motivates students to learn more: "When students learn to browse online news and magazines sites for articles that interest them personally, they can become more highly motivated to continue to use their language skills long-term because this is a real day-to-day use of those skills, not just a classroom exercise." Schmar-Dobler (2003, p.

5) contends that reading on the Internet actually enhances a student learning: "one the union of greeting and technology on the Internet is causing educators to taking new look at what it means to be delivered to a society that the new forms of literacy call upon students to know how to read and write not only in the print world but also in the digital world." May (2003) emphasizes the need exists for greater technological sense and knowledge for all current and future students.

Consequently, this need has led to incorporation of technology in classrooms settings, as technologies aim to increase students' intensity of wisdom, cooperation and text assessment. Today, literacy reading skills prove to be vital for both normal and special-needs students, as exposure to literacy encompasses more than books. In fact, the range of information is more fast and varied in accordance with contemporary technical improvements. A book review, using software programs such as Kidspiration and Timeliner, provides one pertinent illustration of incorporating technology in a classroom setting to better comprehend.

Using software programs such as these could help students, in individual tasks or as they work in a group exercise, visualize their thoughts and opinions, as well as communicate them more effectively. (May, 2003) To improve their reading skills of special-needs students, teachers use technology in following realms help students: hear word tones, decipher and interpret words, understand overall expressions, become more knowledgeable and confident with their reading style.

(May, 2003) Gwinn, Horn, Johnson, and Watts-Taffe (2003) found that use of technology in education gives students access to tools which allow them to interpret, compare and contrast, integrate and communicate ideas electronically. May (2003) notes that one of the most successful ways reading among special-needs students has been enhanced is by using technology in group a book reviews. After one class of students was initially given a list of books to choose a title from, they were then divided into groups based on their choice of book.

Prior to students meeting in groups, pages to be read during group meetings are determined. When students meet in groups to review their books, they engage in certain learning tasks that involve the interpretation of the story. They also discuss the characters, along with choices the characters make, plots, twists, the story's climax, along with main incidents and experiences. The core idea is help students focus on what the story purports and how the story evolves through events and various interpretations.

May (2003) discovered that the Alpha Smart constitutes one of the most commonly used applications in this group book review task, primarily due to its simplicity and popularity among special needs students. The most important tasks involved include the interpretation and rewriting of the story. These tasks help the teacher become aware of how well the student understands the plot and how much work the student accomplished. It also helps teachers analyze the influence the group's opinions might have on individual members within the group.

At times, students with exceptional learning needs must "participate in the general curriculum and show performance in terms of grades and results on high-stakes testing programs." (Rieck & Wadsworth, 2005) During these "testing" times, a range of assessment approaches, along with appropriate accommodations, must be used. These are to enhance, not reduce the student's chance of academic success, nor to give him/her a scoring advantage. The point is to measure what the student really knows.

A good rule of thumb purports that almost every assignment which requires writing may also be completed orally. Available assistive technology, such as word processing and PowerPoint, are readily available. Using artistic ability or tactile construction of models also constitute options for teachers to use to test special-needs students. (Rieck & Wadsworth, 2005) May (2003) also notes that Kidspiration and Timeliner are among a number of applications rapidly becoming part of the curriculum for improving reading and understanding of special needs students.

The Kidspiration software program helps students recall the main events and characters of this story and their influence on the overall plot while the Timeliner software program assist students in analyzing the time in which the main incidents in the story take place and the aftermath of the ensuring timelines.

May (2003) states that another technique currently being used in working with special-needs students includes the teacher reading the story aloud to students and then permitting students to roam around their environment and take pictures they feel relate to the story they heard. After taking pictures, the students use AlphaSmart software to paste their selected features and explain in a paragraph why, how and where in the plot they think their pictures relate to the story.

This particular project tests three areas: students' concentration students' levels of understanding of the general plot, and students' imagination. This process proves to be an important component of implementing this particular technology as it opens students' horizons and allows them to see the general links and relations their own lives might have with the stories they read. The implementation of taking pictures reflects one way this project has been successfully implemented. The use of the camera, inflexible application, is being used in different ways for various special-needs students.

Studying vocabulary, primarily an understanding of the use and interpretation of words being used, helps special-needs students improve their reading skills when included in that group. Expressions of vocabulary, according to many proficient readers, constitute the best part of reading. According to May (2003), cameras are also being used to expand the vocabulary among special-needs students. The students take photographs in accordance to what they understand. Vital Tool Use of technology has been widely recognized as a vital tool for literacy improvement.

Although the relationship between technology and literacy has been asymmetrical, enough evidence exists to encourage teachers to use the latest technology to advance students learning.

Three of the most successful applications, enhancing literacy education for special needs students include: voice detection software, tele-cooperation of the Internet, and Personal Digital Assistants (PDAs) and new portable processors or devices (Fisher & Molebash, 2003) After Fisher & Molebash (2003) traced the track of technological advancements, they note that at the advent of the 21st century, all of the aforementioned applications were still "on the drawing board," being tested hypothetically. The speed at which these applications have been practically implemented and yielded academic improvement reportedly impresses those involved in the process.

Fisher & Molebash (2003) found that technological advancements have followed the pattern Gordon Moore pointed out more than four decades ago. Moore reports that in theory, all microchips possess the capacity to improve and enhance learning within a period of 18 months. This particular statement, termed the Moore's Law, has held true since its inception and still stands true in relation to today's digitally-driven society, however, an adjustment purports that Moore's theory includes everything from speed, power, memory and price.

Moore's initial law restricted the phenomenon of speedy advancements to the speed of microchips. (Fisher & Molebash, 2003) This rapid increase in the advancement of technologies is one of the core reasons for the corporation of tools like computers, cameras and other tools in the school setting. Without these technological tools, students may not only be "bored," the school's education setup would be behind times, not measuring up to requirements of developing societies.

Computers, Nintendo games, cell phones, e-mail the World Wide Web have become such an integral part of contemporary daily life, some individuals have a hard time imagining an era when these technologies did not exist. The use of technologies within a classroom of special needs students helps increase the students' confidence. They also become more and comfortable in their thinking as they learn they can operate gadgets and tools normal students operate.

The ubiquity of technological tools like PTAS, televisions, cell phones, video games, IPods, computers, and modern publishing resources contribute to reasons why students feel more comfortable and engage better in a classroom setting where technology is incorporated in the academic curriculum. (Fisher & Molebash, 2003) Thus far, one of the most useful applications of technology to enhance the reading skills of special-needs students has been the Tele-collaborative venture that utilizes the Internet as its main source of communication.

The significant fact of the Tele-collaborative the injuries that it mainly incorporates some most commonly used mechanisms of telecommunications, such as e-mail, debate mediums, synchronous chats, and videoconferencing. All of these tools and mechanisms are used within and among classrooms, schools, in universities, as well as across borders to address the commonalities and difficulties faced special-needs students face. Once these commonalities are identified, numerous organizations can join hands to work on problem-solving techniques and structures.

(Fisher & Molebash, 2003) Personal Digital Assistants (PDAs) The current rise in the use and success of the PDA contributes to reasons educational institutions use this technology tool on large scale. Even though PDAs were initially used as storage devices for names, dates, reminders, and/or addresses, they have become versatile enough to provide teachers with a sword of the electronic calculator and mobile computing that can be used to access the Internet, performed on test and assistants, record results, average scores and maintain grade books.

Popularity of the PTA has forced education committees in Florida to create efficient software based on the PDA format that will help special education teachers document the student activities and follow their Individualized Education Plans (IEPs). (Fisher & Molebash, 2003) Fisher & Molebash (2003) point out that the PDA can also allow teachers' to manage or oversee a group of students and gather and record facts and discussions. This recording, once believed to be painstaking, is done with little or no effort by using PDAs.

Teachers can use gathered information to analyze students' comprehension abilities and their teaching methods accordingly. Teachers have also found the PDA with a compilation and evaluation of information can be used to measure and rank the overall performance of students by analyzing whatever information the teacher enters. (Fisher & Molebash, 2003) The downside of the use of the PDAs, Fisher and Molebash (2003) posit, is that the overall monitoring by teachers have to increase.

This simply means that students' easy access to e-mail of Internet might be distracting and destructive if used inappropriately. Note passing between students have become easier and more difficult to control. Hence, monitoring the commissions for not following rules would have to be stricter than normal. Fisher and Molebash (2003) and point out that the emphasis on learning how to type has grown in importance over the years and now students, along with learning to read and write are expected to learn how to type as well.

The majority of the time, teachers use computer lab time to allow students to type and increase their typing speeds. When dealing with special-needs students, however, this one may present extra challenges. The current keyboard, designed by Christopher Latharn Sholes during the 1870s, is based on the "QWERTY" arrangement. Over the years, easier keyboard layouts have been developed, but one people have been reluctant to change to a non-"QWERTY" keyboard.

As some individuals argue the "QWERTY" keyboard is difficult for special-needs students to learn and contend, that a more efficient keyboard would benefit special-needs students, this type keyboard has not yet been developed. Voice Recognition Technology, (VRT), however, eliminates the need to type, nullifying the argument regarding the arrangement of the keyboard. (Fisher & Molebash, 2003) VTR recognizes text, while it simultaneously converts it to text.

Fisher and Molebash (2003) recognize the use of VRT will change the way future generations will read and write, but they also stress the challenge for most educators will be to incorporate language capabilities, such as reading and writing, in a way that will be easy to adjust to simple to comprehend. Criticism regarding the use of technology, along with how it changes or lessons the expectations for students on a large scale has surfaced.

May (2003) argues, on the other hand, that the truth is that in light of increasing, contemporary distractions, students need to be constantly engaged in classroom settings. The use of technology does this extremely efficiently. Kelly (2005) purports that critics' findings about the utilization of technology in the classroom are only partially true and present a number of recommendations for improving the integration of technology into classrooms: While this novelty aspect of the computer costs time and money, it has also produced considerable enthusiasm and interest on the part of the children.

Teachers will have to balance these two dimensions to see plan for technology use in their instructional programs. In addition to a number of practical recommendations that emerged from this action research project include preselecting Internet sites for children, providing lessons on skimming and visually scanning text, teaching children how to navigate Web pages, and assigning a buddy to assist and share information. (Kelly, 2005, p. 184) Contemporary Examples The following figure (1) depicts students engaging in a video conferencing session.

"Sociology teacher Allison Taylor works directly with her own students in rural Marion, Ala., and by video with students from West End High School." (eSchoolnews, 2008) Figure 1: Video with Special-needs Students (eSchoolnews, 2008) The following figure (1) portrays "a one-on-one learning relationship among student and teacher was part of the strategy to help struggling students...." (eSchoolnews, 2008) Figure 2: Tech and Mentoring Help Raise Scores for Special-needs Students (eSchoolnews, 2008) Considerations One primary misconception prevalent among a number of researchers and educators, according to May (2003), is that technology can serve as the answer to all teaching problems when dealing with special-needs students.

Instead, May (2003) notes, proper incorporation of available technology compliments the teacher's job. Although the use of technology is a fairly new concept, it has been regularly used in education for more than a decade. Contemporary results in reading and comprehension skills of special-needs students, however, are reported as undeniably better. Castek, Coiro, Henry, Leu and Memullan (2004) agree with May's findings: When considering how to use the Internet to expand response opportunities, a useful starting point is to consider the many resources available that inform initial book selection.

It is essential for students to learn how to locate good books to read that match their reading level and interests. If a good match between [the student] and text exist, motivation to read grows and so do responses; the more successful experiences a reader has, the better a reader becomes. (Memullan, 2004, p. 469) Beukelman, Beukleman, Ranklin and Wood (2003, p. 132) found that using a relevant set of technology tools enhanced literacy among first grade students.

These technology tools allowed students to "independently read words beyond their normal reading ability and to stay engaged in the literacy task at hand." Correspondingly, May (2003) notes that teachers have to analyze the technology that will benefit students most in accordance to its implementation and students' capabilities. If the incorrect technological tool is used, it will hamper learning and decrease the level of confidence in using technology as an educational tool. This typically occurs without initial instructions to students and/or explanations of tools' usage.

Funding Factors The following depicts a proposal submitted by a teacher to secure technological tools for eight special needs. This proposal was fully funded on January 23, 2008. I am a 4th grade inclusion teacher at a title one school. My eight special needs students in this inclusion model are in need of some materials that would help them get to grade level in reading. Our school is in a low income area so advanced technological tools are seldom seen at our school.

In the present setting, my students are trying desperately to comprehend, summarize, evaluate, and create from the current stories they are reading. I have noticed some severe difficulties in the understanding and comprehension because of the level of reading. Without comprehension my students will have even more difficulties moving through future rigors of evaluation and creation. The wireless listening center, and lower level books would allow all of my students the opportunities to expand their thinking further up the levels of rigor.

With stories they could read or listen to, it would be possible for them to debate topics, defend ideas and justify thinking. My students would be able to reach the final cognitive level. I believe that with the listening center and differentiated student level books my students will strive. It will provide them with goals that are attainable, while also providing them with more challenging assignments. Instead of just understanding stories, students will be able to choose views and defend them.

This will provide more than just another story, instead a new experience. Throughout school districts, the current theory of student knowledge is Bloom's Taxonomy. I agree with this theory and believe that my students can reach the Evaluation level. Although my students have special needs, and are without resources, I am going to get them to this level. Your funds will provide a walking stick in our journey to evaluation. My project needs a listening center and a set of leveled readers.

The cost of this proposal is $536, which includes shipping for any materials requested and fulfillment. ("Special needs students...," 2008) Purpose of the Study This project proposes to evaluate the impact of using technology in improving the learning/reading skills of low-level students with special needs at the site school. Research Questions the research question, Dereshiwsky (1999) notes, constitutes the heart and soul of any investigation which aims to present a picture of study results.

This study, which explores Improving Lower-Level and Special Needs Students' Reading Skills Utilizing Technology utilizes the Literature Research Method, proposes the following research questions, which contribute to fulfilling the purpose of this study include: What criteria define lower-level and special-needs students? How is technology currently used in today's classrooms to enhance the learning and improvement of reading skills of low-level students with special needs? Are different technologies more effective in improving academic skills or more appropriate to use based upon grade level (elementary, middle, and high school)? What types of technology are currently being used at various schools to help special-needs students (especially low-level students) improve academically, especially in reading and writing? Do the types of technology being used at schools in the district that serve special-needs students match those identified through the literature review as successful in improving academic skills of special-needs, low-level students? Are the technological tools appropriately used in terms of grade level? How can teachers at the site school and in the district better integrate technology into their instruction of low-level students of special needs? What type of equipment, support, training, and resources should be available to special needs teachers at the site school (also in the district) to assist them in effectively using technology to help students increase their academic skills, especially reading and writing? METHODOLOGY Education must be focused, defined, and measurable rather than random and accidental." Eric Driessen, Principal (eSchoolnews, 2008) Research Method and Design The qualitative research method is utilized in this study while this researcher will use development methodology and action research to carry out the project.

Qualitative/action research will allow the researcher to identify special needs teachers' use of technology at the site school and other schools in the district, and consequently use survey results to answer research questions. (Charles & Mertler, 2002) This research design will be developmental in nature because it will lead to the development of a pilot program to increase low-level, special-needs students reading and academic performance. Phenomenology, which constitutes the research design, analyzes and works as an investigative factor in studies.

It helps construct a holistic and intricate comprehension, along with the analysis of the social problem (the role of technology within the modern educational environment of low-level students of special needs). Also, as researchers serve as a definitive factor during the data compilation process, when carrying out qualitative research on the role of technology in education, this researcher will include a thoughtful and vivid explanation, with the process being the focal point.

Participants In this research, all teachers of special-needs students within the district's public school system will be surveyed to determine what type of technology is currently being used in special-needs' classrooms in the district. All participating special-needs' teachers at the school, where this study occurs, will participate in piloting the recommended technology integration. In addition to piloting the recommended technology integration at the site school with teachers, it will be piloted in one special-needs classroom in each school level (elementary, middle, and high) in the district.

The teachers assisting in the selected pilot school classrooms will constitute the participants in this study. Twenty teachers currently teaching special-needs students in other public schools in the district where this study will take place will also be selected (invited) to pilot the recommended technology plan. Participant Selection All special-needs teachers in the designated district will be asked to participate in the survey concerning their use of contemporary technology.

The special needs teachers at the elementary, middle, and high school, selected as the pilot testing sites, will be also be selected to participate in the implementation phase of the research project. The three schools selected as the pilot testing site include: The method for this study, the qualitative study, will be implemented through a written survey. Dereshiwsky (1999) presents the following table (1), created by Catherine Marshall and Gretchen Rossman, as an example for "matching up" research questions, designs and qualitative data collection procedures.

This design helps the researcher stay focused on his/her project's overall goal: answering the research question(s). This method helps the research find the best way (design and procedures) to precede with/in his/her study. Table 1: Guide to Match Research Questions with Strategy (Dereshiwsky, 1999) Study Purpose Research Question Research Strategy Some Related Qualitative Data Collection Procedures EXPLORATORY: to investigate little-understood phenomena to identify / discover important to generate hypotheses for further research What is.