Use of technology in the special education classroom

Chapter 1: Introduction
The epigraph above is reflective of the views of many special educational needs teachers. Indeed, innovations in technology in recent decades have created a wide array of new opportunities for helping special needs student achieve their full academic potential. These trends are especially noteworthy today because tens of millions of young American learners are struggling with their academic pursuits due to their special educational needs. In this context, the term “special educational needs” can be defined as “children who have learning problems or disabilities that make it harder for them to learn than most children of the same age” (Special education needs, 2018, para. 2). The purpose of this grant proposal was to identify ways that special educational needs students can benefit from the introduction of technology in their classrooms based on the problem statement described below.
Statement of the Problem
According to the most recent estimates from the U.S. government, the number of special educational needs students aged 3 to 21 years was more nearly 7 million, representing about 13% of all the public school students in the country (Child and youth with disabilities, 2018)..
n 2015–16, the number of students ages 3–21 receiving special education services was 6.7 million, or 13 percent of all public school students. Among students receiving special education services, 34 percent had specific learning disabilities. Moreover, many young learners who are not currently classified as special needs students will nevertheless experience the need for some type of special education during their academic careers (Special education needs, 2018).
Research Questions
This grant proposal was focused on developing timely and informed answers to the following research questions:
1. How is technology currently being used to facilitate learning by special educational needs students?
2. How do special educational needs student perceive the introduction of technology into their classrooms?
3. What are some of the best practices and lessons learned from the use of technology in special educational classrooms?
4. How can this information be used to identify grant opportunities for technology in the special education classroom that will be approved?
Organization of the Proposal
This proposal was organized into five chapters. Chapter one provided an overview and statement of the problem and the questions that guided the research. Chapter two which follows immediately below provides a review of the relevant literature and chapter three describes more fully the research methodology used. Finally chapter four provides a proforma copy of a representative grant application based on comparable proposals and the answers to the above-listed research questions, followed by a summary of the research and key findings concerning the introduction of technology into the special educational needs classroom in the concluding chapter.
Chapter Two: Review of the Literature
The research to date confirms that special educational needs students can benefit from the introduction of technology into their classrooms in a number of ways. For instance, one special needs educator reports that, “In my classroom, technology is a tool for empowerment—it creates a collaborative and innovative space for all students” (Nieves, 2016, para. 2). An important point that quickly emerges from the research concerning technology and special educational needs students is the fact that these tools do not need to be complicated or expensive and even the conventional applications furnished in many word processing suites can help special educational needs students attain the fullest academic potential. In this regard, Nieves emphasizes that, “Along with over 50 million educators and students, I am primarily using Google’s G Suite for Education. The suite is a bundle of Google’s key products, such as Drive, Docs, Slides, and Forms, along with new tools like Google Classroom” (2016, para. 4).
Beyond the conventional suite of technological tools available in these conventional suites, there has been a great deal of scholarship invested in developing other software tools for special educational needs students (McCrea, 2014). For example, the ClickShare application developed by Banco provides the ability for teachers to facilitate collaboration on coursework among numerous students (McCrea, 2014). Likewise, the literacy application developed by Texthelp helps young learners who are struggling to learn how to read and write and so-called “smart boards” can make these applications even more effective. According to McCrea, “At the Glenholme School in Washington, CT, teachers combine their Smart Boards with Read & Write Gold to help the school's special needs student population graphically organize their writing (by concept, mind map or outline)” (p. 45). This application has also been found to be effective in helping students with dyslexia learn how to read and write (McCrea, 2014).
In addition, other special educational needs teachers have found innovative ways to use technology in their classrooms. One elementary instructional technology coordinator in Iowa installed around 7,000 BrightLink 595Wi projectors manufactured by Epson which transform ordinary classroom walls into enormous interactive mouse pads (Zuger, 2015). This initiative was not inexpensive, though, and BrightLink 595Wi projectors (see Figure 1 below) retail for around $1,500 each, but the impressive results achieved in this school district suggests that this is money well invested (Zuger, 2015).
Figure 1. Representative example of an Epson classroom projector
Source: https://mediaserver.goepson.com/ImConvServlet/imconv/c247996588567 dc9f90912958f921 dafcfb26b9f/1200Wx1200H?use=banner&assetDescr=536wi_fcs-our_690x460
These types of applications can engage and motivate special educational needs students in ways that are not possible otherwise.
School districts that already provide iPad or other digital platforms including smartphones and Android devices for their students are especially well situated to take advantage of new technologies for special educational needs students. For instance, Hamilton (2014) points out that, “Teachers thus often face the difficulty of addressing the needs of students with a wide range of reading levels in any one classroom. For these teachers-and for parents encouraging their youngsters to read-FarFaria is one of the best reading applications available for the iPad platform” (p. 53). The FarFaria application (see Figure 2 below) contains more than 450 preinstalled songs and captivating that encourage special educational needs student to read, and five additional stories are added to the collection every week. As Hamilton emphasizes, “FarFaria enables teachers and parents to encourage an enjoyment of reading for all children” (2014, p. 54).
Figure 2. Sample FarFaria interface
Source: https://www.farfaria.com/assets/home_devices-aeae952fc490f635400f3585d 932183e.jpg
Moreover, downloaded stories and songs are also available on the FarFaria platform when the system is offline, overcoming many of the challenges that face classroom teachers today.
Besides reading technologies, there are a number of applications available that can help special educational needs student with math (Roman, 2016). For example, the “Real World Math” program for special needs students is available from PCI Educational Publishing for around $80 (see Figure 3 below).
Figure 3. Real World Math application from PCI Educational Publishing
Source: https://images.schoolspecialty.com/images/1473869_A_F168BCBDD5C9431 AB71B8ADEDACF26A3.jpg
Likewise, other vendors have recognized the need for specialized technologies for the special educational needs classroom and have developed interactive platforms that are designed to engage young learners and help them achieve the common core standards that are in place in many states today. In this regard, Shack (2014) reports that, “Goalbook Toolkit is designed to help special education teachers design unit and lesson plans for diverse students. The platform provides instructional resources for teachers, categorized by standard, age, skill set, and a variety of other criteria” (p. 18). In addition, the Goalbook Toolkit features customizable individual education plans for special educational needs students including the use of Universal Design for Learning teaching strategies (see Figure 3 below) (Shack, 2014). Some of the more attractive features of the Goalbook Toolkit include its ease-of-use and intuitive interface that even novice students can readily navigate (Shack, 2014). The “wizard” that is used in this application also allows new users to browse the content and revisit information they need to review (Shack, 2014).
Figure 3. Vocabulary preview featured in the Goalbook Toolkit application
Source: https://goalbookapp.com/wp-content/uploads/2014/08/Screen-Shot-2014-08-19-at-2.48.50-PM.png
The Goalbook Toolkit also has several useful features that can benefit special educational needs students, including those set forth in Table 1 below.
Table 1
Adaptation features of the Goalbook Toolkit
Feature
Description
Clarify vocabulary and symbols
Rather than students beginning by reading the full text, they can benefit from the domain-specific vocabulary being defined first. Many historical and technical texts have words that students may not use in their everyday life so a lesson about these words can aid comprehension.
Vary the methods for response and navigation
Instead of writing a short answer or selecting from a list of multiple-choice answers, teachers can sequence a set of picture/photograph cards representing events from the historical text. Difficulty can be varied by increasing or decreasing the number of cards to be sequenced.
Vary demands for resources to optimize challenges
Instead of students reading through the entire text at once, some students may benefit from the text being chunked into smaller logical sections. Comprehension questions can immediately follow the reading of a chunk. Breaks can be used between chunks to manage students’ frustrations. Reading can be a difficult activity for many students and the ability to take breaks through an activity can help them develop internal control
Source: Adapted from Goalbook Toolkit overview, 2018, para. 4
As noted above, though, technologies do not necessarily have to be specifically designed for special educational needs students and many of the applications that are currently available can be used to good effect. For example, one special educational needs teacher reports achieving especially significant results simply by using PowerPoint presentations that codify the coursework so students can review it at their convenience (Barnes, 2009). In this regard, Barnes (2009) emphasizes that, “The PowerPoint presentations have proved useful for my special-needs students.. Each instructional step includes pictures that help students follow along. These tutorials are an easy review for tests. Since students can access them from any computer, they can use these tutorials in the resource classroom to study for a test” (p. 45).
Besides the conventional applications that are readily available, some of the other technological tools that are being used in special educational needs classrooms also include the following:
· SMART Notebook Software;
· HP Revolve laptops;
· HP Laptops;
· Scholastic Software to include the following: SRI, SMI, Fastt Math, Fraction Nation, System 44;
· AMD Radeon HD8730A;
· NEC Multi-Touch Displays;
· Solidworks CAD design software;
· Arduino Software;
· Python programming language;
· TeXstudio;
· FUSION;
· Autodesk inventor 3D CAD software;
· CatalystEX;
· Meraki MS220-48LP PoE Switches;
· Cisco Aironet WAPs;
· MakerBot Replicator 2X;
· SMART Board 8070i Adaptive Keyboard;
· NEO 2 writing devices;
· Phonak Dynamic SoundField systems;
· Phonak FM transmitter with ear-level receivers; and,
· SMART Boards with document cameras (Zuger, 2015).
Taken together, it is clear that the use of technology in the special educational needs classroom has received a significant amount of attention from both educators and vendors and the possibilities of expanding these uses appears to be only limited by the imagination of teachers.
Chapter 3- Methodology
As noted in the introductory chapter, this grant proposal focused on developing timely and informed answers to a series of research questions which are reiterated below with a description concerning how they will be achieved.
1. How is technology currently being used to facilitate learning by special educational needs students? This step will be accomplished through a systematic review of the relevant literature concerning how special needs educators are currently using technology in their classrooms.
2. How do special educational needs student perceive the introduction of technology into their classrooms? This step will be accomplished by surveying special educational needs teachers to obtain their empirical observations concerning how their students view technology in their classroom.
3. What are some of the best practices and lessons learned from the use of technology in special educational classrooms? This step will be accomplished using the above-mentioned systematic review of the relevant literature.
4. How can this information be used to identify grant opportunities for technology in the special education classroom that will be approved? Finally, this step will be accomplish by reviewing similar grant proposals and developing a unique grant proposal that will be approved by federal or state funding authorities.
Chapter 4: Findings
One of the most challenging aspects of submitted and receiving approval for special educational needs grants is developing accurate cost estimates and supporting rationale for their implementation. For example, according to Tkatchov (2018), “Grant applications require detailed plans and cost estimates so planning ahead is essential to meet requirements” (p. 3). Some useful guidance for this purpose is set forth in Table 2 below.
Table 1
Steps to developing a viable special educational needs grant proposal
Step
Description
Align the grant proposal with the school or district’s mission and goals
Starting with a clear vision of the organization’s mission will help to look for grant funders with common goals. It is essential when writing the grant proposal that the organization’s mission and goals are articulated and align with the grant funders.
Define the problem or need that is affecting students’ educational access and opportunities
Delineate the intention of how the grant funds will be used to address the problem or fulfill the need for students’ benefit. Not only will clearly defining the problem or need early in the process provide a focus for the grant search, it will also provide a head start on refining your problem statement of need for the grant proposal. Grant funders want to see that solutions for potential problems are relevant, practical and achievable.
Estimate the amount of funding needed for your project.
Knowing how much funding is needed ahead of time will help to narrow the scope of the grant search. If a grant opportunity does not provide enough funding or the amount offered is far greater that what is needed, then the search is continued. Depending on the requirements of the grant, a budget may need to be included in the grant proposal. Having a team member who understands and has experience with budgets and procurement will help to show the grant funder that the proposal has been thoroughly researched and the plan is financially attainable. Only ask for what is needed, as packing a grant request with non-essential items might be the reason the grant funder decides to decline.
Determine your school or district’s capacity for a new program or project implementation
What can the organization realistically handle? Are all potential stakeholders represented able to provide a complete picture of your organization’s capacity for growth or change?
Identify preparation responsibilities
Provide data to support your grant proposal. Who will collect the necessary data? Who will obtain necessary permissions (from administration, the school board) to seek grant funding? Who will make initial contact and establish a relationship with the grant funders when the time comes?
Source: Adapted from Tkatchov, 2018, pp. 2-3
In order to satisfy these requirements, the findings that emerged from the review of the literature and survey of special educational needs teachers are presented below.
1. How is technology currently being used to facilitate learning by special educational needs students? The research was consistent in showing that even technology that is available in the public domain can be used to good effect in the special educational needs classroom. Moreover, most of these young learners have grown up with the Internet and technology at home, and they not only want but expect to be able to use this skill set in their classrooms.
2. How do special educational needs student perceive the introduction of technology into their classrooms? The research was absolutely consistent in emphasizing that special educational needs students readily welcome the introduction of technology into their classrooms and these tools not only facilitate learning, they demonstrate the school district’s commitment to providing the high quality educational services these students need to achieve their full academic potential.
3. What are some of the best practices and lessons learned from the use of technology in special educational classrooms? Although the introduction of technology into special educational needs classrooms remains a work in progress, the research also showed that there is no “one-size-fits-all” solution and tailoring technologies to the unique needs of students is an essential element for success. In addition, it is also important to remain focused on developing a classroom environment that is conducive to learning rather than creating a classroom filled with technological toys that do little to motivate students.
4. How can this information be used to identify grant opportunities for technology in the special education classroom that will be approved? OMB Form Number 4040-0004, “Application for Federal Assistance” (see proforma copy at Appendix A) can be used to request federal funding for these types of initiatives.
Chapter 5- Conclusion, Limitations and Recommendations
Conclusion
The overarching finding that emerged from the research was the fact that technology is being applied in the special educational needs classrooms in a number of innovative ways that have proven effective in helping these young learners achieve their full academic potential. Another noteworthy finding was that these technologies do not necessarily require enormous investments in time and money which are by definition scarce. In addition, it is reasonable to conclude that young people who have grown up with technology in their homes are not only able to use these tools in their classrooms, they want and expect to use them as well. Moreover, many of the technological tools that are specifically designed for educational use are particularly valuable for special educational needs classrooms. Based on the findings that emerged from the research, it is also reasonable to conclude that special educational needs teachers who fail to take the initiative and seek funding for technology in their classroom are doing their students a disservice. In fact, special educational needs teacher should regard the grant-preparation and submission process as an ongoing need that requires both diligence and thoughtful analysis in order to succeed.
Limitations
Although there is a general consensus that the introduction of technology in the special educational needs classroom represents a valuable enterprise, there remains some debate concerning how best to implement these solutions and achieve optimal academic outcomes for special educational needs students. Grant proposals such as this one, however, provide a useful snapshot of current applications that can be used for future research.
Recommendations
Based on the findings that emerged from the secondary and primary data collected for this grant proposal, the following recommendations are provided:
1. Develop broad-based support for the introduction of technology into the special educational needs classroom by communicating the need for and the importance of these initiatives to all stakeholders, including most especially school district administrators, parents and students.
2. Contact commercial vendors of appropriate technology tools to determine precise pricing and training requirements (as well as any discounts that may be available), if any, for inclusion in a grant proposal.
3. Perform the due diligence needed to develop a grant proposal that includes accurate pricing, emphasizes the need and specifically explains how the grant funds will be used to benefit special educational needs students.
4. Review other grant proposals for similar initiatives that have received approval and were subsequently funded.
5. Do not give up! Receiving grant approval can be a daunting endeavor and perseverance is essential.
References
Barnes, N. S. (2009, September). Embracing new technology ... or how a computer program changed my life. Arts & Activities, 140(1), 44-47.
Children and youth with disabilities. (2018). U.S. National Center for Education Statistics. Retrieved from https://nces.ed.gov/programs/coe/indicator_cgg.asp.
Goalbook Toolkit overview. (2018). Goalbook Toolkit. Retrieved from https://goalbookapp. com/toolkit-info/.
Hamilton, K. (2014, Winter). Reaching readers through technology: A review of FarFaria.com. Delta Kappa Gamma Bulletin, 80(2), 52-55.
McCrea, B. (2014, June). Eight great tools for classroom presentations: Teachers are pairing hardware and software to create lessons that engage students and inspire collaboration. Technological Horizons In Education, 41(6), 20-24.
Nieves, K. (2016, November 6). Using technology to empower students with special needs. Edutopia. Retrieved from https://www.edutopia.org/article/empowering-special-education-students-technology-kathryn-nieves
Roman, H. T. (2016, September). The math card game challenge. Technology and Engineering Teacher, 76(1), 38-40.
Shack, K. (2014, June). Goalbook Toolkit. Technology & Learning, 34(11), 18.
Special education needs. (2018). U.K. National Institute of Education. Retrieved from https://www.nidirect.gov.uk/articles/what-are-special-educational-needs.
Tkatchov, O. (2018). White paper: Grant-seeking advice for proactive educators. n2y. Retrieved from https://www.n2y.com/wp-content/uploads/gated-content/Grants-White-Paper.pdf.
Zuger, S. (2015, May). The sights and sounds of tech success. Technology & Learning, 35(10), 22-25.
Appendix A
Proforma Copy of Grant Proposal Form