Technology in Special Education: Impact, Tools, and Equity

Introduction: Technology and Education

There has been a fundamental change in almost all aspects of our lives brought about by computer technology and the spread of digital media. Educationalists also agree that this development in technology has left an undeniable mark on the process of education reform (U.S. Department of Education, Office of Educational Technology, 2010). Researchers further agree that technology has the ability to help students improve and enhance knowledge and skill acquisition. This, they argue, can be achieved through learning with and about technology, which has become essential for students in 21st-century society and the workforce to gain the competencies needed to perform well (Chen & Hwang, 2014). Additionally, student-centered learning can be well supported by technology, since it is intrinsically motivating for many students and can be easily customized.

Academicians and researchers have defined technology as an articulation of a craft — one that deals with the branch of knowledge that helps in the creation and use of technical means, in constant interrelation with life, society, and the environment, drawing from subjects such as industrial arts, engineering, applied science, and pure science (Floyd, 2011). Technology can assume a number of forms in the classroom, from the low-tech pencil, paper, and chalkboard to more sophisticated uses of presentation software, or the high-tech use of tablets, online collaboration tools, and conferencing platforms. The latter technologies allow students and teachers to make use of virtual classrooms — something that had never been possible before. In short, the type of technology used in a classroom depends on what one is trying to achieve (Patti & Vince Garland, 2015). Many researchers are of the opinion that technology in education is one of the key factors that can, and has to some extent, brought about radical changes to the formal educational system (Shehnaz & Sreedharan, 2010).

This has also led to the perceived enhancement of technology use in the classroom for special education to a greater extent compared to regular classrooms (Boonmoh, 2012). Since modern technologies are customizable and can be altered to suit particular needs, they can be adapted to address the needs of students with different types of disabilities (Saxena, 2016). A student with special needs may suffer from a variety of learning disabilities, including impairments in reading, mathematics, or other subjects. Intellectual disability, language comprehension problems, and emotional, hearing, or visual disorders are among the other special needs of such students.

The types of assistive technologies that help students with special needs include computer software, communication devices, display aids, and learning-enhancement devices. Technology is also adapted to suit the degree of challenge faced by special needs students. For example, students with a mild cognitive disability in reading are helped by reading-skill software and technologies such as text-to-speech products and interactive storybooks. On the other hand, voice recognition software and word-prediction tools are often used for students with writing impairments.

In a survey conducted by Marino, Israel, Beecher, and Basham (2013), which examined perceptions among middle school students across 14 states in the U.S., a significantly high number of students preferred the use of virtual learning environments over and in addition to traditional instructional methods such as class discussions, reading, and labs (Marino, Israel, Beecher, & Basham, 2013). The authors explain that traditional learning methods can exacerbate difficulties in reading and writing skills because they rely heavily on those skills alone, thereby negatively impacting content instruction. However, even though the efficacy of mobile devices and apps in learning is still an emerging area of research according to Nordness, Haverkost, and Volberding (2011), there is some evidence that these technologies are helpful for students with disabilities and special needs who are at risk of learning failure.