Consideration needs to be given to the effect that technology has on learning for children in exceptional education. I recently found an article that reveals where our path should be leading us; telling the results of research that investigates how these students respond to technology. Through documented practice and referenced research, these four gentlemen confirm what I am seeing in my own classroom… The students with disabilities are able to be more successful learners through computer-based learning. So much of being able to teach the students with moderate to severe disabilities is keeping them focused. For students with visual handicaps the auditory portions must be exciting and poignant. For students with short attention spans, whether it is due to ADHD, ADD or cognitive or processing delays perform better when information is presented in a manner that is brief, simple but colorful. Langone and his co-authors discuss how using simulated settings such as in the classroom or in a grocery store can help these students to process information that is crucial to their survival in the real world. This form of interactive technology offers an outlet for allowing the students learn transitioning, life skills and other important life skills. Interactive technology allows students to learn in an environment that does not jeopardize their safety if they fail. It also cuts down on the expense accrued by community and classroom based learning. The main source of research for this article is a project identified as Project Shop. This is a CD-ROM that features simulated learning, teaching these high risk students how to shop for themselves in the community. In the article, they compare situated learning to simulated learning. The article reveals that the important connection between situated learning and simulated learning, and their ability to be successful can be attributed to target stimuli. A group from Vanderbilt University has introduced Anchored Instruction which applies situated learning into simulated presentations which is hopeful to help students with disabilities to learn problem solving skills and how to process higher order thinking. I am anxious to study this article further and look into the many articles used as resources for producing this journal entry.
Langone, J, Clees, T, Rieber, L, & Matzko, M The Future of Computer-based Interactive Technology for Teaching Individuals With Moderate to Severe Disabilities: Issues Relating to Research and Practice. JSET ejournal, RetrievedMarch 19. 2008, from http://jset.unlv.edu/18.1/langone/first.html.
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Simulation in learning has a unique place with these types of students. We already know that simulation is widely used in the nursing field as an educational model. It originally grew out of the need to demonstrate skill proficiency before going into hospitals and the increased competition for clinical venues. But a funny thing occurred, educators discovered that it was also a safe environment to make mistakes in and learn from them. Skills such as critical thinking and putting together complex information can be learned in a safe effective environment.
http://www.psqh.com/marapr05/simulation.html
Simulation is ideal for my students. Since most of them will never receive a standard high school diploma, academia needs to focus on life skills. Life skills are not something that you want them to learn by trial and error in the real world; its too dangerous. Simulation allows them to pretend and to safely learn from their mistakes or to practice the skills without risk of embarrassment or a blow to their self esteem.
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