Using Technology with Students with Mild Disabilities: A Review of Literature
Cindy L. Anderson, Roosevelt University, United States ; Susan Cherup, Hope College, United States ; Kevin M. Anderson, Oak Park District 97, United States
CITE Journal Volume 9, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This article presents a review of the research on technology integration in the area of literacy for individuals with mild disabilities. It describes relevant legislation, including how special education technology is impacted by the No Child Left Behind Act (2001). Included studies focus on research in the core content areas of reading and written language most likely to impact inclusive classrooms. In the area of reading, research has investigated such technologies as the use of computer-assisted instruction and text-to-speech synthesis in reading instruction. Written language research in special education technology has studied the use of word processors, text-to-speech synthesis, word prediction, and spelling and grammar checkers.
Anderson, C.L., Cherup, S. & Anderson, K.M. (2009). Using Technology with Students with Mild Disabilities: A Review of Literature. Contemporary Issues in Technology and Teacher Education, 9(3), 337-355. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2009 Society for Information Technology & Teacher Education