Accomodating the disabled in technology education
The pacing and literacy demands have the "potential to exclude persons with disabilities who may [have] benefitted from Web-based or distance learning" (Cook).
From an idealistic standpoint, as educators, we should be ethically motivated to help all our students tap into their potential, and not simply those who can already succeed within the standard academic paradigm.
The Technology-Related Assistance for Individuals with Disabilities Act (Tech Act, updated 1994) promotes "specially designed devices and accommodations meant to empower persons with disabilities" (qtd. Reflecting this same empowerment of SLD students, the United States Department of Justice stated that ADA requires that "entities that use the Internet for communications regarding their programs, goods, or services must be prepared to offer those communications through accessible means" (qtd in Buargstahler).
Both promote educational technology as a resource to accommodate SLD students.
He stares at the books for a minute, turns to face the class, and announces, as if he had just awakened: "I just dropped my textbooks in the library return chute." He turns and runs back out again to few muffled titters from the class.
This was not the only disruption with Albert that semester.
This clarification, by virtue of the universal-design principle, will benefit not only the SLD student but other students in the class as well.Some technological resources include specific assistive devices for SLD students and are offered through campus support services.However, many technology resources standard to most computer classroomsword processing, Internet use, Power Point, and other types of multimedia may benefit SLD students with only slight modifications.In postsecondary education, we must address the challenge of helping SLD students discover different methods of learning without dramatically restructuring our courses.
Whether in the English classroom, in the lab, on the web, or via distance learning, faculty can meet each students differing learning needs by assessing needs and then implementing accommodations.He's holding two library books in his hands like someone holds a food tray. I'm trying not to draw attention to him, so I continue my instructions and avert my gaze.