special+education

Teachers educate in a 1.0 world; students live in a 2.0 world. Bridging the technology gap has become more complex and more essential than at any other time in history. This fact is especially true for students with mild to moderate disabilities who may benefit from multimodal learning opportunities offered by low tech, widely available computer programs, and software (Blankenship, 2005; Chan & Black 2006). Teachers have a responsibility to not only learn about existing technology that may benefit their students, but also become skilled at how to use technology in a manner that promotes enhanced learning opportunities for all students. According to The Education for All Handicapped Children Act (EHCA) established in 1975 (PL94-142), students with disabilities have a right to a Free and Appropriate Education (FAPE) in the Least Restrictive Environment (LRE). The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (PL 108-446) requires teachers to educate all students with disabilities to the maximum extent appropriate in the least restrictive environment . According to Wrightslaw (2007), the current FAPE regulations advance a clear and distinct mandate to schools; students with disabilities have the right to learn challenging curriculum in a collaborative environment with their non-disabled peers. The literature revealed that the effective integration of instructional technology may enhance academic instruction, promote self-directed learning for students with disabilities, and teach collaborative social skills in an authentic learning environment (Agran, Blanchard, & Wehmeyer, 2000, Lee & Vail, 2005). This fact is particularly important for students with mild to moderate disabilities who often become easily distracted and disengaged in the learning process through traditional teaching methods (Blankenship, et al 2005).