Heidi Levine-Shtern
Action Research Paper
Introduction:
ED 585, Fall 2012
December 12, 2012
Over the past 8 years I have been an Educational Coordinator for the Segula program.
This program integrates students with special needs into the regular Jewish Day School classroom. Part of my job is to modify the curriculum to better meet the student’s learning needs and to try to support the classroom teacher in the inclusion process. Technology should be a big part of this process.
In today’s classrooms, most teachers can expect to have students with learning disabilities in their classrooms. Both public and private schools are required by federal law to ensure that those students are getting the same quality of education as nondisabled students.
This can present a challenge to both teachers and administrators (Dessoff, 2008). Technology could be used as a support to help ease this process, however in most of the classrooms that I encounter, technology is either not used at all, or is not used well, and therefore hinders the student from excelling, not to mention that the teacher is not always properly meeting their academic needs.
Therefore I propose that the Segula and Day School administrations consider new ways to successfully incorporate technology into the inclusive classroom which can better support learners with special needs and their typical peers. This goal really stems from many parts of the Essential Conditions to effectively leverage technology for learning, and those conditions
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must be considered and embraced by these administrators in order to have successful technology in the inclusion classroom.
Rationale & Research:
After speaking with various administrators, teachers, and Segula personnel, I have come up with the following reasons as to why technology is not properly integrated into the classroom:
 Lack of teacher, (and administrator), training in technology and in curriculum modification.

Lack of funding for training, and lack of funding for technology.

Not enough tech support.

Lack of skilled technology personnel.

Negative attitudes about embracing technology in the classroom.

No or little administrative support.

Not enough time.
Each of these points are a large problem in and of themselves and are not all going to be solved at once. However, I am proposing that we tackle the idea of a shared vision of technology in the inclusive classroom. This mostly speaks to the attitudes of administrators and teachers when it comes to embracing the idea of technology, and actually attempting to engage
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in the process of it. This shared vision must include a plan that covers appropriate professional development and implementation of technology integration.
More children with disabilities are being served in inclusive settings and are expected to compete with their peers academically (No Child Left Behind Act of 2001). Technology can serve as a means to increase outcomes for students with disabilities, yet teachers report minimal training on how to use advanced technology (Whitby; Leininger; Grillo, 2012). This is a large part of the problem.
I feel that one of the first technological advances that should be tackled is one that can directly support the group of adverse learners in the classroom. That would be the use of
Assistive Technology. Assistive Technology (AT), is a variety of devices and technologies that provide media access for learners with disabilities. It includes a broad range of multisensory products, tools, and services. It can be extremely effective because it can allow the student more independence in the classroom, and a stronger sense of self-reliance (Dessoff, 2008).
I often think that many teachers are reluctant to try AT because it sounds complicated and time consuming, but the truth is that these are small and easy adjustments that can be made for either the individual learner or for the classroom. If teachers are presented with the right tools, then implementing their use might not be so hard (Judge, Floyd, & Jeffs, 2008).
The “tool kit” concept supports this idea, in addition to tackling the “lack of training and awareness” problem. While the use of AT is increasing, the lack of awareness and the lack of training continue to act as major barriers to providers using assistive technology (Judge, Floyd,
& Jeffs, 2008).
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Therefore a tool kit is something that can be easily assembled and implemented by professionals. It would play the role of AT by involving multi-sensory needs, communication, and interaction with the materials. It also offers strategies on how to implement the devices.
This is a perk since there is often little or no tech support in many classrooms (Puckett, 2005).
David Dikter, executive director of the Assistive Technology Industry Association says:
“The technologies that have been developed over the past 20 years for these students are dramatic, and the opportunities to use them are huge (Dessoff, 2008).” The uses of these technologies have grown immensely in the past 2 to 3 decades. It is so shocking to me that they are not utilized properly in more of our classrooms – if at all.
Many of the buildings that I visit regularly have technology available for classroom use, however there are only a handful of teachers who use them and who know what they are doing. It is such a shame to have such sophisticated equipment readily available and not being utilized to its full capacity.
Another small technological support that can have a huge impact is the use of webbased assessments. They can be easily accessible and can be managed directly by the students which can also help with teachers time constraints. We know that it is extremely important that we take assessments that can show student growth. Ongoing data is imperative for successful learning (Goo, Watt, Park, & Hosp, 2012). We are teaching children – shouldn’t the curriculum be centered around them?
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Literature Review:
 Whitby, P. J. S., Leininger, M. L., , & Grillo, K. (2012). Tips for Using Interactive
Whiteboards to Increase Participation of Students With Disabilities. Teaching
Exceptional Children, 44(6), 50-57.
Technological activities may be a means of increasing the quality of life for many students with disabilities, therefore this practice should be utilized to increase participation and academic engagement. These concepts align with the implementation planning and equitable
access conditions. The appropriate use of the smart boards infuses information and helps to develop student learning.

Judge, S., Floyd, K., , & Jeffs, T. (2008). Using an Assistive Technology Toolkit to
Promote Inclusion. Early Childhood Education Journal, 36(2), 121-126.
This article proposes that a “tool-kit” may help with the lack of training of teachers in
Assistive Technology. It comes with implementation tools and explanations all ready to go.
This aligns with the technical support condition as it supports the teacher and enables her to utilize the technology to support the learner. The tool-kit is also centered around the student’s learning needs, and therefore covers the student-centered learning condition as well.
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
Dessoff, A. (2008). Resources to Support Disabled Learners. District Administration,
44(6), 49-52.
This article supports the shared vision and the supportive external context conditions as it points out the 2004 amendment to the Individuals with Disabilities Education Act (IDEA) which is the National Instructional Materials Accessibility Standard (NIMAS). NIMAS guides the production and electronic distribution of curricular materials in accessible versions for students.
This includes things like digital talking books, handheld devices, computer software, and visual tools. These tools make a huge difference in students achievements in curriculum and learning development.
This article also supports the student-centered learning and equitable access conditions.
Dessoff outlines how Assistive Technology can address many types of learning difficulties in the classroom.

Puckett, K. (2005). An Assistive Technology Toolkit: Type II Applications for Students
with Mild Disabilities. Computers in the Schools, 22(3/4), 107-117.
The idea of a tool-kit is represented in many articles, addressing the need for proper technology support for students with special learning needs in inclusive classrooms. The article helps to identify which AT tools are appropriate for different levels of functioning.
Implementation planning and student-centered learning are the most prevalent conditions present in this article, but the tool-kit also speaks to shared vision and tech support.
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
Goo, M., Watt, S., Park, Y., , & Hosp, J. (2012). A Guide to Choosing Web-Based
Curriculum-Based Measurements for the Classroom. Teaching Exceptional Children,
45(2), 34-40.
Teachers can then use the curriculum-based assessments to better gage student’s knowledge levels, and essentially better meet their individual needs. This speaks to the assessment and evaluation condition which is essential for successful technology in the classroom – especially for special needs learners.

Specht, J., Howell, G., , & Young, G. (2007). Students With Special Education Needs in
Canada and Their Use of Assistive Technology During the Transition to Secondary
School. Childhood Education, 83(6), 385-389.
This article speaks to AT centered around the student’s transition needs. Again, focusing on student-centered learning.

Lintz, J. (2004). CNC Technology Brings Out Hidden Talents in Disabled Children. Tech
Directions, 64(4), 19-21.
This school discovered talents in their special needs students through the use of computer generated power tools which allowed students to create projects which would otherwise only be achieved by experienced craftsman. Students felt empowered and accomplished.
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This story shows how you can have success when a school’s technology integration is done through student-centered learning and equitable access conditions.
 O'Brien, C., Aguinaga, N. J., Hines, R., , & Hartshorne, R. (2011). Using Contemporary
Technology Tools to Improve the Effectiveness of Teacher Educators in Special
Education. Rural Special Education Quarterly, 30(3), 33-40.
This article highlights some of the recent technological developments that are helping to train special education teachers. However, these developments can be overwhelming for teachers who may be reluctant to break away from traditional teaching methods. Instead of focusing on the burden of ever-changing technology, the authors highlight technology tools that make the efforts of teachers and administrators in special education more effective, looking at the positive elements of technology in teaching, and offering a proactive perspective on technology integration.
The ideas in this article aligned with the implementation planning, technical support, and curriculum framework conditions.
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Objectives:
Our objectives for technology integration to support the inclusion classroom model will be:
 Create a shared vision and mission statement on integrating technology into the curriculum.
 Create and implement classroom “tool-kits” for teachers of Segula students.
 Integrate Assistive Technology into lesson plans and curriculum guidelines.

Develop web-based assessments to manage student progress.

Support teachers use of technology integration through professional development and tech support.
Conclusion:
When educators and administrators have a shared vision on how technology could work, focus that vision to truly meet the student’s needs, and engage those students appropriately; then technology can enhance the inclusion model. (Goo, Watt, Park, & Hosp,
2012). It can allow the classroom curriculum to become more accessible for the student with special needs which is our ultimate goal.
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References:

Whitby, P. J. S., Leininger, M. L., , & Grillo, K. (2012). Tips for Using Interactive
Whiteboards to Increase Participation of Students With Disabilities. Teaching
Exceptional Children, 44(6), 50-57.
 Judge, S., Floyd, K., , & Jeffs, T. (2008). Using an Assistive Technology Toolkit to Promote
Inclusion. Early Childhood Education Journal, 36(2), 121-126.

Puckett, K. (2005). An Assistive Technology Toolkit: Type II Applications for Students with Mild Disabilities. Computers in the Schools, 22(3/4), 107-117.
 Specht, J., Howell, G., , & Young, G. (2007). Students With Special Education Needs in
Canada and Their Use of Assistive Technology During the Transition to Secondary
School. Childhood Education, 83(6), 385-389.
 Goo, M., Watt, S., Park, Y., , & Hosp, J. (2012). A Guide to Choosing Web-Based
Curriculum-Based Measurements for the Classroom. Teaching Exceptional Children,
45(2), 34-40.

Dessoff, A. (2008). Resources to Support Disabled Learners. District Administration,
44(6), 49-52.

Lintz, J. (2004). CNC Technology Brings Out Hidden Talents in Disabled Children. Tech
Directions, 64(4), 19-21.
 O'Brien, C., Aguinaga, N. J., Hines, R., , & Hartshorne, R. (2011). Using Contemporary
Technology Tools to Improve the Effectiveness of Teacher Educators in Special
Education. Rural Special Education Quarterly, 30(3), 33-40.
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