In Special Education, The Use Of Technology Is A Necessity ✓ Solved

In special education, the use of technology is a necessity in e

In special education, the use of technology is a necessity in every classroom. Such technology can take the form of digital resources (high tech) or other non-digital tools (low-tech). Teachers must take the time to be comfortable with the use of both types of technology in their lessons and instruction. While it does not replace quality instruction from the teacher, technology can enhance concepts and make the curriculum more accessible for the students. Select either an elementary or secondary school context and create an 8-10 slide digital professional development presentation for school staff about high-tech and low-tech tools that can be used to enhance math instruction and assessments for students with disabilities. Technology tools should also be useful when teaching Arizona or another state’s standards from the Geometry domain and can include apps, videos, websites, etc. The technology selected should be developmentally appropriate for the school level selected. The presentation should include the following: A detailed description of each technology tool An explanation of how each technology tool is useful for teaching to the geometry standards with specific examples An explanation of how each technology tool can be used to differentiate instruction and assessments for students with disabilities Presenter’s notes, title slide, and reference slide Support your presentation with 1-2 scholarly resources. While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines.

Paper For Above Instructions

Introduction

The integration of technology in special education is vital for supporting the diverse learning needs of students, particularly in enhancing math instruction. In this digital professional development presentation, we will explore various high-tech and low-tech tools that can be employed to improve geometry instruction for students with disabilities in an elementary school context. This presentation will cover a range of resources, their application in meeting state standards, and strategies for differentiating instruction to accommodate individual learning requirements.

High-Tech Tools

1. GeoGebra

GeoGebra is an interactive geometry, algebra, statistics, and calculus software that allows students to visualize mathematical concepts. This tool is beneficial for teaching geometry as it engages students through dynamic visualizations and manipulations of geometric figures. For instance, when teaching about properties of shapes, students can use GeoGebra to construct various polygons and see how their properties change as they manipulate the vertices. This visual aspect is particularly helpful for students with disabilities, as it caters to different learning styles and allows for hands-on exploration of mathematical concepts.

2. Kahoot!

Kahoot! is a game-based learning platform that can enhance student engagement while assessing their understanding. Teachers can create interactive quizzes that focus on geometry standards, such as identifying angles or classifying shapes. The competitive game format can motivate students with disabilities and foster collaborative learning environments. By utilizing real-time feedback, educators can quickly gauge student understanding and adjust their instruction accordingly.

3. Manipulatives Apps (e.g., Base Ten Blocks)

Various apps, like Base Ten Blocks, allow students to interact with virtual manipulatives that represent geometric concepts. These apps help in teaching area, perimeter, and spatial reasoning by enabling students to visualize and manipulate objects. For example, students can explore area by filling rectangles with unit squares, allowing them to comprehend the concept of area while making the process tactile through interactions. This adaptability makes them suitable for students with various disabilities, as they provide multiple means of representation.

Low-Tech Tools

1. Pattern Blocks

Pattern blocks are physical manipulatives that can be used to teach geometric concepts such as symmetry, congruency, and tessellations in a hands-on manner. Through activities that involve creating shapes and designs, students can understand spatial relationships while also engaging in fine motor skills. For instance, students might use pattern blocks to create a hexagon and then explore how many triangles can fill this figure. This type of kinesthetic learning is effective for students with disabilities who may benefit from more tactile and visual forms of instruction.

2. Math Journals

Math journals serve as an excellent low-tech option where students can document their understanding of geometry concepts through drawings, written explanations, and math problems. Writing down their thought process helps cement their learning and provides a reflective tool for teachers to assess student understanding. This approach can assist students with disabilities by allowing alternative means to express their understanding of geometric principles, catering to their individual learning preferences.

3. Graph Paper

Using graph paper can aid students in visualizing and creating geometric shapes accurately. For example, students learning about coordinate planes can plot points and draw shapes on graph paper, thus reinforcing their understanding of the Cartesian coordinate system. This tool is particularly effective for learners who need structured support when working with shapes and their dimensions. Integrating graph paper activities can differentiate instruction according to student needs, providing a scaffolded approach to geometry tasks.

Differentiating Instruction and Assessments

Each of the aforementioned tools can be utilized to accommodate diverse learning needs among students with disabilities by providing multiple ways to engage with geometry standards. High-tech tools such as GeoGebra and Kahoot! allow for visual and interactive experiences, which can be particularly beneficial for students who struggle with traditional methods of instruction. Meanwhile, low-tech tools like pattern blocks and math journals offer tactile and reflective opportunities, respectively, enhancing understanding through hands-on experiences. By incorporating these tools, educators can create inclusive classrooms that acknowledge and celebrate the varying degrees of ability among students.

Furthermore, these tools can be adapted for assessments. For instance, visual aids from GeoGebra can help students demonstrate their understanding of geometry concepts in assessments, while math journals can serve as a platform for students to articulate their problem-solving strategies. By allowing students to choose how they demonstrate understanding, educators foster a sense of agency and encourage deeper comprehension of geometric principles.

Conclusion

In conclusion, the integration of both high-tech and low-tech tools in the teaching of geometry not only enriches the educational experience for students with disabilities but also ensures that instruction is aligned with state standards. By equipping educators with the knowledge and resources to effectively utilize these tools, we can create a more accessible learning environment that promotes success for all students. As we move forward, it is imperative to continuously explore and implement innovative approaches that harness the power of technology in special education.

References

  • Chen, C. H., & Chang, C. H. (2020). The effect of mobile learning on students’ learning outcomes in mathematics. Computers & Education, 148, 103798.
  • Holloway, K. J., & M.n Sousa, V. (2019). Teaching mathematics to students with learning disabilities: A review of effective practices. Learning Disabilities Research & Practice, 34(1), 7-20.
  • Kim, Y., & Noh, J. (2019). The effects of math journaling on students’ math achievement and motivation. Journal of Educational Research, 112(1), 1-12.
  • Mercer, C. D., & Miller, S. P. (2019). Special education: A practical approach for teachers. Upper Saddle River, NJ: Pearson.
  • Pennisi, L. (2018). Technology integration in special education. Teaching Exceptional Children, 50(3), 143-150.
  • U.S. Department of Education. (2022). The condition of education 2022. National Center for Education Statistics.
  • Richardson, J. C., & Ice, P. (2020). Technology use in higher education: A review of the literature and implications for practice. Distance Education, 41(1), 1-22.
  • Kershner, R. (2018). Inclusive pedagogy: A systematic literature review. Research Papers in Education, 33(3), 298-318.
  • Reddy, L. A., & Dudek, C. (2020). Addressing math difficulties in early elementary students: Practices and recommendations. Journal of Learning Disabilities, 53(3), 205-217.
  • Martin, C. (2021). Enhancing mathematics learning for students with disabilities through digital tools. Journal of Educational Technology & Society, 24(2), 89-101.

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