Journal #4 "One Size Never Fits All"

Courduff, Jennifer. (June/July 2011). One size never fits all. Learning & Leading with Technology,38(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2011.aspx

The article addresses the emergence of technology integration for students with special needs or exceptional students. In the past, most of the technology training and integration at Etiwanda School District in California focused on general education. Teachers were trained on various programs and tools that engaged students and facilitated learning, critical thinking, and creativity, such as Intel Teach to the Future program, digital-story telling, e-portfolios;and the integration of emerging technologies (Whiteboards and student response systems) to the curriculum. However, technology training and integration did not take into account special education students, thus a program was developed. Courduff describes how at Etiwanda committed special education teachers have been trained to use technology resources that can help address curricular areas of need by using "nontraditional fixes"; and how this has helped exceptional students achieve their Individualized Education Program (IEP) goals while also giving them self-worth and motivation. The program, using a Community of Practice Model which allows a scaffolded learning approach, provides Special Ed teachers with a technology kit(AssistiveTechnology)  that includes a resource binder, headset microphones, Fusion Writers, and other interactive tools. The program is set up in tiers that progressively trains them to incorporate technology programs and tools to special need students.The first tier is a hands-on workshop where participant teachers learn how to use the tools and programs. The second tier progresses to e-portfolios and teachers are provided with digital cameras and  are trained in a hybrid manner, that is, face-to-face and online. This approach exposes them online communication. The final tier expands on the previous skills and emphasizes online interaction and collaboration and teachers also learn about emerging technologies such as texting and social networking. Courduff documents the improvement and engagement of several Etiwanda exceptional students who have benefited from this program. For example, through the use of speech-to-text and text-to-speech features, students who struggled with writing in the past are able to create stories and reports. The use of technology gives educators the possibility to engage special ed students and improve their learning. 

Question #1:Why is it important to invest in programs such as the one implemented in Etiwanda nationwide and worldwide?

Fundamentally, it has to do with giving exceptional students their right to learn in ways that it is appropriate and meaningful to them; for them to feel accomplished and develop self-worth. The cases documented by Courduff clearly emphasize that. The use and integration of technology should be democratic and equitable, regardless of the student's circumstance. 

Question #2: What other technology tools and programs could be beneficial for special education students?

It's clear that many special education students learn from nontraditional methods. Math concepts can be challenging and technology programs could assist and facilitate special education students to understand them. The music Dj software is a great example. By relating music (rhythm and tempo) to ratios, fractions, and percentages, students get a better understanding while being creative and having fun. The use of music should also be considered when teaching special education students.