Technology with Students with Severe Disabilities

Integrating technology with special needs students is critical for allowing them to process information in new, multi-modal formats. It provides opportunities for them to learn to generalize learning and language concepts in more than one environment. For example, after working on a job task in the greenhouse, students can read an electric storybook on the greenhouse plants with which they were working. They can use a computer application to answer questions about the plants, which reinforces the language and the questions asked of the students while they were working. They can learn to effectively answer comprehension questions with this work topic, which can encourage them to develop their reflection and comprehension skills for other, more novel tasks. They will be able to practice choice-making and simple responses. "Successful expression of preferences is critical for the development of self-determination and lays the groundwork for making choices that show knowledge or skill. Expressing knowledge and skills nurtures and acknowledges a child’s full potential. The more that choice-making of both preferences and knowledge is targeted and encouraged, the more confident, independent, and empowered a child can become." (Tubbergen et al., 2007). When students work with and manipulate language, they become more effective communicators and have greater success in their post-secondary life experiences.

Tubbergen, M., Omichinski, D., & Warschausky, S. (2007). How children with severe disabilities make choices of preference and knowledge. Exceptional Parent, 37(5), 36-38. Retrieved from Education Research Complete database