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Handbook of Special Education Technology Research and Practice. Dave Edyburn, Kyle Higgins, & Randall Boone, Editors. Knowledge by Design, Inc. Whitefish Bay, WI.
Section 5: Instructional Design
And so the review of the Handbook of Special Education Technology Research and Practice continues with the next section of the book looking at instructional design. This segment covers the topics of teamwork, digital materials, electronic performance support systems and assistive technology within the context of universal design. The section opens with a chapter that explores the use of teaming and collaboration, the method of special education planning mandated by IDEA. The chapter adeptly identifies the challenges to effective collaboration including the issues of distance and time, both of which can be significantly reduced through the use of technology. In addition to reducing the impact of these issues, technology can also improve a team’s ability to organize, plan and communicate, factors which can enhance cohesion and improve outcomes. As technology enters the team building process it must be done in a manner that unites players in order for it to be successful. This can be achieved by ensuring that the process unfolds in a manner that unites team members in the areas of skill building and interactive communication styles.
The next chapter in the section addresses the topic of designing digital materials for students with disabilities. Here is highlighted the need to ensure that the design and use of digital instructional materials is truly appropriate for all students, including those with disabilities. With so much emphasis being place upon bringing technology into education, attention must be paid to the content of such programs and practices. Throughout classrooms across the country students are spending time interacting with computers as part of the learning process. There is a need for research to ensure that what is taking place, as part of that interaction, is actually content learning and skill acquisition. It is easy to be seduced by the bells and whistles of educational software and technology; however, one must ensure that those bells and whistles are all that they are reported to be.
Moving through the secion, we next encounter the concept of Electronic Performance Support Systems (EPSS). Simply stated, EPSS is the “Help” feature of a software program that provides individuals with the tools they need to complete a specific task. EPSS holds great potential for students with disabilities as a mechanism to increase their independence in learning tasks and it's function as a learning support is an area requiring additional research.
The last chapter in the book examines the relationship between assistive technology and universal design for learning. Essentially AT and UDL can be thought of as two distinct approaches along the same continuum. At their most distinguishable ends, AT assists individuals with disabilities in overcoming environmental barriers, while UDL seeks to design environments that are barrier free, and thus accessible to all. As we continue to develop learning materials and curriculums for all students, monitoring the interaction between AT and UDL is critical. Orchestrating the development of the fields of AT and UDL to co-exist and co-contribute will ensure that learning outcomes are optimal for all students.
Five sections down, three more to go. Stick around.
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© 2005 ConnSENSE Bulletin