Special Needs Software: p. 231 – 232

As a former special education teacher for young children with special needs, I saw technology grow and change in ways that allowed my students to participate and interact in an academic and social world. With this technology they were able to participate with their peers, become independent and successful, and communicate at levels not achieved in the past.

Software and hardware companies have realized that an increasing number of the public schools population are students with specials needs: needs such as physical disabilities and/or learning impairments. Software being used and categorized to assist with these needs is special needs software. For example, speech-synthesizing software reads words or letters displayed on the screen or converts spoken sounds and words in text or graphics.

Assistive software and hardware programs are presented in diverse formats. Such materials use a multisensory format and include features that provide note taking and reading support. The formats allow the user to facilitate communication, participate in social communication and recreational activities (p. 232).

Many companies are producing specially prepared multimedia software as well as numerous assistive technology devices. These products are designed with the principles of universal design meaning applicable to the entire population not just those with special needs. Today disability accessibility software is part of the operating system on all computers. Also assistive software offers materials in a format that addresses the strongest learning mode for the individual user (p.232). Products such as EBook, Intellitools, and WizCom’s Quicktionary Reading Pen are three examples of software programs and hardware devices used with technology integration for students in special education.

The librarian’s role in integrating technology for students with special needs is to ensure that the computers and other forms of technology (printers, projectors, and screens) are accessible and readily available for use by ALL students.

Reference Software - p. 224

As a librarian it will be my job to make sure students and teachers have the necessary research tools readily available either in print format or via the latest technology software the latter being the more appropriate choice. Below are my thoughts and comments about reference software.

Definition: digital versions of volumes of reference materials stored on a single compact disc
CD Rom reference software hyperlinks multimedia data (p.224). A hyperlink is a segment of on a webpage that contains instructions to link to another page or different website.

Reference materials which use to come in bound print format are now published on CD-ROM/ DVDs or electronically via the Internet. These formats allow the user to easily locate different points of information recorded on the CD or click on an interactive link so the user can follow the idea or question in an order meaningful to him/ her.
Additionally these two formats allow pictures, illustrations, and drawings to become informative multimedia information. The amount of digital information made available with either CD/DVDS or electronically is tremendous. They allow a user to explore areas, topics and subjects in ways that are more meaningful, enlightening and supportive to the learning process.

Types of reference software:

Encyclopedias, Atlases, Dictionaries/Thesauruses, Almanacs, Newspapers, Grammar Tools

Examples of Each:

Encyclopedias: Encarta, Britannica, World Book, Encyclopedia.com, Grolier Online

Atlases: World Atlas, World Map, Picture Atlas of the World, World FactBook

Dictionaries/ Thesauruses: Merriam-Webster’s Online, Your Dictionary.com, Yahoo Kids Dictionary,

Almanacs: World Almanac for Kids, The Old Farmer’s Almanac for Kids, Nation by Nation Almanac

Newspapers: many local, state and national newspapers are now online such as Dallas Morning News, The New York Times, Wall Street Journal, USA Today

Grammar Tools: English Grammar Builder

While the textbook sited the benefits of reference software, I felt is lacked examples or recommendations. Table 6.2 was a nice summary of the features and applications for each software program; however, I felt there should have been more examples. I also thought electronic versions of various programs should have been included not only in the table but within the definition and explanation section of the textbook. There was no mention of the online products which is a big portion research materials used now by school and public libraries.

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