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.
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