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Journal of Special Education Technology最新文献

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Using Generative AI to Create Scaffolded Instructional Resources for Students with Disabilities. 使用生成式人工智能为残疾学生创建脚手架教学资源。
IF 1.5 4区 教育学
Journal of Special Education Technology Pub Date : 2025-12-23 DOI: 10.1177/01626434251408056
Delinda van Garderen, John Lannin, Jessica Rodrigues, Cassandra Smith, Faith V Shahale
{"title":"Using Generative AI to Create Scaffolded Instructional Resources for Students with Disabilities.","authors":"Delinda van Garderen, John Lannin, Jessica Rodrigues, Cassandra Smith, Faith V Shahale","doi":"10.1177/01626434251408056","DOIUrl":"10.1177/01626434251408056","url":null,"abstract":"<p><p>Teachers play a critical role in designing instructional resources that scaffold learning for students with disabilities (SWDs), yet creating these materials can be time-consuming. Generative artificial intelligence (GAI) offers powerful support by enabling teachers to efficiently produce content-specific, customized resources aligned with student needs and academic standards. This article demonstrates how educators can leverage GAI to develop scaffolds that enhance access, understanding, and engagement for SWDs. We provide examples of teacher prompts, show corresponding GAI-generated materials, and classroom applications. Practical recommendations and cautions are offered to help teachers use GAI responsibly and effectively.</p>","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13056357/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Integrating New Instructional Assistive Technology to Support Academic and Behavioural Instruction for Students with Learning Disabilities. 整合新的教学辅助技术，为有学习障碍的学生提供学术和行为指导。
IF 1.5 4区 教育学
Journal of Special Education Technology Pub Date : 2025-01-27 eCollection Date: 2026-03-01 DOI: 10.1177/01626434251314042
Shruti Chandra, Jennifer Fane, Negin Azizi, Mike McKenzie-Gray, Melissa Sager, Kerstin Dautenhahn
{"title":"Integrating New Instructional Assistive Technology to Support Academic and Behavioural Instruction for Students with Learning Disabilities.","authors":"Shruti Chandra, Jennifer Fane, Negin Azizi, Mike McKenzie-Gray, Melissa Sager, Kerstin Dautenhahn","doi":"10.1177/01626434251314042","DOIUrl":"https://doi.org/10.1177/01626434251314042","url":null,"abstract":"<p><p>Assistive Technology can be a highly effective tool in supporting students with Learning Disabilities (LD) in addressing foundational academic skill gaps as part of academic and behavioural one-to-one instruction. However, there are barriers to administrators wanting to equip in-service educators to integrate assistive technology into special education contexts, such as in-service educators' technology acceptance and the need for effective in-service training. This article explores a model for supporting in-service educators to integrate assistive technology into an existing academic and behavioural one-to-one instruction program for students with LD through a partnership with a nonprofit educational provider and a university's social robotics laboratory. We applied a co-design approach and followed a human-centred design methodology, incorporating a technology acceptance model to support educators in broadly integrating assistive technology into existing research-based programs for students with LD.</p>","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"41 1","pages":"140-149"},"PeriodicalIF":1.5,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13044448/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Do Computer-Based Accommodations Matter? An Evaluation of Bundled Accommodations for Secondary Students With Mild Intellectual Disabilities. 电脑住宿重要吗？轻度智障中学生捆绑住宿的评估。
IF 1.5 4区 教育学
Journal of Special Education Technology Pub Date : 2024-10-24 eCollection Date: 2025-03-01 DOI: 10.1177/01626434241262236
Pei-Ying Lin
{"title":"Do Computer-Based Accommodations Matter? An Evaluation of Bundled Accommodations for Secondary Students With Mild Intellectual Disabilities.","authors":"Pei-Ying Lin","doi":"10.1177/01626434241262236","DOIUrl":"10.1177/01626434241262236","url":null,"abstract":"<p><p><b>Objectives:</b> To investigate the effectiveness of accommodation policies and teaching practices for secondary students with mild intellectual disabilities, the present study compared the probability that the secondary school accommodated students- if they received assistive technology, computer, and various combinations of accommodations for the provincial math and literacy assessments in Ontario, Canada- would acquire levels of academic achievement comparable to non-accommodated counterparts. <b>Methods:</b> A total of 217 bundled packages, consisting of multiple accommodations, for secondary students with mild intellectual disabilities were examined by an adjusted odds ratio method in the present study. <b>Results:</b> Our results suggest that the probability of achieving the literacy standards differed among students with mild intellectual disabilities in relation to who did or did not receive specific combinations of accommodations. We found that accommodations that involved computer and/or assistive technology were more beneficial for literacy, rather than the math assessment, for accommodated students with mild intellectual disabilities. <b>Conclusion:</b> Our findings help identify the computer-based accommodations that produced significant differential effects on literacy in students with mild intellectual disabilities. Implications for education and future research are also discussed in this paper.</p>","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"40 1","pages":"79-90"},"PeriodicalIF":1.5,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13032833/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147575827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Technology Integration Among Special Education Certified Co-Teachers in the Inclusion Classroom 特殊教育认证合作教师在融合课堂中的技术整合
IF 1.9 4区 教育学
Journal of Special Education Technology Pub Date : 2024-01-10 DOI: 10.1177/01626434241227170
Kathryn Nieves Licwinko
{"title":"Technology Integration Among Special Education Certified Co-Teachers in the Inclusion Classroom","authors":"Kathryn Nieves Licwinko","doi":"10.1177/01626434241227170","DOIUrl":"https://doi.org/10.1177/01626434241227170","url":null,"abstract":"This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the inclusion classroom in grades pre-kindergarten through 12th grade throughout the country. In the quantitative phase, participants completed a three-part survey about their technology integration attitudes within their co-taught classroom, as well as their practices in integrating specific technology tools. For the qualitative phase, semi-structured interviews were conducted with eight of the outlier co-teachers about their lived experiences with technology as a co-teacher. The pairing of the quantitative and qualitative data collected led to three conclusions about special education co-teachers, including that they (a) are seeking additional learning opportunities about technology, (b) plan asynchronously using collaborative technology tools with their partners, and (c) tend to focus on pedagogy within technology integration.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"8 6","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using Visual Scene Displays with Young Children: An Evidence-Based Practice Synthesis. 幼儿使用视觉场景展示：基于证据的实践综合。
IF 1.5 4区 教育学
Journal of Special Education Technology Pub Date : 2024-01-01 DOI: 10.1177/01626434241263061
Dana Patenaude, David McNaughton, Zhigao Liang
{"title":"Using Visual Scene Displays with Young Children: An Evidence-Based Practice Synthesis.","authors":"Dana Patenaude, David McNaughton, Zhigao Liang","doi":"10.1177/01626434241263061","DOIUrl":"https://doi.org/10.1177/01626434241263061","url":null,"abstract":"<p><p>We used the Council for Exceptional Children (CEC) Standards for evidence-based practices (EBP) in Special Education (Cook et al., 2015) to evaluate the effectiveness research on the use of visual scene displays (VSDs) and video VSDs with young children with autism spectrum disorder and/or intellectual and developmental disability (ASD/IDD). VSDs and video VSDs are designed to support communication for individuals with speech or speech-related disabilities. In a high-tech VSD approach, images are programmed (on a tablet computer) with \"hotspots\" that produce speech when touched. Twelve of the 14 articles located for the review met all eight quality indicators identified by Cook et al. (2015), and presented positive results for 37 of the 42 participants. We conclude that the use of VSDs and video VSDs can be considered an EBP in communication intervention for young children with ASD/IDD during social interaction activities commonly observed in early childhood settings.</p>","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"40 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12645487/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145641203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assistive Technology Use Among Students with Visual Impairments in Academic Classes 视障学生在学术课堂上使用辅助技术的情况
IF 1.9 4区 教育学
Journal of Special Education Technology Pub Date : 2023-11-23 DOI: 10.1177/01626434231217050
Michael Tuttle, Erik W. Carter
{"title":"Assistive Technology Use Among Students with Visual Impairments in Academic Classes","authors":"Michael Tuttle, Erik W. Carter","doi":"10.1177/01626434231217050","DOIUrl":"https://doi.org/10.1177/01626434231217050","url":null,"abstract":"Assistive technology (AT) is a critical in providing students with visual impairments (VI) access to classroom information. However, little is known about how the fluid and diverse experiences across core-content classrooms that impact the nature of AT use among students with VI. We conducted three classroom observations of 10 secondary-age (i.e., 6th through 12th grade) students with VI in core-content classrooms (i.e., math, English, social studies, or science). Wide variations in AT use suggest that AT needs are individualized. Additionally, writing tasks, reading tasks, and independent instructional groupings were associated with the highest rates of AT usage. However, students receive little support for using their AT in classrooms. We offer implications and recommendations for research and practice aimed at increasing AT use in core-content classrooms.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"162 ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effects of Assistive Technology Instruction on Pre-Service Teachers: A Systematic Review 辅助技术教学对职前教师的影响：系统回顾
IF 1.9 4区 教育学
Journal of Special Education Technology Pub Date : 2023-11-21 DOI: 10.1177/01626434231210988
Jiyeon Park, Michelle Gremp, M. Ok
{"title":"Effects of Assistive Technology Instruction on Pre-Service Teachers: A Systematic Review","authors":"Jiyeon Park, Michelle Gremp, M. Ok","doi":"10.1177/01626434231210988","DOIUrl":"https://doi.org/10.1177/01626434231210988","url":null,"abstract":"Assistive technology (AT) is critical for students with disabilities to access and engage in the general education curriculum, but research has consistently reported a lack of AT knowledge among general and special education teachers. This synthesis reviewed the literature on AT instruction in teacher preparation programs. A total of 14 studies were selected using specific selection criteria. Findings indicated that after receiving AT instruction, pre-service teachers showed positive gains in self-reported AT skills/knowledge, assessed AT skills/knowledge, and attitudes/perspectives toward AT, regardless of modality, incorporated instructional methods, or measurement. Despite the promising effects of AT instruction, this synthesis highlights the scarcity of research in the realm of such instruction within teacher preparation programs and emphasizes the need for more robust research methodologies in this area.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"16 8","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139251395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Demystifying Tele-Counseling: Meeting Student Needs Through Ethical Decision-Making and Collaborative Consultation 揭秘远程咨询:通过伦理决策和协作咨询满足学生需求
4区 教育学
Journal of Special Education Technology Pub Date : 2023-11-14 DOI: 10.1177/01626434231198227
Mia Kim Williams, Robert Paul Maddox, Tiffany Hunt, Alexandra Frank, James Rujimora, Lindsey Nichols, Heather Summers
{"title":"Demystifying Tele-Counseling: Meeting Student Needs Through Ethical Decision-Making and Collaborative Consultation","authors":"Mia Kim Williams, Robert Paul Maddox, Tiffany Hunt, Alexandra Frank, James Rujimora, Lindsey Nichols, Heather Summers","doi":"10.1177/01626434231198227","DOIUrl":"https://doi.org/10.1177/01626434231198227","url":null,"abstract":"Digital technology has been an integral part of transforming educational resources for students in recent decades, however, the fallout of the COVID-19 pandemic has focused education on infusion of digital technologies throughout programs to better meet students’ needs. School districts have benefited from the American Rescue Plan Act funding and the surge of new or re-envisioned resources and tools launched in the aftermath of the pandemic’s influence on school environments. Through this phenomenon, new opportunities have become particularly accessible to students with disabilities, and educators are in a new position to collaboratively consult to ensure resource availability. This paper discusses implications of the progressing landscape of technology in schools for providing mental health services. Using a fictional district-wide memo it illustrates how collaborative consultation can guide practitioners to use ethical considerations and ideal practices in technology integration and collaboration to meet the needs of students with disabilities.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"8 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134901508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Evaluation of Online Training on Pre-service Special Education Teachers’ Case Application of Visual Schedules for Individuals With Intellectual and Developmental Disability in China 中国职前特殊教育教师在线培训的评价——以智力与发育障碍个体视觉教学计划为例
4区 教育学
Journal of Special Education Technology Pub Date : 2023-11-11 DOI: 10.1177/01626434231214792
Zhigao Liang, Juanjuan Zuo, David Lee
{"title":"An Evaluation of Online Training on Pre-service Special Education Teachers’ Case Application of Visual Schedules for Individuals With Intellectual and Developmental Disability in China","authors":"Zhigao Liang, Juanjuan Zuo, David Lee","doi":"10.1177/01626434231214792","DOIUrl":"https://doi.org/10.1177/01626434231214792","url":null,"abstract":"Multiple evidence-based practices (EBPs) were identified in education, but relatively little attention has been paid to implementation. Special education teachers in the Chinese mainland faced great challenges in terms of a lack of knowledge and skills regarding EBPs. Asynchronous online training has been successfully provided for pre-service professionals on instructional methods or strategies. The present study evaluated the effects of self-paced online training on pre-service special education teachers’ case application of visual schedules to support individuals with intellectual and developmental disabilities. A pre/post-test control group design was utilized. Seventy-seven undergraduate students (mean age 20.5 years) who majored in special education participated in this study. Results indicated that the self-paced online training was effective in improving pre-service special education teachers’ case application of the visual schedules strategy. In addition, participants were in agreement on the social acceptability of the online module of visual schedules. The results are discussed from a perspective of effective and socially valid online training, along with limitations and future implications.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"18 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135043236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Navigation Support for Students with Intellectual Disability Using Mobile Devices 使用流动装置为智障学生提供导航支援
4区 教育学
Journal of Special Education Technology Pub Date : 2023-10-31 DOI: 10.1177/01626434231210989
Olivia R. Hester, Lori E. Cooney, Don D. McMahon
{"title":"Navigation Support for Students with Intellectual Disability Using Mobile Devices","authors":"Olivia R. Hester, Lori E. Cooney, Don D. McMahon","doi":"10.1177/01626434231210989","DOIUrl":"https://doi.org/10.1177/01626434231210989","url":null,"abstract":"Since the passing of the Higher Education Opportunity Act in 2008, more students with intellectual disability are being admitted to inclusive postsecondary education programs at U.S. colleges and universities. One of the challenges many students with intellectual disability face when arriving on a college campus is learning to navigate their new surroundings independently. We share how postsecondary education programs can use an assistive technology, Google My Maps, to customize maps to address each student’s unique needs in independently navigating the college campus and the surrounding community. Also discussed are ways to infuse person-centered planning into Google My Maps. Implications for practice and future research directions are discussed.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"297 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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