Advertisement

The Role of Technology on Preparing Students with Language-Based Learning Differences for Transition to Public High Schools

  • Bryce Walker
Chapter
  • 308 Downloads
Part of the Studies in Inclusive Education book series (STUIE)

Abstract

Though the post-secondary transition process for Students with Disabilities is a major concern in the United States, preparation for this transition from K-12 schooling to college and career starts takes place during the transition from K-8 to 9-12 grades (Balfanz, 2009; Akos & Galassi, 2004; Phelan, Yu, & Davidson, 1994). In this tone, one of the main concerns for students with language-based learning differences who attend specialized private K-8 schools is the ability to transition to general education public high schools.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Akos, P., & Galassi, J. (2004). Middle and high school transitions as viewed by students, parents, and teachers. Professional School Counseling, 7(4), 212–221.Google Scholar
  2. Balfanz, R. (2009). Putting middle grades students on the graduation path: A policy and practice brief. Baltimore, MD: Everyone Graduates Center, Johns Hopkins University.Google Scholar
  3. Ellis, E., & Sabornie, E. (1986). Effective instruction with microcomputers: Promises, practices, and preliminary feelings. Focus on Exceptional Children, 19(4), 1–16.Google Scholar
  4. Fitzgerald, G., & Koury, K. (1996). Empirical advances in technology-assisted instruction for students with mild and moderate disabilities. Journal of Research on Computing in Education, 28(4), 526–553.CrossRefGoogle Scholar
  5. Frazier, M. (2012). The technology coordinator’s handbook (2nd ed.). Eugene, OR: ISTE.Google Scholar
  6. Gardner, H., & Davis, K. (2013). The app generation: How today’s youth navigate identity, intimacy, and imagination in a digital world. New Haven, CT: Yale University Press.Google Scholar
  7. Kennedy, M., & Deshler, D. (2010). Literacy instruction, technology, and students with learning disabilities: Research we have, research we need. Learning Disability Quarterly, 33, 289–298.CrossRefGoogle Scholar
  8. Knighton, L. (2013). Teacher knowledge of assistive technology for inclusive classrooms. Retrieved from ProQuest LLC (Accession Number UMI 3596172).Google Scholar
  9. Ludlow, B. (2001). Technology and teacher education in special education: Disaster or deliverance? Teacher Education and Special Education, 24(2), 143–163.CrossRefGoogle Scholar
  10. McDermid, R. (1989). A quantitative analysis of the literature on computer-assisted instruction with the learning disabled and educably mentally retarded (Unpublished doctoral dissertation). University of Kansas, Lawrence, KS.Google Scholar
  11. Morris, M. (2006). A comparison of written composition assessment using standard format versus alternate format among college-bound students with learning disabilities and/or attention-deficit/hyperactivity disorder. Retrieved from ProQuest LLC. (Accession Number UMI 3254207).Google Scholar
  12. Parette, H., Crowley, E., & Wojcik, B. (2007). Reducing overload in students with learning and behavioral disorders: The role of assistive technology. Teaching Exceptional Children Plus, 4(1), 2–12.Google Scholar
  13. Phelan, P., Yu, H. C., & Davidson, A. L. (1994). Navigating the psychosocial pressures of adolescence: The voices and experiences of high school youth. American Education Research Journal, 31(2), 415–447.CrossRefGoogle Scholar
  14. Puckett, K., Judge, S., & Brozo, W. (2009). Integrating content area literacy and assistive technology: A teacher development institute. Southeastern Teacher Education Journal, 2(2), 27–38.Google Scholar
  15. Ratliff, C., & Anderson, S. (2011). Reviving the Turtle: Exploring the use of logo with students with mild disabilities. Computers in the Schools, 28, 241–255.CrossRefGoogle Scholar
  16. Reinhart, J., & Slowinski, J. (2004). K-12 technology coordinators: Expectations and realities. In M. Simonson & M. Crawford (Eds.), Conference Proceedings for the Association for Educational Communications and Technology (27th, Chicago, 8, pp. 719–726). Retrieved from EBSCO host. (Accession Number: ED485035).Google Scholar
  17. Shiah, R., Mastropieri, M., & Scruggs, T. (1995). Computer-assisted instruction and students with learning disabilities: Does research support the rhetoric? In M. Mastropieri & T. Scruggs (Eds.), Advances in learning and behavioral disabilities (pp. 162–192). New York, NY: JAI PressGoogle Scholar
  18. Sorensen, B., Shepherd, C., & Range, B. (2013). Implications for educational leaders as they consider technology development. Planning and Changing, 44(1/2), 73–86.Google Scholar
  19. Sugar, W., & Holloman, H. (2009). Technology leaders wanted: Acknowledging the leadership role of a technology coordinator. TechTrends, 53(6), 66–75.CrossRefGoogle Scholar
  20. U.S. Department of Education, National Center for Education Statistics. (2002). Technology in schools: Suggestions, tools, and guidelines for assessing technology in elementary and secondary education (NCES 2003–313, Prepared by T. Ogle, M. Branch, B. Canada, O. Christmas, J. Clement, J. Fillion, E. Goddard, N. B. Loudat, T. Purwin, A. Rogers, C. Schmitt, & M. Vinson). The Technology in Schools Task Force, National Forum on Education Statistics, Washington, DC.Google Scholar
  21. Woodward, J., & Reith, H. (1997). A historical review of technology research in special education. Review of Educational Research, 67(4), 503–536.CrossRefGoogle Scholar
  22. Yin, R. (2003). Case study research design and methods (3rd ed., Applied Social Research Methods Series). Thousand Oaks, CA: Sage Publications.Google Scholar

Copyright information

© Sense Publishers 2017

Authors and Affiliations

  • Bryce Walker
    • 1
  1. 1.Department of Educational LeadershipThe George Washington UniversityUSA

Personalised recommendations