Search results for author:"Ted S. Hasselbring"
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Improving Education through Technology: Barriers and Recommendations
Ted S. Hasselbring
Preventing School Failure Vol. 35, No. 3 (1991) pp. 33–37
Three major barriers have limited the successful use of technology in education: the installed base of computers is inadequate; good educational software is lacking; and teachers have had little or no computer education or training. Recommendations...
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Developing Math Automaticity in Learning Handicapped Children: The Role of Computerized Drill and Practice
Ted S. Hasselbring
Focus on Exceptional Children Vol. 20, No. 6 (1988) pp. 1–7
Computer-based drill and practice can develop math automaticity in learning handicapped children, but only when prior training for developing a declarative knowledge network is implemented. An experimental math program called "Fast Facts"...
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Research on the Effectiveness of Computer-Based Instruction: A Review
Ted S. Hasselbring
International Review of Education Vol. 32, No. 3 (1986) pp. 313–24
Reviews evaluation studies, box-score reviews, and meta-analyses on effectiveness of computer-assisted instruction (CAI) conducted from the 1960s through 1980s, using student achievement as a dependent measure. Conclusions are drawn as to CAI's...
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Making Knowledge Meaningful: Applications of Hypermedia
Ted S. Hasselbring
Journal of Special Education Technology Vol. 10, No. 2 (1989) pp. 61–72
The article describes the new development in technology called "hypermedia." Discussed are the historical roots of hypermedia as well as a theoretical rationale for why hypermedia can be a powerful tool for making knowledge meaningful. Examples of...
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Remediating Spelling Problems of Learning-Handicapped Students through the Use of Microcomputers
Ted S. Hasselbring
Educational Technology Vol. 22, No. 4 (April 1982) pp. 31–32
Describes a program designed to provide students with individualized spelling remediation using imitation and modeling techniques. (Author)
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Toward the Development of Expert Assessment Systems
Ted S. Hasselbring
Special Services in the Schools Vol. 2, No. 2 (1986) pp. 43–56
The potential application of "expert systems" to the diagnosis and assessment of special-needs children is examined and existing prototype systems are reviewed. The future of this artificial intelligence technology is discussed in relation to...
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A Possible Future of Special Education Technology
Ted S. Hasselbring
Journal of Special Education Technology Vol. 16, No. 4 (2001) pp. 15–21
This article discusses three trends and technologies that will have a significant impact on the lives of students with high-incidence disabilities: the development of computing devices, the delivery of information and instructional materials anytime ...
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Specialized Services and Expert Systems: An Examination of the Potential and Reality
Ted S. Hasselbring
Computers in the Schools Vol. 3, No. 3 (1986) pp. 173–83
Provides an overview of expert systems and examines the use of such systems in schools to alleviate problems faced by special services personnel, e.g., psychologists, counselors, special education teachers, and speech pathologists. Highlights...
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Literacy Instruction for Older Struggling Readers: What Is the Role of Technology?
Ted S. Hasselbring; Laura I. Goin
Reading and Writing Quarterly: Overcoming Learning Difficulties Vol. 20, No. 2 (2004) pp. 123–144
In this article, we describe the development of a technology-based intervention program for older struggling readers. Developed over several years, this program was based on a theoretical understanding of reading acquisition. In addition, it...
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Electronic Augmentative Communication Aids for the Nonreading Student: Selection Criteria
Eva Horn Hooper; Ted S. Hasselbring
Journal of Special Education Technology Vol. 7, No. 2 (1985) pp. 39–49
A discussion of augmentative communication aids for nonreading severely physically handicapped children focuses on factors in movements to electronic aids, criteria for selection of aids, and specific training suggestions. The importance of...
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Mini Anchors: A Universal Design for Learning Approach
Janet Mannheimer Zydney; Ted S. Hasselbring
TechTrends: Linking Research and Practice to Improve Learning Vol. 58, No. 6 (November 2014) pp. 21–28
Teachers are challenged to create flexible learning environments that prepare students with diverse learning needs for adaptable thinking in a fast-paced and changing society. To address this need, we used a design-based research approach to develop ...
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Assistive Technologies for Reading
Ted S. Hasselbring; Margaret E. Bausch
Educational Leadership Vol. 63, No. 4 (2006) pp. 72–75
Although approximately half of the six million students receiving specialized services for an identified disability are learning disabled, research shows that assistive technologies are far more commonly used with students who manifest physical or...
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Assistive Technology: Are the Necessary Skills and Knowledge Being Developed at the Preservice and Inservice Levels?
Margaret E. Bausch; Ted S. Hasselbring
Teacher Education and Special Education Vol. 27, No. 2 (2004) pp. 97–104
Assistive Technology (AT) devices and services have been legally mandated for several years. However, the passage of the Individuals with Disabilities Act Amendments P.L. 105-17 (IDEA1997), which states that every student with an Individualized...
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Planning and Managing Instruction: Computer-Based Decision Making
Ted S. Hasselbring; Carol L. Hamlett
Teaching Exceptional Children Vol. 16, No. 4 (1984) pp. 248–52
A software program, AIMSTAR, was designed to enhance the process of making decision rules about when and how an instructional program should be changed. Examples are given of the program's use in teaching a mentally retarded adolescent to identify...
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Use of Computer Technology To Help Students with Special Needs
Ted S. Hasselbring; Candyce H. Williams Glaser
Future of Children Vol. 10, No. 2 (2000) pp. 102–22
Reviews the role of computer technology in promoting the education of children with special needs within regular classrooms, discussing: technologies for students with mild learning and behavioral disorders, speech and language disorders, hearing...
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Finding the Optimal Guidance for Enhancing Anchored Instruction
Janet Mannheimer Zydney; Arne Bathke; Ted S. Hasselbring
Interactive Learning Environments Vol. 22, No. 5 (2014) pp. 668–683
This study investigated the effect of different methods of guidance with anchored instruction on students' mathematical problem-solving performance. The purpose of this research was to iteratively design a learning environment to find the...
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The Assistive Technology Act of 2004: What Does It Say and What Does It Mean?
Margaret E. Bausch; Joel E. Mittler; Ted S. Hasselbring; Donald P. Cross
Physical Disabilities: Education and Related Services Vol. 23, No. 2 (2005) pp. 59–67
On October 25, 2004, President Bush signed into law the reauthorization of the Assistive Technology Act (AT Act). The new law provides a far more optimistic future for assistive technology (AT) and modifies the primary purpose of the previous law....
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National Assistive Technology Research Institute
Elizabeth A. Lahm; Margaret E. Bausch; Ted S. Hasselbring; A Edward Blackhurst
Journal of Special Education Technology Vol. 16, No. 3 (2001) pp. 19–26
The goals of the National Assistive Technology Research Institute are discussed, as well as ongoing research projects that address the status of school-based assistive technology (AT), AT policies and procedures, AT decisions made by Individualized...
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The Computer Doesn't Embarrass Me
Ted S. Hasselbring; Laura Goin; Rose Taylor; Brian Bottge; Partick Daley
Educational Leadership Vol. 55, No. 3 (1997) pp. 30–33
Thanks to a joint effort between the Orange County (Florida) Schools and Peabody College of Vanderbilt University, nonreading middle schoolers are moving beyond shame to conquer literacy problems. Students participate daily in a learning lab...