Search results for author:"Ted S. Hasselbring"
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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...
Developing Math Automaticity in Learning Handicapped Children: The Role of Computerized Drill and Practice
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"...
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...
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...
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)
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...
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 ...
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...
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...
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...
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 ...
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...
Assistive Technology: Are the Necessary Skills and Knowledge Being Developed at the Preservice and Inservice Levels?
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...
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...
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...
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...
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....
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...
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...