Literacy Instruction, Technology, and Students with Learning Disabilities: Research We Have, Research We Need
Learning Disability Quarterly Volume 33, Number 4, ISSN 0731-9487
Technology, whether assistive (AT) or instructional (IT), has played an uneven role in the field of learning disabilities since its inception more than a half century ago. In addition, technology is in a constant state of flux; hence, researchers have been challenged to conduct appropriate experimental testing of interventions before they are outdated or made irrelevant by advances in hardware and software. As schools seek to improve learning outcomes for all students using tiered instructional models such as response to intervention (RTI), practitioners need assistance in capitalizing on AT, IT, or a combination of the two, to guide and enrich literacy instruction for students with learning disabilities. This article presents a conceptual framework for multimedia instructional design grounded in theory and empirical research. The article concludes with recommendations for how to integrate multimedia literacy instruction within RTI frameworks. (Contains 1 table and 1 figure.)
Kennedy, M.J. & Deshler, D.D. (2010). Literacy Instruction, Technology, and Students with Learning Disabilities: Research We Have, Research We Need. Learning Disability Quarterly, 33(4), 289-298.
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TPACK in Special Education: Preservice Teacher Decision Making While Integrating iPads Into Instruction
Susan Anderson, Robin Griffith & Lindy Crawford, Texas Christian University, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 97–127
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