Technology integration
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Technology Integration:. Special Education . Special Education. Impairment Disability Handicap. Special Education. Curriculum Technologies Laws . Integrating Technology: Three Sections:. I: Planning. II: Problems and Issues. III: Strategies. Planning: Needs Assessment. Curriculum.

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Technology integration

Technology Integration:

Special Education


Special education

Special Education

  • Impairment

  • Disability

  • Handicap


Special education1

Special Education

  • Curriculum

  • Technologies

  • Laws


Integrating technology three sections

Integrating Technology: Three Sections:

I: Planning

II: Problems and Issues

III: Strategies


Planning needs assessment

Planning: Needs Assessment

Curriculum

Available and Needed Physical Resource

Training Levels


Tpack teacher self evaluation

TPACK: Teacher Self Evaluation


Technology and content

Technology and Content


Ii problems and issues related to special education

II: Problems and Issues related to Special Education


Legal and policy directives

Legal and Policy Directives

  • Individuals with Disabilities act (1997)

  • The Technology-Related Assistance Act for Individuals with Disabilities (1988)

  • No Child Left Behind Act (2001)

  • Individuals with Disabilities Education Improvement Act (2004)


Trained personnel

Trained Personnel


Inclusive classrooms

Inclusive Classrooms

  • Mainstreaming

  • Classroom Modifications

  • Pedagogical Modifications


Universal design for learning

Universal Design for Learning


Web accessibility

Web Accessibility


Strategies for technology integration in special education

Strategies for Technology Integration in Special Education


Cognitive disabilities

Cognitive Disabilities


Physical disabilities

Physical Disabilities


Sensory disabilities

Sensory Disabilities


At risk students

At-Risk Students


Students with gifts and talents

Students with Gifts and Talents


Technology integration in special needs education

Technology Integration in Special Needs Education

  • Can take many forms

  • Requires compressive Planning

  • Is driven by the needs of the students more than most Integration areas


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