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Educational Technology and Special Populations Disadvantaged students Gifted and Talented students Twice Exceptional students.

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Presentation on theme: "Educational Technology and Special Populations Disadvantaged students Gifted and Talented students Twice Exceptional students."— Presentation transcript:

1 Educational Technology and Special Populations Disadvantaged students Gifted and Talented students Twice Exceptional students

2 What are “Special Populations”? According to the Carl D. Perkins Technical Education Act of 1998, Special Populations are defined by: - individuals with disabilities - individuals from economically disadvantaged families, including foster children - individuals preparing for nontraditional training and employment - single parents, including single pregnant women - displaced homemakers - individuals with other barriers to educational achievement, including individuals with limited English proficiency

3 Disadvantaged Students Provisions under NCLB Act: Title I Equity may not be the answer

4 Gifted and Talented Students What does it mean to be “gifted”? Giftedness is characterized by the following traits: 1.Idealism and perfectionism 2.Sensitivity to self expectation, and the expectations of others 3.Abstract thinking and problem solving 4.Unusually advanced degree of intellectual ability for the child’s age group Gifted kids speak:

5 Types of Testing that Determine Giftedness IQ (Intelligence Quotient) test Testing Cognitive Ability: SB-5(Stanford-Binet Intelligence Scale, 5th Edition) ages 2and up WISC-IV Testing Non-verbal Intelligence: CTONI(Comprehensive Test of Non-Verbal Intelligence) ages 6 and up KBIT-2 UNIT Testing Reasoning and Perception: SPM(Raven Standard Progressive Matrices) 6 and up, also used for ELL

6 Fields of giftedness follow Howard Gardner’s M I Theory : Spatial Linguistic Logical-mathematical Bodily kinesthetic Musical Interpersonal/Intrapersonal Naturalistic

7 How does Technology Effect Gifted Students? Due to the unique needs of gifted students, technology provides the opportunity for these students to attain their full potential: -integration of social networking into the classroom -video-conferencing, wikis and blogs allow gifted students to work collaboratively with other students globally - online education: K-12 Inc, the largest online provider of online learning for grades K-12

8 Using Technology as a Tool: Instructional Technology Technology that is purposefully and strategically incorporated into lesson designs will successfully meet the intellectual needs of the gifted student. Instructional options include: -Simulations -WebQuests -Virtual Field Trips -Telementoring -Videoconferencing: Skype

9 IT also aids to differentiate instruction, which allows students to learn at their appropriate level ADDIE, a popular planning model reflects the strategic planning needed to effectively incorporate technology into instruction: -Analysis -Design -Development -Implementation -Evaluation This model allows instructors to contemplate desired outcomes before brining in IT to use as a tool for instruction.

10 Underachievement of Gifted Students Static, directed instruction that doesn’t incorporate IT Teaching styles that don’t serve the intellectual strengths of the gifted child Lack of pedagogical nurturing and direction

11 Special Populations of Gifted Students:Twice- Exceptional Twice-Exceptional (2e) students can be identified as gifted, yet be diagnosed with various psychological conditions: - ADD/ADHD -Autistic/Asperger’s syndrome -ODD (oppositional defiant disorder) -PDD (pervasive developmental disorder) -OCD (obsessive compulsive disorder) -Dyslexia

12 Identification of 2e Students and Meeting their Needs NCLB provides limited provision to gifted students. The Jacob Javits Gifted and Talented Students Education Act provides funds for researching the needs of 2e students, and works to reverse the trend of inequity. 2e students have diverse and unique needs that require complex solutions Traditional testing does not identify abilities of 2e students 2e students require non-authentic strategies of teaching

13 Conclusion To meet the specific needs of gifted, talented and 2e students there are advocacy groups and online resources: Concepts to keep in mind: Using technology as a tool to differentiate instruction Teach them the way that they learn

14 Webliography National Association of Gifted Children. (2008). Background Information: The No Child Left Behind Act. Retrieved on October 1, 2010 from: Hoagie ’ s Gifted. (2010)An Inventory on Tests. Retrieved on September 29, 2010 from: PAVTEC Education Consortium. (2010) Consolidated Funds. Retrieved on September 29, 2010 from: Siegle, Del, Ph.D. (2003). Mentors on the net: extending learning through telementoring. Gifted Child Today, 26(4) Retrieved on October 2, 2010 from: Seigle, Del, Ph.D. (2008)Free options for internet videoconferencing: moving beyond and chat. Gifted Child Today, 31(4) Retrieved on October 2, 2010 from:

15 U.S. Department of Education. (2004). Title I- Improving the Academic Achievement of the Disadvantaged. Retrieved on September 18, 2010, from: Natcharian, L. (2010, August 4). Rain man explains twice-exceptional children. Message posted to Retrieved on October 3, 2010 from: exceptional_children.html Obamehinti, Feyi. (2010, July 5). Technology and the gifted child. Fort Worth Education Examiner. Retrieved on September 30, 2010 from: the-gifted-childhttp://www.examiner.com/gifted-education-in-fort-worth/technology-and- the-gifted-child

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17  Rehabilitation Act of 1973: Section 504 & 508  American Disability Act (ADA) of 1990  Individuals with Disabilities Education Act (IDEA) of 2004: FAPE LEGISLATION

18  Is the term disability a mere reflection of our society? THOUGHT TO PONDER: HOW DO WE DEFINE DISABILITY?

19  Reading: Dyslexia  Writing: Dysgraphia  Math: Dyscalculia  TEXT-TO-SPEECH TEXT-TO-SPEECH LEARNING “DISABILITIES”

20  Ada home page. (2010). Retrieved from  A parent's guide to section 504 in public schools. (2010). Retrieved from rights/section-504.gs?content=868http://www.greatschools.org/special-education/legal- rights/section-504.gs?content=868  Building the legacy: idea (2010). Retrieved from  Learning disabilities association of america. (2006). Retrieved from  Learning disabilities association of connecticut. (2010). Retrieved from  Protecting students with disabilities. (2009). Retrieved from  Neodirect. (2010). Retrieved from  Read&write gold online demos. (2010). Retrieved from WEB-LIOGRAPHY

21  Section 508. (n.d.). Retrieved from  The rehabilitation act. (2004). Retrieved from  Wizcom text solutions. (2010). Retrieved from

22 The use of Technology in Special Populations

23 ELL (English Language Learners)  Many students come to the United States from another country and face the challenge of learning the English language and multiple subjects at their school.  Administrators are given the task to equip students with the literacy skills, academic vocabulary and English language structures Definition

24 How can teachers, specialists or para- professionals utilize technology in their classroom to benefit their students ? Smartboard Interactive Lessons Computer Programs AceReader Pro Windows Tell Me More Kids English (ESL) For ages 4–12 Interactive Games Pass out controllers to allow students to answer questions (multiple choice or T/F). The games can serve as an assessment for each student.

25 Challenges For Teachers -They are not equipped with the proper resources to provide their ELL students with the same education as non-ESL students -Even with the proper tools, teachers are not given enough instruction to allow the technology to helpful for their ESL students -Not all teachers have a degree in ESL or Bilingual Education -What else ? For Students -Students in certain situations have to miss out on key subjects such as social studies and science. They are required to take reading, writing and mathematics, but as for the other subjects they are not as important until they begin improve in their English -Students also miss out on special subjects -What else ?

26 Past Experience Two Rivers Magnet Middle School – East Hartford, CT - Substituted in MIT and LIT courses - Students are required to attend this courses because they are having trouble or in more - Many students have to miss out on Encore Courses (Tech Ed, Music, Gym, Art) - Observed as students worked on individual computer software. - Read short stories on the computer and took tests. - After the student felt they finished the story, they would read the book to one of the teachers.

27 Webliography Academic SuperstoreAcademic Superstore – Digital River Education Services /Reading/ Beare, K., (2010) Computer Use in the ESL Classroom, About.com htm Ensuring Academic Literacy for ELL Students - Article Holmes, M., & Perez, Della (2010). Ensuring Academic Literacy for ELL Students. American Secondary Education, 38(2), Academic Search Premier ( ) Lee, R., Effective Learning Outcomes of ESL Elementary and Secondary School Students Utilizing Educational Technology Infused with Constructivist Pedagogy (English as a Second Language). International Journal of Instructional Media, 33(1), 87. Academic Search Premier (EJ749767) Masterson, M., Use of Technology with ESL Students

28 Webliography Boarding Schools in the USA Wappel, C., (2010) Technology in the ESL Classroom. Boarding schools in the USA. usa/article/technology-in-the-esl-classroom ESL Students with Assertive Technology Images Two Rivers Magnet Middle School Picture 20Rivers%20Magnet%20Middle%20School%20for%20Web.jpg Front Page Picture eworld.jpg


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