Special Education Training and Tools of the Trade.

Describe issues related to training special education teachers to use technology.

According to our textbook, it states that most teachers start with minimal experience in using technology in the classroom. That despite efforts their knowledge is inadequate in their exploring the possibilities that technology offers.

Some of the few issues are as follows:

An issue regarding training in special education technology centers in the use of interdisciplinary teams for evaluating the need for assistive technology and decision making in the selection of the appropriate devices and services.

Another is the assistive technology itself for it was first developed to meet the needs for students that had low-incidence disabilities.

Yet another issue is the dialogue between teacher and student. That can not be taught to a teacher. The teacher needs to be able to community the assignment. For some of the students, their disabilities are severe. Still other issues are the time constraints to learn the technology, location of the training facility, the financial support to be able to send these teachers to be trained to use the technology. The greatest issue is even being able to obtain the technology to be trained on the equipment to be able to use with the student or students, who need it. So the individual’s, who needs to be able to be taught, is an issue in itself.

Give examples of no-tech, low-tech, and high-tech solutions for special students.

No-tech solutions- A no-tech plan relies more upon people than upon aids. There is no better solution than to simply be prepared and practice. This means practice an evacuation routes on a regular basis, this makes people feel comfortable and safe. Create a buddy system and pair up students, who may have a disabilities with a partner that can community with them, it will help should the need arrive and it will make the rescue faster. Also, designate a meeting place.


Low-tech solutions- A plan will often use pictogram or signs in order to convey a message quickly during an emergency, which can be useful to people who are hearing impaired, don’t speak English, or cannot read. Using the universal symbol for hospital is a more common example of a low-tech pictogram. Also, add Braille to signs, especially signs that label an exit or which floor of a building you are on. They are inexpensive, these signs may save the life of someone who is blind and trying to navigate an unfamiliar building alone. Emergency alarms that can be both seen and heard, and doors that can be opened without exerting a lot of strength.

High-tech solutions – When using high tech the following can be considered.

Electronic Communication Boards that are similar in principle to their Low Tech counterparts. The difference being two-fold, the ECBs are electronic and more frequently utilize programs such as Board maker as a resource for collecting symbols for communication of intentions. With this program you have the ability to create, modify and develop communication boards that are more detailed and tailored to the individual.

Telecommunication devices are utilized for individuals who are deaf or hard of hearing. These devices assist the user to communicate through the use of a electronic keyboarding device. There are also keyboards that are positioned at different angles to provide for correct ergonomic function.

History Wars

What are the "history wars," and what are their implications for technology use in history?

According to our text “history wars” are disagreements between educators about how history should be taught to the students and what should be taught to them. The other dilemma is just how much in-depth history should be taught. Then there are educators who believe that we should stay closer to the basics in history because in using technology, it opens up to a broader range of information. Also, that there is too much focus they consider to be outside of mainstream, traditional historical themes and important events that shaped the United States.

With students' ready access to information on the Internet, what might be the concerns of social studies teachers?

Some of the concerns of social studies teachers are that all information posted on the internet may not be accurate. The internet is not monitored for accuracy. Educators need to review these sites prior to the lesson for credibility and that is time consuming. Yet, before we even have the student access the internet we have to address if we even have authorization to use the internet from the District office, Principal, and Parents.