Dissertations / Theses on the topic 'Education, Technology. Education, Special'
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Parikh, Radha Mani. "Computing technology in special education /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060692.
Full textMohr, John Darrell. "Technology-mediated distance education used to prepare special education personnel." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4544/.
Full textJaffee, Robyn. "Impact of technology on sight word recognition on kindergarten self contained special education students /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_jaffe_impac.pdf.
Full textMarks, Lori J., and D. J. Montgomery. "Empowering Families Through Technology." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3528.
Full textMarks, Lori J. "Has Assistive Technology Been Considered?" Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3693.
Full textMarks, Lori J. "Supporting Written Expression with Assistive Technology." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/3698.
Full textMarks, Lori J. "Supporting Independent Living Skills with Assistive Technology." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/3699.
Full textMarks, Lori J. "Addressing Math skills Through Assistive Technology." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3706.
Full textMarks, Lori J., and V. Morin. "Assistive Technology for Students with Mild Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3529.
Full textGrady, Abdurazak M. "Technology transfer with special reference to international postgraduate education." Thesis, University of East London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.482063.
Full textMarks, Lori J., and M. L. McMurray. "Using Assistive Technology in the General Education Classroom." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3548.
Full textMarks, Lori J., M. L. McMurray, C. Hales, and M. K. Young. "An Analysis of Assistive Technology Team Evaluations." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/3544.
Full textMarks, Lori J., and M. L. McMurray. "Accessing Children’s Literature Using Assistive Technology." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3549.
Full textMarks, Lori J., and Barbara McElyea. "Assistive Technology, Tools, and Strategies for the Itinerant Vision Teacher." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/3703.
Full textMarks, Lori J. "Assistive Technology Interventions for Early Childhood Home and School Environments." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3683.
Full textMarks, Lori J., M. L. McMurray, and M. K. Young. "Effective Assistive Technology Devices & Software: Results From a Delphi Study." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/3546.
Full textMarks, Lori J., and D. J. Montgomery. "Infusing Assistive Technology Interventions into the Writing Process." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3550.
Full textMarks, Lori J. "Overview of Assistive Technology: What is it, and How Do I Use It?" Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3709.
Full textGustus, Christine H. "E-Mentoring an Educator in a State School for the Deaf| An Action Research Study." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284660.
Full textThe purpose of this qualitative action research study was to explore the benefits and challenges of e-mentoring an adult learner in a rural state school for the deaf that taught children with hearing loss to listen and speak. This school lacked the benefit of a spoken language programs for deaf children. This study focused on e-mentoring the Lead Teacher/SLP, in order to enhance her understanding of language development in children with hearing loss and improve her ability to use diagnostic teaching, in order to implement strategies that would allow the children in this specialized classroom to continue to develop spoken language. Through use of synchronous and asynchronous e-mentoring, I assisted the mentee as she developed a plan specifically focused on providing her with the skills needed to lead/direct the program independently, in order for it to continue successfully. The mentee and supervisory/administrative staff were participants of this study. The mentee participated in the e-mentoring process twice each month, for 30-45 minutes per session, for one academic school year.
The mentee typically guided the topic of the e-mentoring session by asking for assistance in a particular instructional area. On alternate weeks, I was in contact with the mentee via email, text, and/or phone. After e-mentoring, I completed a journal entry with my thoughts about the session and the mentee responded to questions about the e-mentoring experience. At the conclusion of the academic year, I conducted a focus group with the supervisors and administrators of the spoken language program asking for input about this new program. Secondary data were collected from vocabulary and concept tests on the children attending the program using. Results from the journaling and responses to questions and focus group were coded and analyzed for emerging themes. One major themes was Change, with subthemes of opportunities, e-mentoring the spoken language program, progress of the children, perceptions of the program, increase in enrollment, and scheduling. Other major themes included Andragogy and e-mentoring, Teaching Strategies, and Technology. The results of this study may be important to administrative personnel in state schools for the deaf, interested in initiating a spoken language classroom.
Carter, Kelly L. "What is the impact of the use of assistive technology (AT) on the attitudes about students with significant disabilities of general education teachers and nondisabled peers?" Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1524181.
Full textThis study examined the attitudes of general education teachers and nondisabled peers towards their peers with disabilities who participated in general education classes with and without the use of assistive technology. A convenience sample of three general education classrooms was the focus of this study. One classroom had a student with significant disabilities who used assistive technology participating in the classroom activities. A second classroom had a student with significant disabilities who did not use assistive technology participating in the classroom activities and a third classroom had no student with significant disabilities participating in classroom activities. Attitudes were measured through use of survey and interview instruments. All together, there were positive attitudes expressed by teachers and students without disabilities about students with disabilities participating in the general education classroom, but those students were not seen by both students and teachers as being as capable as their typical peers.
Marks, Lori J., and M. L. McMurray. "Northeast Tennessee Assistive Technology Cooperative’s Services to the East Tennessee Region." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3540.
Full textGalyen, Krista D. "Characterizing Performance via Behavior Co-occurrences in a 3D Collaborative Virtual Learning Environment| An Exploratory Study of Performance and Design." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877143.
Full textThe iSocial 3D CVLE is an innovative design for addressing special needs at a distance that require social and active learning. This exploratory retrospective case study explored innovative methods of analyzing co-occurrences of behavior to gain insight into understanding and evaluating student performance and 3D CVLE design. Visualization techniques were employed to model student behavior within similarly structured activities. Linear mixed models revealed that student performance significantly differed across environments. In addition, environmental design attributes were identified through qualitative memos. General behavior patterns were associated with design environment attributes, warranting further study.
Marks, Lori J., and M. L. McMurray. "A Service Center’s Analysis of Assistive Technology Evaluations: 6 Years of Data." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3543.
Full textNyarambi, Arnold, and A. Ntuli. "The Use of Technology in Drumming." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8264.
Full textNyarambi, Arnold, and A. Ntuli. "The Use of Technology in Drumming." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8269.
Full textMarks, Lori J., and D. J. Montgomery. "Assistive Technology for Students with Mild Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3569.
Full textMarks, Lori J., and M. L. McMurray. "What can the Northeast Tennessee Assistive Technology Cooperative Do for You?" Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3556.
Full textMarks, Lori J., and D. J. Montgomery. "Don’t Fight It, Write It! Developing Writing Skills Through Assistive Technology." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/3559.
Full textMarks, Lori J., M. L. McMurray, and M. K. Young. "Countdown to the Top 10 Most Effective Assistive Technology Devices and Software: Results From a Delphi Study." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3547.
Full textKeramidas, Cathy Galyon, Cindy Chambers, Tina Hudson, and Lori J. Marks. "Gambling on Technology: Setting up Technology for Supervision at a Distance." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/526.
Full textMillwood, Richard. "The design of learner-centred, technology-enhanced education." Thesis, University of Bolton, 2014. http://ubir.bolton.ac.uk/1304/.
Full textMarks, Lori J., K. Puckett, and M. L. McMurray. "Establishing Assistive Technology Service Centers for Small Rural School Districts." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3555.
Full textMcMahon, Patricia J. "Special education assistive technology: A phenomenological study of building administrator knowledge and practices." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154132.
Full textLangendoen, David, Pamela J. Mims, Brook Morrill, Steve Schneider, Carol Stanger, William Tally, and Grace Wardhana. "Developer-Researcher Collaborations: Developing and Evaluating Education Technology Learning Products." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/184.
Full textRana, Nikki Boyd. "Effects of a Virtual Manipulative on Male African American Middle School Special Education Students' Knowledge in Social Studies." Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731710.
Full textAssistive technology is used in education to support and increase students’ learning. Many of these are math and science virtual manipulative applications, studies of which are well documented. Studies documenting the effects of social studies software on special education students, however, are scarce due to the small number of applications and the difficulty of gathering consistent data. This is because students often suffer from mental, emotional, behavioral and physical instability. This study was intended to determine whether assistive technology is beneficial in this regard. The study used Study Island software, which provides students and teachers self-adjusting, customizable social studies coursework. The study examined the suitability of the software in increasing the academic performance of middle school special education students at Pandale School, a public separate school. This quantitative, experimental study compared two sets of randomly assigned students who used identical learning materials, presented in either print or software form. The demographics of the school dictated the participant pool, which consisted of 11-20-year-old African American males. Using two mixed model ANOVAs, the pretest and posttest scores and test completion times of each group were compared to determine the software's efficacy. Every experimental group participant saw an increase in test scores from pretest to posttest. After controlling for preexisting conditions, it was observed that the type of instruction variable explained 18% of the test score variance between groups, as represented by partial η2, p < .0001, indicating a rejection of the null hypothesis and a finding that the software had a positive effect on the participants' test scores. An analysis of test completion times for the pretest (M = 43.64) and posttest (M = 33.23) showed that the mean test scores differed significantly, F(1.000, 38.0000 = 90.184, p = 0.001) from pretest to posttest and amongst both groups, and suggested that the null hypothesis should not be rejected and that the Study Island virtual manipulative had neither positive nor negative effect on test completion times. Study results indicated the usefulness of Study Island as one tool of many in the classroom. Future studies targeting specific demographics and student needs are indicated.
Marks, Lori J. "Evaluating Students with Mild Disabilities for Assistive Technology Needs." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3726.
Full textMarks, Lori J., and D. J. Montgomery. "Don't Fight It, Write It! Developing Writing Skills Through Assistive Technology." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3562.
Full textWalker, Bryce L. "Dimensions related to the role of a technology coordinator in schools that serve students with language-based learning differences." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736870.
Full textResearchers (Kennedy & Deshler, 2010; Parette, et al., 2007b) state that students with Learning Disabilities (LDs) can learn most efficiently through use of the correct multimodal educational technologies with the correct delivery of content. These educational technologies and modes of delivery are developed to provide the multisensory experience to the student they serve. Teachers can use these technology devices to provide guided and independent learning opportunities to their students with LDs. However, K-12 schools face major challenges in funding and appointing the appropriate type of manpower needed so that technology infrastructures are supported in all necessary areas. Schools need talented individuals who are versed in both curriculum and pedagogy (e.g., instructional supports) and information technology (IT) to determine the best technologies and delivery systems, train teachers in the appropriate and differentiated use of these technologies and systems. These individuals are called Technology Coordinators (TC). As of 2015, there was no empirical research that has been done on the role of technology facilitation to teachers and students with LBLDs.
The purpose of this study is to define the dimensions related to the role of the TC that support served students who have been diagnosed with Language-Based Learning Differences (LBLDs). These dimensions were: 1) Teaching and Learning, 2) End-User Support, 3) Network Operations, 4) Administrative Computing, and 5) Budgeting and Planning. This study involved four TCs who work at schools that served students with LBLDs. Through a Multiple Case Study Design (Yin, 2003; Merriam, 2009) using questionnaire and interview data. Results were coded using holistic, elaborative, and selective coding schemes (Saldaña, 2013). Results showed various similarities and differences between the four equally successful, yet different models for how to use a TC to achieve solid results for students with LBLDs. Future research would comprise a more comprehensive study involving TCs, classroom teachers and students with LBLDs.
Davis, Mary Jane. "Educators' Perceptions of Assistive Technology for Students With Severe or Multiple Disabilities." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/993.
Full textADAMS, DALE. "SWIMMING AGAINST THE CURRENT: OVERCOMING PERCEIVED BARRIERS TO TECHNOLOGY INTEGRATION FOR AN EXPERIENCED URBAN SPECIAL EDUCATION TEACHER." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085524788.
Full textMarks, Lori J. "Assistive Technology Interventions for Students with Autism Series: Boardmaker Software." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/3692.
Full textPhillips, Gary F. "The perception of high school guidance personel [sic] of technology education and the placement of special need students in technology education classes." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002phillipsg.pdf.
Full textAboraya, Walid Ahmed Abdou Ahmed. "The implementation of information and communication technology in special education in Egypt." Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506869.
Full textSin, Kuen-fung Kenneth. "The impact of information technology on special education in Hong Kong SAR." Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/30956.
Full textAlat, Kazim. "The use of online parent support groups by Turkish parents of children with autism." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3210012.
Full textSource: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0904. Adviser: Genevieve Williamson. "Title from dissertation home page (viewed March 16, 2007)."
Marks, Lori J. "Learning Disabilities and Assistive Technology: Tools and Techniques for Home and School." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3724.
Full textMarks, Lori J. "Assessing and Addressing the Assistive Technology Needs of Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/3715.
Full textMarks, Lori J., and M. L. McMurray. "Assistive Technology Tools to Address the Needs of Students with Significant Physical and Cognitive Disabilities." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3536.
Full textMarks, Lori J. "Addressing IEP Goals and Objectives Through Switch Accessible Software." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3714.
Full textHan, Xiqian. "Design And Implementation Of Special Education Apps Information Management System." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492704386514278.
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