Mini+Assignments+1

Current Draft:
===As a group our desire is to examine the notion of creating an inclusive science and math classroom that includes technology. In the inclusive learning environment, teachers are responsible for the education of a significantly diverse group of students (Hines, 2008). Because students come from diverse backgrounds and face different challenges, mathematics and science subjects can be daunting to teach for instructors. Choosing assistive technologies that are inclusive can be an even greater challenge. An inclusive or unified classroom may have students with physical or learning disabilities as well as students that come from different cultural and socio-economic backgrounds. In order for a science or math classroom to include technologies, those technologies must serve the entire student population. === === Many difficulties at the system level remain. In educational policy individuals with disabilities are typically considered a homogeneous group; a notion that is false (Harrysson et. al, 2004). Each person has a unique personality and/or disability, and as such, interacts and learns in an entirely different manner than their peers (Harrysson et. al, 2004). Learning disabilities may impact individuals in many aspects of their life such as self-esteem, social interactions, their sensitivity to particular issues, and their written, spoken, arithmetic, reasoning and organizational skills (Martinez-Marrero & Estrada-Hernandez, 2008) and are deserving of much consideration within the classroom. Two thirds of the teachers surveyed supported the concept of an inclusive classroom, however, a third of the teachers surveyed felt they were not provided with the appropriate training, resources or assistance to instruct in an inclusive setting (Hines, 2008). Hines (2008) also indicated that special education teachers sensed that students with learning disabilities were not being given the appropriate instructional attention to optimize their learning potential. Teachers in inclusive classrooms were reviewing the in-class material too quickly and neglecting to alter their instructional methods to accommodate for various student abilities (Graham et. al, 2007). This concern resonates within science and mathematics classrooms where teachers have little to no training or experience with special education (Bodzin et. al, 2007). Unfortunately, the science and math classroom is where most learning disabled students display the most frustration and confusion. They express much difficulty with acquiring information and expressing their knowledge in comparison to their abled peers (Bodzin et. al, 2007; Steele, 2008). What instructional technologies could maximize the comprehension of all students while maintaining the notion of inclusivity in mathematics and science classrooms? Our group is determined to examine whether or not there are technologies that can provide much needed support for learning disabled students in the mathematics and science classroom. What level of professional development is there for teachers to ensure the inclusive classroom may actually be considered equally inclusive? What are the pros and cons of different technology approaches? What can we learn from research on inclusive uses of technology? This subject must be addressed before a mathematics or science learning environment can be considered inclusive. === === References: Bodzin, A.M., Waller, P. L., Edwards Santoro, L., & Kale, D. (2007). Investigating the use of inquiry & web-based activities with inclusive biology learners. The American Biology Teacher, 69(5), 273-279. Graham, L., Bellert, A., Thomas, J., & Pegg, J. (2007). Quicksmart: A basic academic skills intervention for middle school students with learning difficulties. Journal of Learning Disabilities, 40(5), 410-419. Harrysson, B., Svensk, A., & Johansson, G. I. (2004). How people with developmental disabilities navigate the Internet. British Journal of Special Education, 31(3), 138-142. Hines, J.T. (2008). Making collaboration work in inclusive high school classrooms: Recommendations for principals. Intervention in School and Clinic, 43(5), 277-282. Martinez-Marrero, I., & Estrada-Hernandez. (2008). Assistive technology: An instructional tool to assist college students with written language disabilities. TechTrends, 52(1), 56-62. Steele, M.M. (2008). Helping students with learning disabilities succeed. The Science Teacher, 73(3), 38-42. ===

** Assignment 2 **
The table below suggests targets to achieve for your design group. Each group will be required to submit a 500-1000 word summary that shows how you have addressed the target for the week. Your instructor will provide you with feedback on your progress and also a grade for the satisfactory completion of the mini-assignment. Please address Mini-Assignment for Step 1 with your Design Group. Note the due date for the mini-assignment in the course calendar.


 * ~ ** step in process ** ||~ ** TELE TARGETS ** ||~ ** MINI-ASSIGNMENT ** ||
 * 1. || Identify a problem, need, or a challenge to traditional perspectives. Utilize personal observations, and/or prior experience and literature to provide evidence of the problem. || Group has identified an area for exploration and utilized the literature to problematize the area. The scope of the exploration or problem is clearly identified and at least 5 references are cited. ||

Hi all,

I created a space to post possible articles for mini-assignment 1. It is located HERE