Welcome to EASI's second special K-12 issue of "Information Technologies and Disabilities" Journal. When we began planning this offering, we had anticipated a Journal that would focus solely on the non-technical aspect of providing access and accommodations to K-12 students who are learning about math, science and technology. However, we received so many excellent papers focusing on the technology, that we decided to combine both the technical and non-technical articles in this issue.
An interesting theory occurred to us as we read the more technology-driven papers. There's a very human element to teaching and learning, and no matter how technical the material is or how technology-driven the class or teaching methodology is, teaching and learning strategies that focus on the person must be incorporated into the mix or the technology will not be successful.
And so we have an interesting range of papers that focus on the high-tech, low-tech, and no-tech. They range from concept-mapping theories to the experiences of a woman who determined that a blend of home schooling and public schooling was the best recipe for ensuring her son's educational success.
This edition of the journal is partially supported by EASI's National Science Foundation grant to compile and disseminate information about K-12 science, math, engineering and technology.
Abstract: This is a useful article that looks at various pieces of math and science software to evaluate their usefulness for people with vision impairments. The article also makes suggestions on how to make the programs more accessible for individuals with vision impairments.
Abstract: this paper describes the process and benefits of concept mapping and its use for helping students with learning disabilities study science. It includes four graphics that illustrate the concept maps. The graphics have full text descriptions.
Abstract: this paper addresses six important teaching strategies for "diverse learners," students who have backgrounds, foundations, or abilities that differ from most students. While it encompasses a wide variety of students, an important segment of this population is students with disabilities. The ideas presented here have definite value for teachers, service providers and others who work with students with disabilities. There are also some valuable program evaluations at the end of the article.
Abstract: his article is a comprehensive overview of the problems that K-12 students encounter using textbooks and some accessible text formats that are currently available. In particular, the article looks at the special problems posed by math and science texts for K-12 students with disabilities.
Abstract: This short article focuses on another dimension to using books on tapes - using recorded books along with texts. This is particularly beneficial for students with learning disabilities.
Abstract: This article is different from most that are published in the ITD. It is a very personal account of a woman who has chosen to home-school her son who has several disabilities due to a brain injury. She has worked with the school system to put together a program that combines her home-schooling with a couple of classes at the high school. For the most part this woman uses low- tech strategies, but she has included work on the computer in her son's curriculum. This is a very human look at many of the issues that we often view only from the practical, institutional or technological perspective.
Abstract: This article looks at some of the challenges and problems that students with disabilities encounter when they move through the educational process. It gives some practical tips for service providers and focuses on the idea that one plan or strategy will not work well for all students.