The Requirements of Special Education - Essay Example

The myriad forms of impairment range from mobility to mental capabilities. The technology that has been developed to accommodate these students may be assistive, such as a wheelchair, or maybe instructional, such as specialized word processing programs.

In almost all cases, the modern teacher must learn a great deal of specialized technology to teach in an inclusive environment. One of the easiest areas to create solutions for students with disabilities is the no-tech solution to an impairment problem. The problem is often one of access. These solutions require a creative approach by the teacher without the intervention of large budgetary concerns or specialized learning. The simplicity of no-tech is that it is available to everyone, everywhere, and to all students (Roblyer, 2006, p.413). The only limits to no-tech solutions are the creativity of the teacher and the extent of the help needed.

While no-tech solutions are readily available, they are only appropriate for students with limited impairment in isolated cases. Oftentimes, no-tech solutions and access are not enough to meaningfully engage the student in the instruction. The low-technology solutions offer aids to students who require more than just access to the curriculum. They may have a learning disability that impairs their ability to read. It may be that the student has a visual impairment that requires specialized display equipment.

The low-technology solutions may be a calculator, spelling dictionary, or magnification devices for sight. The IntelliKeys keyboard is an example of a low-tech solution that can be programmed to accommodate limited dexterity (Roblyer, 2006, p.412). These solutions are easily integrated into the classroom. Students with limited severity impairments can use low-tech solutions to solve a wide range of problems. As the classroom teacher confronts students with more severe and specialized disabilities, a high-tech solution is often required.

High-technology computer programs can assist students but require a high degree of teacher knowledge and intervention. Voice recognition software such as Dragons Talk will require the teacher, or staff member, to attend a class or seminar to be capable of operating the system (Roblyer, 2006, p.412; Dragon Naturally Speaking, 2007). These specialized computer applications may be outside the expertise of me or other classroom teachers. In conclusion, the easiest approach to solving the problem of inclusion is through the use of no-technology solutions when possible. They require only the creativity and compassion of the instructor. In cases where more intervention is required, low-technology devices such as calculators and electronic spell checkers can be useful for the average teacher.