special education technology lessons

Using Technology to Empower Students With Special Needs

Learn how one educator uses G Suite for Education to help students overcome their negative self-images and embrace learning.

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One of the biggest problems I encounter as a resource room teacher is the self-esteem of the students in my classes. After years of disappointing academic experiences, their confidence is low and their motivation has declined. Combine those points with the peer pressure, bullying, and stresses of middle school, and the students do not have a positive outlook on their education.

In my classroom, technology is a tool for empowerment—it creates a collaborative and innovative space for all students. Along with over 50 million educators and students, I am primarily using Google’s G Suite for Education . The suite is a bundle of Google’s key products, such as Drive, Docs, Slides, and Forms, along with new tools like Google Classroom. While I used these applications in a middle school classroom, the following strategies are appropriate for any age from upper elementary students to high school seniors. 

Use Google Classroom for Choice and Personalized Learning

My special education students typically miss out on taking courses of personal interest. Electives are often replaced with supplemental math or reading classes to bring the students up to grade-level expectations. So I decided to bring student interests into my resource rooms. While we still have to follow the curriculum and I have to modify it based on individual needs, I wanted to implement more choice and personalized learning in my instruction. 

I typically share a choice board or a HyperDoc  to Google Classroom in order to provide my students with their own avenues for learning. A choice board is a graphic organizer that offers students options of tasks to complete. A HyperDoc is a digital lesson plan that also incorporates choice in student learning. I provide students with tasks they are required to complete and a variety of tasks they can choose from and can complete at their own pace. This individual pacing helps to increase student ownership and accountability for their learning—traits that all students need, especially students with special needs. 

Sometimes the HyperDoc is as simple as a multimedia text set from which students choose what they would like to read and view. For some assignments, students use YouTube to view a video I’ve created about the topic. Then they have their choice of an article to read based on their own individual interests. Students can choose to use Google Slides, their own YouTube video creation, a Google Form to survey others, or other technology tools to show what they’ve learned before sharing with their peers via Google Classroom. Students are given the freedom to demonstrate their knowledge in their own way and tend to feel more invested in learning because of the choices they are given. 

Create “20 Percent Time” for Passion Projects

Based on Google’s philosophy of having employees devote part of their work time to projects of personal interest, I have my students choose an area of passion that is not in the curriculum. They develop a step-by-step plan to help them reach their goal and set timeframes to measure their progress. For some students, organization is a challenge. Since they have to keep track of all of their materials and work, as well as plan their project step by step, the project gives them the tools they need to practice organization. This project is a long-term assignment, so I give my students about half of the school year to complete their work. 

The students excel at these projects. I had a student draft an entire graphic novel on paper, scan it to her Google Drive, and then use the PDF annotation extension Kami to add text to the thought and speech bubbles. Technology enabled her to create a professional-looking manuscript that she can add to her portfolio as she pursues art in high school. Other students completed their experience by sharing their projects with their peers through Google Slides, video recordings, and other presentation software. 

Though there were challenges, my students enjoyed the opportunity to work on these passion projects and were able to use problem-solving skills to overcome obstacles. The concept of problem solving is tough for special education students to grasp, but having them work on their own choice of project helps unlock their ability to work through challenges. 

Use Tools to Aid Discussion and Collaboration

Because of the nature of some of their disabilities, my students struggle with communication. Group work is difficult, and discussions are often one-sided. I knew my quiet students had insightful comments to share but were reluctant to speak up in class, and my outgoing students needed to take more time to craft their responses. Again, technology helped all these students work through their challenges.

I use the Google Slides Q&A feature during class presentations. The students access a question-based page associated with the presentation and can post questions, which the presenter can refer back to at the end of the presentation. My quieter students felt more empowered from behind a keyboard, and they actively shared ideas and asked questions. For my students anxious about speaking in front of others, the anonymity made them feel relaxed during discussions. My eager speakers were also aided by technology. Because they had to take the time to type an answer, as opposed to just saying whatever popped into their heads, they paused and reflected before typing. They began to think about their words carefully as a result of the digital discussions. 

Verso is another way I’ve encouraged collaboration and discussion. Through this Chrome app, I can post questions for my students. They cannot see each other’s responses until they post something themselves. Since responses are anonymous, my students with anxiety feel at ease about their contributions. 

Technology has eased the disappointment and frustration that my students feel when faced with academics. It has helped me reach out to my students, rekindled their passion for learning, and empowered them to not only find success but also feel confident in the classroom.

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4 Technology Skills to Teach Kids with Special Needs

It’s no secret that technology is a huge part of any classroom these days. Computers, laptop carts, smart boards, tablets… our kids have access to so much information at the tips of their fingers.

But in my experience, some of our students can work an iPad better than I can… to play games or watch YouTube… not to follow instruction, enter passwords, or do anything past that… especially now that iPads have apps that will read to you! (Find that list here .)

As a teacher, it is important that we are teaching our students these important technology skills.

Today I am going to share with you 4 of the top technology skills that our students need to learn to be successful throughout their lives.

1. How to turn the device or computer on/off and what/where the buttons are.

Every morning, I have one student turn all of the classroom computers on. This is that student’s job for the week.

This student makes sure that all of the classroom computers are on and ready to go for our computer time later in the day ( see our class schedule here ).

At the end of the day, another student’s job is to turn off the computers and make sure that all of our classroom tablets are plugged in and charging.

But what about class duties?

Every student in your classroom needs to know how to turn a device on and off. The first couple weeks of the school year ( and typically after breaks, ie. regression ), we will have class lessons on how to do this. We also talk about what buttons to touch and not to touch.

Students are responsible for X-ing out of all apps open on a tablet when they are finished with the tablet. Students are also responsible for X-ing out of all programs on a computer when they are finished.

• For some students, this is an independent task with verbal reminders or a checklist back by the computer station.
• For some students, this may be a hand-over-hand task or a heavily prompted task.

2. Right click VS left click

Use a sticker to label the left and right click on a computer’s mouse. Green for “Yes, you can click this side,” and Red for “No, don’t click this side”.

I’ve also found it helpful to label a mouse using a hard velcro coin on the right click. This serves as a rough sensory reminder to the student to not right click.

3. Using a keyboard to type

There are a lot of different keyboards to choose from when it comes to finding the right one for your classroom, or for an individual student.

Most of my students use the traditional keyboard with no accommodations or modifications.

I have had a few students who have been very successful with the EZsee keyboard . The letters are larger, which helps students who have visual impairments.

There’s always the option of using stickers on the keyboard if your district/school will not purchase a separate keyboard, or if it’s taking too long to go through the appropriate channels, or some other reason.

Stickers are great for keyboards. They can make a simple change to an existing keyboard, so it doesn’t visually look too different than the others.

Typing programs, like Keyboarding Without Tears, are fantastic for helping students learn how to type. We, also, use this typing center that doubles in use for ELA and technology. By using this center , students will learn where the letter keys are and learn how to type, all while practicing sight words.

{ Sight Word Keyboard Typing Resources  }

4. Remembering passwords

You may have seen the binder ring cards with student log in info and passwords on them, and they work… when students don’t lose them.

When it comes to having students put in their username and password, I use a labelmaker or will tape a piece of paper on the computer or desk, and that’s the student’s login for that classroom computer.

• In the classroom, students do not have individual logins. Each computer has a login.
• For computer class, students have an individual login and we use index cards with their username and password on it. #nothingfancy And I keep student login info in my teacher binder for when the notecard is lost.

Do you teach these technology skills to your students? Are there any others you’d add to this list? Tell us in the comments below!

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• Going Digital in a Special Needs Classroom
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How special education technology improves learning

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Technology, especially in 1:1 classrooms, can be a critical tool in educating students with special needs. Through built-in tools that help teachers adjust learning to meet students’ individual education plans,  special education technology  has the power to provide the optimum support that students with special needs require to participate and learn along with their mainstream peers. Create multiple   modalities   for   lessons Not all students learn the same way, and today’s classrooms are composed of students with varying learning styles and abilities. It makes sense, therefore, that providing a wide range of learning materials is key to engaging all students, while providing them with the tools they need to learn. This type of  differentiated instruction  is especially important within the special education setting, where students who have special needs may not be able to consume the traditional paper-based lessons still used in many classrooms. Modern electronic devices and special software allow consumption and creation of content through multiple modalities, not just written text. For example, a student with dyslexia might benefit from using software that reads words aloud when selected. This technology makes it easier to provide the audiovisual experiences some students require to grasp the concepts presented. The technology also allows instructors to incorporate multimedia elements into assessments, which in turn lets every student create the type of projects that showcases his or her talents and learning. In addition, special needs students who are nonverbal can make use of the devices’ text-to-speech capabilities to present their learning to the class, so that they can share their work just like a student without verbal deficits. Take advantage of adaptive modes Many tablets come with features that allow students with special needs to personalize their use. For example, a student with a mild to moderate visual impairment may be best served by double-tapping or dragging their fingers to magnify text and photos, whereas a student with a more severe visual impairment can have text read aloud. Students with hearing deficits can use captioning to experience audiovisual materials. These capabilities allow students with special needs to learn without a special curriculum. They can consume — and learn — the same materials as their peers, which helps prepare them for the same assessments. Additionally, being on the same timeline and curriculum as their peers can help ensure that students with special needs develop positive self-esteem and the skills they need to succeed after graduation. Using specialized technology to make a difference Some students with special needs will likely require devices and software that provide more robust support. Lilly, a third-grade student with cerebral palsy, was able to show just how smart she is through the use of a  Samsung Galaxy tablet  and personalized digital curriculum.

When Lilly joined her class, she was completely nonverbal. “In one of our introductory meetings with Lilly, my colleague Rachael sat next to her with an augmentative communication system on a tablet, demonstrating to the family how we might be able to support Lilly’s communication,” said Robin Pegg, assistive technology consultant at Eaton Regional Education Service Agency. “Lilly was craning her neck, trying to see what Rachael was doing. Rachael then handed Lilly the device, and in that first meeting, Lilly created sentences. Nobody knew she could do that.” Because of this technology, Pegg explains, Lilly is able to go to class with all the other third graders, and her parents and teachers have seen that she is likely of above-average intelligence. Without this type of special education technology, Lilly’s gifts may have gone uncovered. According to Pegg, “It has completely changed her life.” This article originally appeared on the Samsung Business Insights blog . Visit the blog to read about the latest trends in educational technology, including The Benefits of Integrating Wearable Technology in Education and How to Design Effective Technology Training for Teachers . Jennifer Roland is a freelance writer focusing on education, technology, lifestyle and marketing content. Her work has appeared in  Learning & Leading with Technology , ED Tech: Focus on K-12, Mind-Shift and edCetera. Her first book,  The Best of Learning & Leading with Technology , was published by ISTE in July 2009. Roland blogs at  edtechcopywriter.com . Follow her on Twitter  @jenroland .  

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Tech ed from Teacher-authors

Tips for Supporting Students With Special Needs Using Technology

As you prepare for the holiday break and then a new year, it’s a great time to think about resources available in your classes for students with special needs. Ask a Tech Teacher has a long list of online websites and apps for a variety of special needs , but if you’re looking for a good overview of general tips, check these out:

You might not realize that over 60% of students with special needs benefit remarkably from technology-integrated learning environments. To effectively support these students, you can start by understanding each student’s unique challenges and strengths. Have you considered how assistive technologies like text-to-speech can be tailored to individual needs? By engaging students in selecting personalized tools, you empower them to take charge of their learning journey. Parental involvement and open communication also play vital roles. But how do you guarantee these strategies lead to meaningful progress? There’s a lot more to explore in optimizing these approaches.

Understand Individual Needs

Understanding the unique needs of each student with special needs is the first step in effectively using technology to support their learning. You should start by getting to know each student’s specific challenges and strengths. Whether it’s a learning disability, physical impairment, or sensory issue, recognizing these elements will guide you in selecting the right technological tools.

It’s important to communicate with students, parents, and specialists to gather detailed information about their needs.

Next, consider conducting assessments to pinpoint areas where technology could make the most impact. You might notice that a student struggles with reading, making text-to-speech software a game-changer. Similarly, for students who’ve difficulty with fine motor skills, touchscreens or adaptive keyboards can be incredibly beneficial.

Don’t forget to involve the students in this process. Their feedback on what works and what doesn’t is invaluable. Engaging them in decision-making won’t only empower them but also increase the likelihood that they’ll embrace the technology.

Leverage Assistive Technology

When it comes to leveraging assistive technology, you can truly transform the educational experience for students with special needs. By incorporating tools designed to support their unique challenges, you empower them to access learning more independently and effectively.

Start by exploring a range of assistive technologies that cater to different needs, such as text-to-speech software for students with reading difficulties or speech-to-text for those with writing challenges.

Consider how screen readers can open up digital content for visually impaired students or how hearing aids and FM systems enhance auditory access in the classroom for those with hearing impairments.

It’s crucial to stay informed about the latest developments in assistive technology, as this field is continuously evolving with new innovations.

Ensure that the technology you choose fits seamlessly into the student’s learning environment. Collaborate with special education professionals to tailor these tools to individual learning goals.

Don’t forget to provide training for both students and educators, ensuring everyone can use the technology confidently.

With the right approach, assistive technology not only levels the playing field but also enriches the learning experience, paving the way for greater educational success.

Implement Personalized Learning Tools

Personalized learning tools are revolutionizing the way educators support students with special needs by catering to their unique learning styles and preferences. These tools let you adapt lessons to fit each student’s strengths and areas for improvement, making learning more engaging and effective.

By using technology like adaptive learning software, you can tailor educational experiences that match a student’s pace and interests, fostering an environment where everyone can thrive.

Start by identifying each student’s specific needs and preferences. Use assessment tools to gather data on their learning styles. This information helps you select the right personalized learning tools.

For instance, some students may benefit from visual aids and interactive lessons, while others might excel with auditory resources or gamified learning experiences. Choose tools that align with these insights to create a more inclusive classroom.

Regularly review the effectiveness of the personalized tools you’re using. Stay open to adjustments based on student feedback and performance data.

Utilize Interactive Learning Platforms

Building on the foundation of personalized learning tools, interactive learning platforms offer another dynamic way to support students with special needs. These platforms engage students through multimedia content, providing a rich, multisensory experience.

You’ll find that they’re perfect for tailoring education to individual needs by allowing students to work at their own pace and explore subjects in depth.

Interactive platforms like accredited online schools K-12 often include features that cater to diverse learning styles, such as visual, auditory, and kinesthetic. They can transform a standard lesson into a more engaging experience, keeping students motivated and involved.

Here are some key benefits:

• Increased Engagement : The use of videos, animations, and interactive elements can capture the attention of students who might struggle with traditional learning methods.
• Immediate Feedback : Many platforms provide instant feedback, helping students understand their mistakes and learn from them in real-time.
• Accessibility Features : Tools like text-to-speech, adjustable text sizes, and color contrast options make content accessible to all learners.

Foster Collaborative Learning

While technology in education often focuses on individual learning, fostering collaborative learning is equally essential for students with special needs. Collaborative learning nurtures social skills, builds confidence, and enhances problem-solving abilities. By integrating technology, you can create opportunities for students to work together, regardless of their physical location or learning challenges.

Start by using digital tools like video conferencing platforms, which allow students to connect and interact in real-time. These platforms can facilitate group discussions, project collaborations, and peer-to-peer learning.

Encourage the use of shared documents and online whiteboards, where students can brainstorm and contribute ideas simultaneously. This promotes a sense of ownership and shared purpose among participants.

Incorporate digital storytelling and group projects using multimedia tools. These resources enable students to express their creativity and work together to produce something meaningful.

Make sure to use apps that are accessible and provide adaptive features, ensuring all students can participate fully.

Encourage Parental Involvement

As you leverage technology to foster collaborative learning among students with special needs, it’s equally important to bring parents into the educational journey. Encouraging parental involvement can enhance learning outcomes and provide a support system that extends beyond the classroom. Technology offers various ways to facilitate this connection, creating a more inclusive environment.

First, consider using digital communication tools to maintain open lines with parents. Platforms like email or messaging apps can provide timely updates and share resources. This keeps parents informed and involved in their child’s progress.

• Virtual Meetings : Conduct regular video calls or webinars to discuss progress, address concerns, and collaboratively set goals.
• Online Portals : Use educational platforms that allow parents to access assignments, grades, and feedback, ensuring they’re part of the learning process.
• Shared Resources : Offer digital resources like tutorials or guides that parents can use to support their child’s learning at home.

Monitor Progress and Adapt

Tracking student progress effectively can make a significant difference in the educational experience of students with special needs. By using technology tools, you can monitor their progress in real time and adjust teaching strategies as needed.

Start with digital platforms that offer analytics and reporting features. They help you identify areas where a student excels or struggles, allowing you to tailor your approach accordingly.

Regularly review the data these tools provide. Look for patterns in student performance and engagement. Is there a particular subject or activity where they consistently do well, or one where they face challenges?

This information will guide you in adapting lesson plans and instructional methods to better meet their needs.

Don’t forget to involve the students in this process. Share their progress with them in a way they understand, and celebrate their achievements.

Encourage them to reflect on what strategies work best for them.

You’ve explored various ways to support students with special needs using technology, but here’s the ultimate question: are you ready to transform their educational journey? By understanding individual needs, leveraging assistive technology, and fostering personalized learning, you hold the key to releasing their potential. Will you seize this opportunity to empower them, engage parents, and adapt continuously? The path forward is in your hands—embrace it, and watch as you help shape a future where every student thrives.

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“The content presented in this blog are the result of creative imagination and not intended for use, reproduction, or incorporation into any artificial intelligence training or machine learning systems without prior written consent from the author.”

Jacqui Murray  has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a  K-12 technology curriculum ,  K-8 keyboard curriculum,   K-8 Digital Citizenship curriculum . She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, freelance journalist on tech ed topics, contributor to  NEA Today , and author of the tech thrillers,  To Hunt a Sub  and  Twenty-four Days . You can find her resources at  Structured Learning.

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We are a group of dedicated international technology teachers with tons of experience in teaching K-18 t ech, unraveling its problems, and making it exciting for kids (and adults). We blog here, teach online grad school classes, provide curricula (like K-12 Technology curriculum ,  K-8 keyboard curriculum,   K-8 Digital Citizenship curriculum ). Jacqui Murray (the face of AATT) also authors tech thrillers,  To Hunt a Sub  and  Twenty-four Days . You can find our resources at  Structured Learning.

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Using Technology for Students in Special Education: What the Feds Want Schools to Know

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Assistive technology—from visual timers to help students with learning differences keep track of their schedules to digital captioning software for those with hearing difficulties—can improve outcomes for students in special education if states and districts take full advantage of those tools, concludes guidance released recently by the U.S. Department of Education .

The Individuals with Disabilities Education Act—the main federal law governing special education—has long required school teams developing an Individualized Education Program for students in special education to consider if assistive technology is needed to provide a particular student with a quality education, said Glenna Wright-Gallo, the assistant secretary in the Office of Special Education and Rehabilitative Services in an email.

But this is the first time the department has released guidance on how assistive technology relates to the special education law. That’s partly because schools have come to rely so much more on technology for teaching and learning, Wright-Gallo said.

“As the pace of advancement, access, and use of education technology rapidly increases, there is a need to provide information about how to meet the requirements of” the special education law with respect to assistive technology, Wright-Gallo said.

What’s more, “since the pandemic accelerated schools’ and workplaces’ use of technology to provide opportunities for online and hybrid learning and work, there remains an ongoing need to ensure that technology devices and platforms are accessible to the needs of all students, including those with disabilities,” she added.

The guidance , released last month, is aimed at parents, specialists who provide services to babies and toddlers at risk of developmental delays, special educators, general educators, school and district leaders, technology specialists and directors, and state education officials, Wright-Gallo said.

It seeks to knock down misconceptions— what the guidance calls “myths” —about assistive technology.

For instance, the guidance:

• Makes it clear that a district needs to show parents and students how to use their assistive technology. It’s not up to the student and family to figure it out on their own.
• Clarifies that if a student is allowed to use an assistive technology—say, a timer or captioning—on class assignments, they can use it for state assessments, too.
• Carefully distinguishes between two terms that are sometimes used interchangeably: accessible technology and assistive technology. Accessible technology is used to describe tech designed to support many different users—not a particular person. Assistive technology refers to a piece of technology chosen specifically to help a particular child manage aspects of their disability.
• Emphasizes that assistive technology can be used for children even before they get to elementary school. It can help infants, toddlers, and their families with a child’s development.

The guidance also makes it clear that schools and districts aren’t alone in researching assistive technology. They can reach out to their local Assistive Technology program —there’s one in every state and territory—for help in figuring out which devices might work in a particular student’s situation, testing devices out, seeing assistive tech demonstrations, or financing devices.

That provision will “encourage states and districts to really better explore the ways to ensure that students with disabilities access the assistive technology that they need,” said Audrey Busch, the executive director of the Association of Assistive Technology Act Programs, a nonprofit. The association represents state assistive technology programs nationally.

‘A holistic vision of how we need to think about education and technology in our schools’

The department intentionally released the guidance on Jan. 22 alongside the National Education Technology plan.

That plan emphasizes how technology can help tailor instruction for all students—not just those who receive special education services—using the principles behind Universal Design for Learning . UDL is a strategy that encompasses a wide set of teaching techniques, allowing multiple ways for teachers to present information and for students to engage in lessons and demonstrate what they know.

Releasing the guidance at the same time as the national tech plan was meant to “promote accessibility and address divides in digital use, design, and access,” Wright-Gallo said. “We know that the use of accessible technology and [assistive tech] can transform learning, reduce barriers, and improve outcomes for students with disabilities of all ages.”

Taken together, the national technology plan and the assistive technology guidance “really present a holistic vision of how we need to think about education and technology in our schools,” said Lindsay Jones, the CEO of CAST, a nonprofit education research and development organization that created the Universal Design for Learning framework. “I think that by showing how all sorts of people use technology, you will decrease the stigma on those who are using” assistive technology.

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