Response #8

Starcic, A. (2010). Educational Technology for the Inclusive Classroom. Turkish Online Journal of Educational Technology - TOJET, 9(3), 26-37. Retrieved from ERIC database.

            The topic of this article was about ICTs (information and communication technologies) and the training of pre-service teachers.  More specifically, the author focused on ICTs and their application for creating inclusive classrooms—that is, successfully integrating students with special educational needs into the general education classroom.  The author contends, “Teachers are not aware of e-learning environments and their potentials for individualized instruction, exploratory environments, collaborative learning and facilitating social skills, individualized study plans, classroom management for accommodating students with disabilities in the inclusive classroom” (27).  The particular ICT examined in this descriptive study was called the SEVERI e-learning system, which emphasizes student-centered learning.  The program allows students to engage in discussions, check messages, use an electronic calendar, work on assignments, and study using an e-library application.  For students with special needs, the student interface of the program includes large fonts, pictures/graphics, colors, and audio in order to assist them.  Teachers can plan lessons and organize activities using the program.  The pre-service teachers who participated in the study responded to questions after working with the program in an educational technology course (much like IT 544).  Overall, their attitudes about it were positive.  They considered SEVERI to be a pedagogically effective tool, as well as conducive to promoting an inclusive classroom.

            This research article highlighted the important point of providing equal opportunity in education.  In my middle school practicum, I observed an eighth grade social studies course with a significant number of IEP students, most of whom had learning disabilities (e.g., ADHD) and/or reading problems.  They were integrated into a general education class, as the school had discontinued its special education program several years ago.  The inclusive classroom recognizes that the social dimension of learning is important for a special needs student’s cognitive and affective development.  However, teachers still face the challenge of planning for and meeting the needs of these students—something which is rather daunting, considering that the majority of teachers have minimal training (formal or otherwise) in special education.  Here, the benefits of learning with technology seem particularly helpful.  I agree with the sentiment of the author that the ICT training of teachers needs to be geared towards “professional needs and cultures” (27), rather than acquiring the technology skills for their own sake.  This is especially true when one reflects upon learners with special needs.