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• W133805599 abstract "Including students with special needs into technology classes is no longer just encouraged; is law. Educational reform movements and legislation such as Section 504 of Vocational Rehabilitation Act of 1973, The Americans with Disabilities Act (ADA) of 1990, The Carl D. Perkins Act of 1990, Individuals with Disabilities Education Act (IDEA) of 1990, School-to-Work Opportunities Act of 1994, and IDEA Amendments of 1997 focus on inclusion of students with special needs in regular classrooms to maximum extent appropriate. Specifically, IDEA establishes right of students with disabilities to a free appropriate public education (Wonacott, 2001, pg. 1). The 1998 Carl D. Perkins Act requires equal access for special populations, including students with disabilities, to all vocational programs, services, and activities and prohibits discrimination based on special population status (Wonacott, 2001, pg. 1). Students with special needs must be provided equal access to technology programs. Research suggests that students with special needs benefit from experiences that involve functional, hands-on learning, such as those experiences students in technology programs receive (Collins, Hawkins, & Carver, 1991). Through inclusion in technology programs, students gain basic knowledge about a variety of careers available upon completion of school. In addition, students with special needs can gain an insight into needs and qualifications of various careers available to them. All too often, teacher programs provide generic classes for all majors that focus on students with special needs (Jones & Black, 1995). This generic focus may be too broad for technology teachers--especially in light of safety and liability issues associated with their classes and laboratories. According to Sarkees-Wircenski and Scott (1995), students with special needs have a better chance of success and accomplishment when they are taught using contextualized and hands-on activities, such as those associated with technology education. Therefore, all teachers need to be aware of specific legislation, issues, and accommodations associated with students with special needs. Conceptual/Theoretical Framework Students with special needs are better able to learn when course content is presented in a realistic, applications-based method. Research indicates that students with special needs learn more successfully when learning is embedded in authentic contexts where students engage directly with real life objects and situations (Rojewski & Schell, 1994, p. 241). This form of contextualized learning is referred to as situated cognition. Situated cognition theory states that whenever possible, learning should occur within a specific context and should attempt to replicate as closely as possible practices used in that context (Brown, Collins, & Duguid, 1989; Collins, Hawkins, & Carver, 1991; Lave & Wenger, 1991). In addition, social aspects of learning are essential from a situated cognition perspective (Lave, 1988). Resnick (1991) argued, the social context in which cognitive activity takes place is an integral part of that activity, not just surrounding context for it (p. 4). This contextualized, situated, and social learning is crucial for students with special needs. Categories of Students with Special Needs As mentioned previously, students with special needs have been identified by various legislative acts. Specifically, Individuals with Disabilities Act (IDEA) of 1990 identifies following disability categories: 1. Specific learning disabilities 2. Speech or language impairment 3. Serious emotional disturbance 4. Mental retardation 5. Hearing impairments (including deafness) 6. Orthopedic impairment 7. …" @default.
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• W133805599 title "Preparing Technology Education Teachers to Work with Special Needs Students; Technology Education Programs Typically Rely on Active, Hands-On Learning in Order to Provide Students Real-World Experiences" @default.
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