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• W1566698571 abstract "A 3-year research project, employing qualitative inquiry in a pair of preschool and primary grade classrooms (one self-contained and one integrated at each level), was undertaken to examine the literacy learning difficulties of school-aged children with developmental disabilities. The multi-site case studies of the first phase of the project used the constant comparative method of data collection and analysis. Analysis of the first year of the project reveals two primary themes: technology, and inclusion. Technology facilitated literacy learning opportunities when: (1) it was available; (2) teachers were competent users and programmers of the devices; and (3) teachers had ample time to adapt mate-ials. Inclusion facilitated learning when: peers had a clear understanding of and experiences with their roles; and the individual needs of all students were considered. The roles these factors, as well as others, play in literacy experiences will be clarified as the project continues. (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U E DEPARTMENT Of EDUCATION Once d Educabonsi Ronotch and hnProwomnal ) EDUCATIONAL RESOUR RCES C INFORMATION CENTE (ERI *Thal Document nos boon foorodutel es maned horn Rio moon of oroonnobon 000111a1leg O Minor 0,10X AS hays been made 10 Napreve ie0tOduC1101.00111111' Pone ohne,* or OPM008111.1edielaladOW man do 1O1 MIC11111nly MOTellefil officio OE RI position or Pomp -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY A. Staples TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Uses of Technology and Educational Media in Literacy Instruction for Children with Developmental Disabilities Amy Staples, Karen Erickson, & David Koppenhaver Center for Literacy and Disability Studies, UNC-CH Few children with developmental disabilities (DD) read and write as well as their non-disabled age peers (Koppenhaver & Yoder, 1992; Katims, 1991). Research into the literacy learning difficulties of school-aged children with DD suggests that: (1) difficulties are widespread across disabilities; (2) assistive technology is widely viewed as an important tool in accommodating learning differences in individuals with disabilities; and (3) little is known about the availability, quality, use, and effectiveness of technology and educational materials in addressing illiteracy among individuals with disabilities. A three-year research project, employing qualitative inquiry in a pair of preschool and primary grade classrooms (one self-contained 0 and one integrated at each level), was undertaken in order cj" @default.
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• W1566698571 title "Uses of Technology and Educational Media in Literacy Instruction for Children with Developmental Disabilities." @default.
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