Applications of Technology in Special Education: A Statewide Study

Abstract

This study investigated special education programs in California from the perspective of three respondent groups: administrators of special education programs Cn = 292), special educators who routinely use technology in their classrooms (n = 302), and special educators who do not use technology (n = 87). Among the major findings was that all groups, including nonusers, were enthusiastic about the benefits oftechnology for students with learning disabilities and others receiving special education services. Although administrators used computers in their work, there was little district-level leadership in or coordination of technology use. Teachers and administrators identified funding, administrative support, and knowledgeable staff as the three most important factors determining whether technology was adopted and used.. Computers were the most common classroom technology; the typical configuration was one computerperclassroom. Students used computers to learn or practice new skills or information; the types of software used most often were drill-and-practice programs, educational games, tutorials, and word processors. Students served by special education had as much access to computers as their regular class peers, but for most that access was limited to less than one hour per week. In conclusion, strategies are suggested for increasing the quality of special education technology programs.