In order to select appropriate technology tools to support writing needs, teachers need to consider the following: the individual student’s abilities and needs; the goals of the curriculum based on standards of performance; the growing body of effective instructional practices (e.g., defining a purpose for writing, providing authentic opportunities for self-expression, drafting, peer review, etc.); and ways to assess or monitor student progress.
Within this context, general and specific technology tools can serve an important role in offering many students much-needed support. In this context, general technology can be considered as tools that can serve a particular and important purpose in writing for students with disabilities, primarily those with mild disabilities. Students with minor language production problems, difficulties transferring thoughts to paper, poor spelling, illegible handwriting, struggles in organizing their thoughts, and the like, can use standard text production tools.
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