Kids Included through Technology are Enriched: A Guidebook for Teachers of Young Children and Project KITE: Young Children and Technology [Video]
Brenda Carlson, Karen Samels, Paula Goldberg, Marge Goldberg
Summary for Kids Included Through Technology are Enriched: A Guidebook for Teachers of Young Children:
This guidebook is designed to provide information on technology to teachers and service providers who work with young children with disabilities. Topics include: (1) the definition of assistive technology; (2) the philosophy of using technology with young children and a rationale that demonstrates benefits for youngsters who have special needs; (3) how technology supports early learning, particularly self-expression, communication, social interactions, and education; (4) assessing for helpful technology; (5) identifying the tools of assistive technology; (6) team tasks in assessment; (7) choosing computer technology for the classroom, including selecting appropriate software and peripheral devices; (8) introducing other devices such as a trackball, mouse keys, touch screen, drawing tablets, and electronic pointing devices; (9) keyboard modifications and alternative keyboards; (10) switch technology; (11) augmentative and alternative communication; (12) effective practices for teaching children to communicate; (13) integrating technology into the early childhood classroom, including how to design lessons with technology; (14) how to use technology for teachers' administrative tasks; (15) assistive technology in a cultural context; (16) assistive technology in the Individualized Education Program or the Individualized Family Service Plan; and (17) funding issues. Appendices include teacher resources, an explanation of legal issues, and a list of resource organizations. (Contains 32 references.)
Summary for Project KITE: Young Children and Technology [Video]:
This 14-minute closed-captioned videotape cassette is designed to provide parents of children with disabilities with an understanding of assistive technology devices and services. The use of assistive technology to enable children with disabilities to be educated in general education classrooms is discussed, along with the different types of assistive devices, and the definition of assistive technology devices and services. The use of communication boards, computer software, switches, and speech synthesizers is highlighted.
Brenda Carlson, Karen Samels, Paula Goldberg, Marge Goldberg. Kids Included through Technology are Enriched: A Guidebook for Teachers of Young Children and Project KITE: Young Children and Technology [Video] (1997). PACER Center, Inc.: Minneapolis, MN.
(124 pages).
Sponsoring Agency: U.S. Department of Education
Language: English
Reading Level: Average
Formats Available: Printed Material, Videotape
(Video cost $35.00; guidebook is $15.00)
PACER Center, Inc.
8161 Normandale Blvd.
Minneapolis, MN
55437
Phone: (952) 838-9000
Fax: (952) 838-0199
Email: pacer@pacer.org
URL: http://www.pacer.org
Languages Available: English
Intended User Audience:
The guidebook was developed primarily for teachers of young children (3-8 years old) with disabilities. The video was developed primarily for parents and caregivers of young children with disabilities and direct service providers who work with them. Teachers in early childhood education classrooms, kindergarden through second grade, early intervention programs, and early childhood special education programs will find these materials relevant. Providers such as occupational therapists, speech pathologists, administrators, faculty and trainers, preservice students, and paraprofessionals might also find these materials beneficial in their work setting. Beginners will find these materials especially useful.
The video and guidebook were developed for a unspecified population living in the United States and who are native speakers of English or who are proficient in English. The developers also identified other groups such as Hmong, Latino, and Sioux tribe as finding these materials useful.
Product Development:
Development partners included parents and family members, service delivery personnel, administrators, cultural advocates, lawyers, faculty, and trainers. Members of the work group represent various cultural and linguistic groups including European American, African American, Native American, and Latino.
Two parent advocates working for the PACER Center translated the project brochure into Spanish, Hmong, and Laotian.
Product Evaluation:
The developers of this material evaluated this material in the inner city and suburbs of Minneapolis and St. Paul. A total of 63 participants including children with disabilities ages three to eight years old; parents and family members; paraprofessionals; therapists including occupational, physical, and speech; teachers in early childhood education, early childhood special education; and Head Start participated in the evaluation of this material. Cultural and linguistic groups represented include European Americans, Southeast Asians, Japanese Americans, African Americans, Native Americans, and Asian Indians.
The materials' evaluation results are available from PACER Center, Inc. upon request.
Product Dissemination:
As of 1998, approximately 700 materials have been distributed in 39 states across the U.S.
Review #1
About the reviewer:
The reviewer has worked for over 20 years with culturally and
linguistically diverse children and their families in urban,
suburban, and rural settings. She has worked directly with Latinos
in California, Texas, Arizona, and New Mexico. She has examined
model inclusive early childhood programs and their cultural
responsiveness for Native Americans in New Mexico. She currently
works with students and families from the Middle East and Pacific
Rim. She has a Ph.D. from the University of New Mexico in
special education with an emphasis on multicultural early childhood
special education.
Audience:
The primary audience for the video and guidebook is teachers of young children (3-8) with disabilities, parents, caregivers, and direct service providers. Teachers in regular early childhood education (ECE) classrooms, kindergarten through second grade, early intervention programs, and early childhood special education (ECSE) will find this material useful. Individuals from disciplines such as occupational therapy, speech and hearing, administrators, faculty, and trainers of ECE/ECSE programs would also profit from using the materials. Beginning students, pre-service students, and paraprofessionals may also find these materials effective. Additionally, these materials provide individuals with information on how to access and integrate technology effectively.
These materials were developed for individuals residing in the United States for whom English is the first language or who are proficient in English. The video and guidebook may serve as a quality resource for individuals working with families or who are members of Hmong, Latino, and Sioux tribe communities; for culture-specific interactions and activities are described. Several activities are relevant to the general population.
Strengths of the Material:
The information is presented in a clear and concise manner that is easy to follow. For example, the developers provide a glossary of professionals' terms and lists of resources for software, vendors, and organizations. Additionally, it thoroughly reviews in an easy to read manner the history of laws concerning assistive technology in the education of children with disabilities.
While the guidebook addresses diverse cultures in a very general and limited manner, it does serve as a useful tool and resource in developing and implementing technology in an early childhood and early childhood special education settings. Specific suggestions for integrating technology in the classroom are included. For example, the material presents models for "Effective Lessons to Integrate Technology," for inclusion in classroom routine, for Individualized Family Support Plan and Individual Educational Plan (IFSP and IEP) development, and for tracking student progress. Chapter 5 provides a rich resource of software programs, augmentative communication devices, and hardware supports for children with special needs.
Limitations of the Material:
The section addressing cultural and linguistic diversity is limited to five pages. There is an assumption that all families view technology as a quality indicator of excellence in early childhood and early childhood special education programs.
Adaptations:
While the guidebook presents a definitive outline of technology and its implementation in the multiple early childhood settings, there is limited (5 pages) discussion of the implications for culturally and linguistically diverse children and their families. It will be helpful for the reader to consider issues surrounding cultural and linguistic diversity throughout the text. Of particular value would be consideration for children whose language is other than English. Specific strategies and activities for parents and families to suppnrt the development of their children's technological skills would be useful as well.
There is also an assumption that families view technology as a quality indicator of best practice in early childhood and early childhood special education programs. While the material reflects recommended practice, it does not address possible conflicts with a family's values and beliefs; for example, a family may prefer personal rather than technological interaction. Some families may prefer personal contact with their child. While not a major concern in the overall utility of this material, this issue deserves mention and discussion for those developing culturally and linguistically responsive programs. Individuals using these materials for staff development and pre-service training could address these issues.
Generalizability:
These training materials can be used in a variety of staff and personnel development situations and in various early childhood settings. Preschool service providers, teachers, and parents will find the information useful and easily applicable to their needs.
The effective implementation of this material is based on the assumption that a service professional, teacher,or parent is comfortable and proficient in reading English.
Recommendations:
I recommend this informative guidebook and video as quality resources for service providers, teachers, and families for whom English is their first language or who are proficient in English.
Producer's Response:
Not available at this time.
Review #2
About the reviewer:
The reviewer is currently a Ph.D. student in early childhood special
education with a bachelor's in psychology and master's in early
childhood special education. She has been an ECSE teacher, a
learning impaired specialist, a Child Find coordinator, and
an assessment specialist. While employed with the Department of
Defense Dependent Schools (DODDs), she worked with U.S. military
families in Japan and Holland. Working in a seashore community on
the East Coast provided her with extensive experience with low-income
families who were African American and Hispanic.
Audience:
The primary audience for the video and guidebook is teachers of young children (3-8) with disabilities, parents, caregivers, and direct service providers. Teachers in regular early childhood education classrooms, kindergarden through second grade, early intervention programs, and early childhood special education will find this material useful. Individuals from disciplines such as occupational therapy, speech and hearing as well as administrators, faculty, and trainers of early childhood education and early childhood special education programs could also use these materials. Beginners, pre-service students, and paraprofessionals may also find these materials effective. Additionally, these materials will provide individuals with information on how to access and integrate technology effectively.
These materials were developed for individuals residing in the United States for whom English is the first language or who are proficient in English. The developer's information indicates that the video and guidebook can be useful for individuals working with families who are members of the Hmong, the Latino, and the Sioux tribal communities.
Strengths of the Material:
The information is presented in a clear and concise manner that is easy to follow. The material is written at an average language level. For example, the developers provide a glossary of professional terms and lists of resources for software, vendors, and organizations. The boxes summarizing the main points of the chapters enhance understanding.
The video includes individuals representing several ethnic backgrounds and disability categories. The guidebook and video provide a comprehensive overview, philosophy, and rationale for using technology with young children who have special needs. A definition of inclusion is not provided; however, the developers clearly define assistive technology as well as provide a comprehensive statement on their philosophy of technology in education. The developers stress that software used should be chosen based on the curriculum and not the curriculum chosen based on available software.
The material provides an awareness for parents regarding assistive technology and the law. I found the information on how a parent may inquire about an assistive technology assessment very useful. The discussion regarding the assessment team was useful, and recommendations for including a cultural representative as a potential team member effective. The guidebook also provides well thought-out suggestions for obtaining needed funding.
Limitations of the Material:
Information presented regarding the assessment team is useful. However, it is unclear how this team differs from the multidisciplinary team used for special education eligibility purposes. This can be an issue for school districts who have case managers with huge case loads. Also, some school districts may not have a technology specialist and if they do, the technology specialist may not be available to serve as a member of this team.
The guidebook acknowledges issues related to the "real world" and suggests that it may be difficult to implement technology in some programs. However, the developers do not address the issue of equity and access to services.
Adaptations:
When using the video and guidebook as a training tool, it may be helpful to describe the role of the technology assessment team and how it differs from the special education evaluation team. When used by service providers, suggestions for parents advocating for the use of technology for their children's program would be useful. Brainstorming with families may be one method used to identify useful strategies for advocacy. Although cultural issues are addressed in the guidebook, it would have been more meaningful if the information was embedded throughout the guidebook. Faculty and trainers using the materials with service providers can address cultural issues.
Generalizability:
These materials are useful to the intended audience. However, additional information is needed to make the materials practical for individuals involved with school districts or agencies located in inner city, rural areas, or other communities that lack access and funding.
Recommendations:
I recommend this material to the intended users with the suggested adaptations.
Producer's Response:
Not available at this time.
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