Use of computer technology to help students with special needs.

Millions of students across the United States cannot benefit fully from a traditional educational program because they have a disability that impairs their ability to participate in a typical classroom environment. For these students, computer-based technologies can play an especially important role. Not only can computer technology facilitate a broader range of educational activities to meet a variety of needs for students with mild learning disorders, but adaptive technology now exists than can enable even those students with severe disabilities to become active learners in the classroom alongside their peers who do not have disabilities.

Achieving meaningful mathematics literacy for students with learning disabilities. Cognition and Technology Group at Vanderbilt.

In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learning theories to constructivist and social constructivist theories (see Rivera, this series) provides an opportunity to develop and implement a hybrid model of mathematics instruction.

Using media for developing mental models and anchoring instruction.

My goal here was to discuss ways in which research and theory in the areas of learning and cognition can guide the development of integrated media systems. We began our discussion by exploring how IM technology can be used to embellish existing curricula, noting that its many advantages are quite obvious. Nevertheless, other issues related to IM development are more subtle, yet important.

A comparison of two approaches for teaching complex, authentic mathematics problems to adolescents in remedial math classes.

Two groups of adolescents with learning difficulties in mathematics were compared on their ability to generate solutions to a contextualized problem after being taught problem-solving skills under two conditions, one involving standard word problems, the other involving a contextualized problem on videodisc. All problems focused on adding and subtracting fractions in relation to money and linear measurement. Both groups of students improved their performance on solving word problems, but students in the contextualized problem group did significantly better on the contextualized problem posttest and were able to use their skills in two transfer tasks that followed instruction.

Using microcomputer technology in music therapy for analyzing therapist and client behavior.

A low-cost microcomputer was used to analyze systematically the behavioral interactions between a music therapist and a 55-year-old mentally retarded female. The microcomputer permitted the authors to determine quickly and cost effectively the effect of music therapy sessions on the client's behavior. The study demonstrates that current microcomputer technology can now be used to collect and analyze process-oriented data for application in both research and training activities.