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- The conceptual model presented in Lesson 2 may be used to make decisions about technology when developing IEPs.
- A host of information sources are available for special and general educators on the Internet.
- All special educators should engage in ongoing professional development programs.
- It is up to school personnel to interpret IDEA's legislative mandate that assistive technology be considered for all students formally enrolled in special education.
- IEP teams should consider technology needs in seven areas: (a) existence, (b) communication, (c) body support, protection, and positioning, (d) travel and mobility, (e) environmental interaction, (f) education and transition, and (g) sports, fitness, and recreation.
- When searching for an appropriate adaptive and assistive device, special educators may use the Adaptive Device Locator System (ADLS) and Hyper-ABLEDATA.
- ADLS is an expert system that can be used to find assistive technology devices when the user doesn't know very much about that topic.
- Hyper-ABLEDATA is a large database with information about more than 20,000 assistive devices.
- Hyper-ABLEDATA searches according to functions that devices perform; ADLS searches according to functions that people need to perform.
- Professionals who are involved in IEP teams must have an awareness of the potential of assistive technology..
- Assistive technologies can be used across a wide range of disabilities.
- A variety of specialists, such as audiologists and occupational therapists, may be involved in IEPs, depending on the student's needs.
- IEP team members should consider all areas of human function, since problems in each area may impact significantly on a student's ability to learn and perform well in school.
- Established in 1966, the Educational Resources Information Center (ERIC) is today the world's largest source of education information.
- Sixteen different information clearinghouses are included in the ERIC system. The clearinghouse most relevant to special educators is located at the Council for Exceptional Children (CEC).
- The ERIC database contains more than one million abstracts of education publications.
- ERIC can be accessed via the Web or conventional print sources.
- ERIC is searched with keyword descriptors.
- To make sure that the terms you plan to use in your search are appropriate, you may consult the ERIC Thesaurus of Descriptors.
- Using the AskERIC service, you may ask a specific question in "plain English."
- A typical ERIC search may not retrieve all of the information related to a special education topic unless a search of the ECER database is also conducted.
- The CEC-ERIC Clearinghouse Exceptional Child Education Resources (ECER) database has 80,000 abstracts related to special education, only half of which can be found in ERIC.
- As a special educator you should continue to develop your professional skills throughout your career.
- According to CEC ethical and professional standards, special educators should systematically advance their knowledge and skills to maintain a high level of competence.
- A systematic approach is useful in designing a professional development program.
- Following the conceptual model, designing a professional development program involves seven steps:
- Develop and maintain your personal philosophy.
- Define the functions for your professional role.
- Specify which competencies you need.
- Develop and rank your objectives.
- Identify the content and resources you will need to reach your objectives.
- Implement your professional development program.
- Continually evaluate, revise, and refine your activities and plans.
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