Journal of Special Education Technology

Given the complex roles of special educators, it is important that they be offered tailored professional development (PD) opportunities. Unfortunately, most PD tends to occur in “sit-and-get” formats, with generalized content that may or may not meet the needs of attendees. Districts are starting to investigate the use of microcredentials (MCs) to innovate PD and harness technology to personalize experiences. MCs are digital PD focused on the mastery of competency-based skills. With a variety of topics, formats, and platforms available, educators would benefit from guidance on how to navigate MCs. In this article, we examine the historical context of PD and the gaps traditional PD may create for educators, particularly special educators. We explore the attributes and personalization of MCs and paint a step-by-step picture of how an interested educator might engage in the MC process, from selecting a topic to earning the MC and reflecting on the experience.

Individuals with intellectual and developmental disabilities (IDD) often have difficulties with self-management skills such as scheduling daily tasks for educational, vocational, and leisure purposes. In this study, we used a multiple probe across participant design to evaluate the effects of constant time delay in teaching young adults with IDD the necessary steps to schedule events and set reminders using the Calendar application (app). Three students with IDD in a postsecondary education setting participated in this study and acquired the steps required for programming events and their reminders in the Calendar app. In addition, two participants independently attended the scheduled events without additional reminders from adults. Limitations, future research, and practical implications are discussed.

A deductive, sequential mixed design was used to better understand the internal aspects of performance-based self-evaluation activities as related to teacher preparation. A modified theory of change informed the investigation of a subset (N = 15) of teacher candidates from a larger study, who all showed significant improvements in their teaching abilities after engaging in video analysis. Teacher candidates’ video analysis activities were further analyzed to better understand their self-evaluation accuracy and enthusiasm for engaging in such teacher preparation activities. Results indicated candidates rated their perceived ability significantly higher than their observed instructional ability at all four timepoints. Candidates who were most enthusiastic about engaging in video analysis with self-evaluation were the least accurate at rating their own instructional abilities. Additional findings about the association between internal factors (i.e., attitude and accuracy) and the implications for self-evaluation as a reliable form of performance-based assessment within teacher preparation are discussed.

Telepractice coaching may be a viable alternative technology tool to deliver services to parents of children with autism spectrum disorder. Using a multiple probe design across participants, we examined the effectiveness of telepractice parent coaching in a communication intervention on parents’ implementation of strategies to improve their children’s communication skills. Project coaches instructed parents on strategies to teach communication skills to their child, including incentivizing communication, modeling, prompting, progressive time delay, and expanding. Results indicated a functional relation between the telepractice parent coaching intervention and parent use of strategies. Effect sizes for each participant are compatible with visual analysis results that show a very low effect to very strong effect depending on the intervention component examined.

In this study, the researchers explored the usage of a virtual reality (VR)–based social skills learning environment for children with autism spectrum disorder (ASD). Using OpenSimulator, the researchers constructed a desktop VR-based learning environment that supports social-oriented role-play, gaming, and design by children with ASD. Seven 10–14 years old children with ASD participated in this VR-based social skills program for 20+ hr on average. Data were collected via screen recording and observation of play- and design-oriented social skills enactment and pre- and postintervention Social Communication and Skills Questionnaires. Participants demonstrated an increased level of successful social skills performance from the baseline to the intervention phase. The findings provided preliminary evidence for the usage of a VR-based social skills learning environment for children with ASD.

This study examined the use of a wearable smartwatch-based intervention to support the executive functioning needs of college students with intellectual disability and autism spectrum disorders. The study was designed to address the universal design for learning guidelines and checkpoints for Provide options for Executive Functions. Three students with intellectual disability, two on the autism spectrum, participated in this multiple-probe across participants with an embedded ABAB design to determine whether a causal relationship exists between the smartwatch intervention and the percentage of tasks completed independently. Students were taught to use a wearable smartwatch device to enter novel appointments for the coming week and the associated tasks. All students self-operated the wearable device to enter appointments, attend appointments on time, and complete associated tasks. Results are discussed in the context of applying new technology applications to assist individuals with intellectual disability and autism to self-manage technological supports to learn new skills, set reminders, and enhance independence.

Augmented reality (AR) has the potential to support individuals with special needs and to enable their development of daily living skills. This meta-analysis study examined the effect of AR on functional skills acquisition across individuals affected by different disabilities. Group design studies based on a random-effects model alongside the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines were used in this study. A total of 119 individuals with different types of disabilities (including intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, Down syndrome, hearing disability, and visual disability) were obtained from seven studies. The overall effect size of AR across the seven studies was significant. The results showed that AR can be effective and helpful for individuals with disabilities to help them make daily decisions and guide their actions in society. The implications for practice and research as well as the possible areas that require further investigation are discussed.

Virtual reality (VR) technology has improved in access and availability in the area of K–12 instruction, increasingly being cited for its promise to meet the varied learning needs of individuals with disabilities. This descriptive review of 25 research studies conducted in K–12 settings examined the defining characteristics of immersion levels associated with VR, the purpose and application of the augmented reality intervention, the outcomes associated with the current use of VR, and the possibility of generalization beyond VR. The results of the review reveal that a majority of studies are utilizing nonimmersive screen-based simulations. While still considered under the VR domain, these technologies do not take advantage of the features of semi- and fully immersive VR which make it an appealing intervention for students with disabilities. Based on the results of this review, we provide recommendations to establish a strong research base on emerging VR technology and its use for students with disabilities in the K–12 classroom.

Individuals with autism spectrum disorder (ASD) have deficits in social and communication skills that can cause problems such as difficulty interacting with others and challenging behaviors. Research has demonstrated the effectiveness of parents as intervention implementers to improve children’s communication skills. We evaluated the effects of a telepractice parent coaching communication intervention on communication skills of children with ASD utilizing a multiple probe design across participants. Parents applied strategies learned with their child, targeting communication skills, such as asking opinion-oriented questions or using augmentative and alternative communication to request items. Results indicated improvement in children’s communicative behaviors and a significant correlation between parent implementation of intervention elements and children behaviors. Effect size results for the participants indicated strong effects consistent with visually inspected data.

Universal Design for Learning (UDL) and Blended Learning (BL) formats, are widely adopted across K–12 learning environments. Upon graduation, preservice teachers may be expected to implement UDL and BL practices. The present study was motivated by the need to provide preservice teachers with live modeling of UDL and BL concepts. Learning analytics data from 197 preservice teachers was examined for engagement with UDL/BL Access features (location, day-of-the-week, time-of-day, and regularity), Content features (screencasts and quizzes), and to determine if there was a relationship between engagement and achievement. Examination of the learning management system login data revealed regular access to the digital content across differing locations, week days, and time of day. Associations were significant between academic performance and all features. Designing the BL digital course components following UDL principles appears to have served as a self-regulation enabler for preservice teachers themselves while providing exemplars to adopt in their future practice.

Video modeling (VM) has demonstrated efficacy in teaching a variety of skills (e.g., social skills, communication, vocational tasks) to learners with autism spectrum disorder. Previous research indicates teachers and learners have supported the use of VM. However, the majority of studies have focused on elementary-school students; less research has explored the use of VM in secondary education settings. To extend the literature, this article describes the use of VM with three high school student–teacher dyads. Each teacher adapted the VM intervention to meet the needs of their student as well as to fit with the current technology available and utilized in their classrooms. All of the three students learned a different target skill with VM and achieved mastery criteria. Results for the three student skills, as well as implementation guidelines and future directions, are discussed.

Individuals with disabilities continue to struggle with writing. Most students with disabilities do not measure at even the most basic level in writing assessments. Technology offers tools to support writing instruction, but many teachers acknowledge a lack of confidence in designing instruction using these tools in writing. Using the 6 Traits of Writing model as a framework, this article describes how students with disabilities may be challenged in each trait and provides technology that can support the attainment of skills within that identified trait area.

In 2004, the Individuals with Disabilities Education Act outlined specific considerations for students with individual education programs in relation to their needs and application of assistive technology (AT) devices and services used to access school curriculum. Teachers will interact with a variety of assistive technologies during their career and must have an understanding of how their individual students are accessing lessons and school-based activities. This practitioner article presents a vignette about a hypothetical second-grade teacher and two of his students using AT during a science lesson. Steps the teacher should consider in understanding and embedding AT are presented, as well as discussion about how future technologies may play into students’ access to curriculum.

The ideas of computational thinking (CT) and computer science (CS) are increasingly being integrated into K-12 education. Yet, insufficient attention exists regarding access and exposure of CT and CS for students with disabilities. In this Technology in Action, the authors sought to present an argument—as well as actual activities—for teachers to start to expose and engage students with disabilities in CT and CS. Through the presentation of case studies as well as other non-case situated activities, practical ideas, and steps for integrating CT and CS in mathematics teaching and learning for students with disabilities are presented.