Exploring Inclusive Learning Interactions for Students with Intellectual Disabilities in Postsecondary Education

Autor/in	Buehler, Erin
Titel	Exploring Inclusive Learning Interactions for Students with Intellectual Disabilities in Postsecondary Education
Quelle	(2018), (185 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Maryland, Baltimore County
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3559-9008-9
Schlagwörter	Hochschulschrift; Dissertation; Educational Technology; Technology Uses in Education; Technological Literacy; Computer Science Education; Job Skills; Intellectual Disability; Barriers; Special Education; Best Practices; Computer Peripherals; Printing; Geometric Concepts; Postsecondary Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Computer science lessons; Informatikunterricht; Produktive Fertigkeit; Intellect; Disability; Disabilities; Verstand; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Buchdruck; Drucken; Elementare Geometrie; Post-secondary education; Tertiäre Bildung
Abstract	Advances in mechanical and electrical engineering and an evolving workforce have prompted education systems in the United States to incorporate technology as both a subject of learning and a pedagogical tool. The rising workforce must be literate in the use, maintenance, and creation of technologies as more labor and service jobs become automated. People without access to this education find themselves at a severe disadvantage. The issue is further compounded for individuals with intellectual disabilities who are underemployed and who are unlikely to pursue or receive education beyond the secondary level. I assert this shift to digital literacy introduces new barriers to learning and employment stemming from the accessibility of new technologies themselves. My dissertation presents three-and-a-half years of research exploring the issue of accessible and inclusive technology education through the lens of 3D printing. I have studied the practices of teaching 3D printing in both mainstream and special education, formal and informal environments, and at many age and education levels. I have explored the applications of 3D printing in these same spaces and identified discrepancies in access to this technology. My contributions from this body of work include (1) a deep understanding the role of technology in education for persons with disabilities, both as a subject and a medium of learning, and (2) recommendations and best practices for 3D printing with an emphasis on improving access to 3D printing and how this technology can benefit persons with disabilities. By unpacking the learning experiences surrounding 3D printing, I hope to draw attention to the larger problem of accessible technology education for students with disabilities. Three-dimensional printing is one example of an ever-growing trend in developing technologies that each subsequent generation of students must master in order to have a chance at seeking and gaining employment. I believe technologists must work in concert with educators and students of all abilities to ensure the accessibility of both the content and the pedagogical instruments being used to bring these students into a new age of digital education and employment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01