Computer-Mediated Intersensory Learning Model for Students with Learning Disabilities

Autor/inn/en	Seok, Soonhwa; DaCosta, Boaventura; Kinsell, Carolyn; Poggio, John C.; Meyen, Edward L.
Titel	Computer-Mediated Intersensory Learning Model for Students with Learning Disabilities
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 54 (2010) 2, S.63-71 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-010-0385-4
Schlagwörter	Civil Rights; Learning Disabilities; Student Participation; Federal Legislation; Teaching Methods; Learning Strategies; Inclusive Schools; Educational Principles; Special Education; Models; Computer Assisted Instruction; Educational Technology; Sensory Integration; Student Rights + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Learning handicap; Lernbehinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bundesrecht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Inclusive school; Integrative Schule; Bildungsprinzip; Special needs education; Sonderpädagogik; Sonderschulwesen; Analogiemodell; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Sensorische Integration
Abstract	This article proposes a computer-mediated intersensory learning model as an alternative to traditional instructional approaches for students with learning disabilities (LDs) in the inclusive classroom. Predominant practices of classroom inclusion today reflect the six principles of zero reject, nondiscriminatory evaluation, appropriate education, least restrictive environment, procedural due process, and parental and student participation. These practices guide the amended Individuals with Disabilities Education Act (IDEA) of 2004. For nearly 35 years the act has championed for the rights of children with disabilities. The act mandates that students with LDs are educated in the general education classroom (Hock, Deshler, & Schumaker, 1999). Those with LDs are expected to reach a mastery level of the subject matter in the inclusive classroom (Kameenui & Carnine, 1998). Among other things, society now expects all learners of the digital generation to be able to manipulate and process information, and to learn to apply it in their daily lives (Gilbert & Driscoll, 2002). These high expectations place increased demands on students with LDs leading to a need for instructional alternatives to help them succeed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10