M5 Blog Post 4: Annotated Bibliography (Technology in SPED)

As I teach a very niche population of students with moderate to severe developmental disabilities, when reflecting upon what I have learned this semester I wanted to lean more into how new media, literacies and technologies apply directly to my students’ needs for practical application in my own classroom. I would like to ensure that I am not stagnant and am using the most up-to-date and relevant approaches and resources, as I have seen these things be truly transformative for many of my students throughout my career. For my final project, I would like to explore how to better support my students with such resources, specifically focused on communication, literacy skills, behavior, sensory regulation, math skills and life skills. Below are several sources that have informed my research on this topic so far: 

Johnson, R. W., White, B. K., Gucciardi, D. F., Gibson, N., & Williams, S. A. (2022). Intervention Mapping of a Gamified Therapy Prescription App for Children With Disabilities: User-Centered Design Approach. JMIR Pediatrics & Parenting, 5(3), 1–17. https://doi-org.sunyempire.idm.oclc.org/10.2196/34588

The study describes the effective development of a therapeutic app for students with neurodevelopmental disorders in order to improve both their home and school lives. It utilized student-centered design to create an app that focused on simplifying and therefore improving practical program adherence by schools and guardians the benefit of incorporating behavior change techniques, incorporating intervention mapping and gamified design.The researchers ended up with a “digital pet avatar with a fantasy anime visual theme and multiple layers of incentives earned by completing prescribed therapy activities” that met the interests of their sample students and was therefore motivating. Students reacted enthusiastically to the incentive of the app, leading to improved behavioral outcomes for most participants. This could be a great alternative to relatively antiquated laminate-velcro token boards and earning charts that many of my students use to positively reinforce appropriate behavior in my special education classroom. 

Kaczorowski, T., McMahon, D., Gardiner-Walsh, S., & Hollingshead, A. (2023). Designing an Inclusive Future: Including Diversity and Equity With Innovations in Special Education Technology. Teaching Exceptional Children, 55(5), 376–383. https://doi-org.sunyempire.idm.oclc.org/10.1177/00400599221090506

The article discusses how Innovations in Special Education Technology (ISET) can be used to promote diversity, equity and inclusivity (DEI) which is becoming even more crucial in an increasingly diverse student population. It provides background information on the Assistive Technology (AT) Act of 2004, which defined AT explicitly, contributing to special education law. It provides additional background on how the “digital divide”, often seen between different socioeconomic, linguistic and racial groups raising a point that at times, technology can perpetuate systemic inequities. It also discusses the “ableism” that is ingrained in much of current digital media resources and technologies. The authors provide several recommendations to help educators “embrace common themes from UDL, culturally responsive and sustaining teaching, and social justice” and how they can incorporate new media and technology to improve accessibility. It explains concrete ways to make digital curriculum more accessible to students through the use of technology such as the use of QR codes, text styles and text-to-speech, translation and incorporation of videos and other media. They encouraged tailoring to student interest and reflection on individual student identity. Overall, this article provides great insight on effective, technology based differentiation and adaptation that can be applied across all areas in a special education setting. 

Lee, J., & Gutierrez, J. (2023). Computer-Assisted Gamification as an Approach to Support Movement Skills Development in Children with Autism Spectrum Disorder.The Journal of Physical Education, Recreation & Dance, 94(3), 35–40. 

Many students with developmental disabilities have both fine and gross motor deficits. Within my classroom, almost all of my students receive individual occupational or physical therapy services in school. The article discusses the rationale for and use of gamification to assist the physical development of students with autism using technologies such as Xbox Kinetic, Wii, PlayStation Move and more. It provides practical examples of how this can be applied in real world settings and modified to meet different student needs and strengths that are deeply applicable to my work, especially with students who show a high interest in gaming. Overall, the literature reviewed provided ample evidence of a positive correlation between integrating these technologies into motor skills training and student progress.

Mitsea, E., Drigas, A., & Skianis, C. (2022). Mindfulness Strategies for Metacognitive Skills Training in Special Education: The Role of Virtual Reality. Technium Social Sciences Journal, 35, 232–262. https://doi-org.sunyempire.idm.oclc.org/10.47577/tssj.v35i1.7275

The literature review study evaluates and discusses the need and current interventions and techniques to address mindfulness in people with disabilities. It explores the use of virtual reality (VR) and its role in the efficacy of teaching mindfulness and metacognitive skills for people diagnosed with a variety of disorders. Results of the study find that virtual reality can serve as an effective assistive technology that can enhance mindfulness training in special education, promoting mental and physical health, academic performance, and overall well-being. Particularly relevant to my research was their discussion on a VR mindfulness program targeted towards students with autism. The program discussed had a positive effect on this population’s selective attention, inhibition control and executive functioning abilities. 

Wood-Downie, H., Ward, V., Ivil, K., Kovshoff, H., & Parsons, S. (2021). Using Digital Stories for assessments and transition planning for autistic preschool children. Educational & Child Psychology, 38(3), 62–74. https://doi-org.sunyempire.idm.oclc.org/10.53841/bpsecp.2021.38.3.62

The authors discuss the use of digital storytelling methods to assist students with autism during transitional phases in their lives. Digital stories were focused on positivity and student empowerment in order to “support a shift in focus away from the so-called deficits of autism towards strengths and talents”. The theory was tested in two scenarios, in preschoolers with autism transitioning to elementary school and as a means of virtual assessment for psychologists and other support professionals. Researchers discussed results in what they deemed five main themes based on quantitative and qualitative data collected: “thinking differently; a wider conversation; more than words; seeing what they see; and potential barriers to making Digital Stories”. Participants within the study as well as their guardians reported overall success of the use of child-centered digital stories to support the students ability to manage change and transition, a common behavioral and emotional trigger for many neurodivergent people. This method adds a layer of modern technology and media to a common practice already employed by many special educators – the use of “social stories”.