Ruth is a Special Education teacher in the 7th grade at the Junior High School. In addition to providing In-Class Support, she also teaches Reading and Writing as well as Study Skills.
Ruth's thoughts on Technology:
Technology is the great equalizer in education, helping to level the playing field for classified students. It is preparing them for future competition in a global economy. Incorporating technology into every project is providing a meaningful basis for academic learning, research, and presentation. Many of my students are struggling with graphomotor difficulties, and the utilization of the computer programs is providing them with a positive final product of which they can be proud. The many forms of assistive technology are critical components in the education of any learning disabled person.
Technology use in Ruth's class has included:
Word Processing
Inserting Comments in Microsoft Word
Microsoft Excel
Microsoft PowerPoint
Microsoft Publisher
Web Page design
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Ruth has worked to make sure her classroom contains the cutting edge of technology. This includes computers, a scanner, a CD-Rom burner, TV and VCR, headphones and a printer. |
On using problem-based learning in the Special Education classroom:
Problem-based learning tasks address the needs of a broad range of student ability levels, which is very conducive to the student population within a resource room. By design, it is able to address the individual needs of every student, while motivating him/her to transcend his/her present level of functioning. Problem-based learning provides the much-needed structure in which classified students thrive.
Click here to see the task and rubric for Ruth's task "Poetry in Motion". This task has students studying poetry and poets and creating their own with a global spin!
In her task "Real Life Heroes and Heroines", Ruth creates an authentic context for students to learn important writing skills. Click here for the task and rubric. Click here to see an example of one of the essays written for the task by a special-needs 7th grader.
The impact of the learner-active technology-infused classroom on her students:
At the beginning of the year, I saw all the classic signs of learning disabled students who were not functioning at grade level. These students had attentional, organizational, and motivational difficulties. Most of these students came from very traditional educational backgrounds, and at the beginning of the year, many sat back and waited for me to give them directions and one-on-one assistance. By the completion our second problem-based learning task, I witnessed significant growth in most students. They were becoming more independent and less reliant on me for decisions. Peer tutors were posting their names to offer assistance in their areas of expertise; students with weak social skills were becoming more comfortable working collaboratively in groups. The greatest gain I am seeing in my students is increased self-confidence and independence. Students are taking greater responsibility for their work: checking their rubrics and daily activity sheets, and employing time-management skills in the completion of their projects. This, in itself, is fostering improved organizational skills that are so critical to school success.
Click on any of the links below to learn more about how Ruth has incorporated learner-active technology-infused principles into her classroom:
