Katherine
Nell McNeil
Northwood Junior High School
Renton, WA.
E-mail Katherine
Linking Curriculum, Technology, and
Special Education Students
I am honored to teach the most challenging student population. I work
in a self-contained special education classroom with students who have
been diagnosed with severe behavioral disorders. Previously, I had witnessed
students being "contained and controlled" with voluminous work packets
filled with mind-numbing remedial work. All too often, students had been
warehoused year after year in self-contained programs with little academic
challenge or behavior modification. Students were frustrated, disillusioned,
and disenfranchised.
Students with behavioral disorders have the highest drop-out and failure
rates of all students with disabilities. After questioning how her students
were being educated, this teacher realized that she needed to implement
change through design of her own program. Her philosophy: students were
to be re-educated and re-integrated back into the mainstream. Her strategy:
technology would become the tool for students to "buy into" academic
achievement, to develop reading and writing skills using higher order
critical thinking skills, and to connect their learning to the real world
of work. Academic and behavioral excellence were expected.
How it Works
Technology is incorporated in the daily routine of the classroom,
and becomes the vehicle by which the students find information and construct
knowledge. They are taught how to use all the technology resources and
to incorporate these tools into research, documentation, and execution
of projects in a variety of subject areas. Students increase their reading,
writing, and information literacy when they search the Internet for primary
and secondary historical documents and use a word processor to write
and publish reports. They reach beyond their neighborhoods and cultures
to read newspapers and books online. They use complex sequential order
skills to scan or digitally record documents, projects, or artwork that
otherwise could not be placed in their hard-copy portfolios. They use
spreadsheet software to track their stock portfolios, after consulting
online stock reports to record gains and losses. They incorporate aesthetics
and design when they create web pages or use photo software.
I started my program with six donated and slightly under-equipped pc's,
and just enough money to put software on them. There continues to be
little money for my program, and I have supplemented these resources
with personal donations of a desktop computer, a laptop, a digital camera,
a scanner, a portable hard drive, and several software programs. I am
responsible for all maintenance, and my students quickly learn that our
equipment are tools, not toys. By allowing my students access to this
technology, I have dispelled the myth that these students destroy anything
they have access to, and that technology resources would be better utilized
by mainstream students.
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