Laws concerning education, inclusion and students with disabilities

Authors: Daniela Marghitu, Ph.D and Elizabeth Zylla-Jones, MS, CCC-SLP Auburn University Laws concerning education, inclusion and students with disabilities, such as Education for All Handicapped Children Act of 1975 (EHA) and Individuals with Disabilities Education Act of 1990 (IDEA), had changed the structure and design of the traditional classroom. IDEA states children with disabilities must receive services in the least restrictive environment. According to IDEA, learning objectives developed for children with disabilities should be integrated into the regular classroom setting with their peers so that the new skills will better generalize. Additionally, peer modeling can occur in an inclusion setting, allowing students to learn from one another. Contemporary educators, from all academic levels, are likely to have in their classroom students with disabilities, English Language Learners (ELLs), gifted students and students at risk to school failure. Preparation programs for future educators need to ensure that candidates are familiar with the pedagogy needs of students with disabilities and Assistive Technologies (AT). A multidimensional Computer Literacy Academy for Children (COMP CAMP), designed to enhance computer knowledge for a targeted population of typical and special needs children, ages seven to fourteen, was developed at Auburn University, starting summer 2005. This innovative program was developed by the Computer Science and Software Engineering Department (CSSE) in cooperation with the Communication Disorders Department (CMDS). Graduate students under the supervision of two Auburn University faculty members, Daniela Marghitu (CSSE) and Elizabeth Zylla-Jones (CMDS), taught children. The first objective was to offer university students hands on experience in working with school-aged typical and special needs children in an inclusive environment. The second objective was to provide the community with a computer camp geared for both typical and special needs children in an inclusive setting. Verbal feedback and results from pre and post program surveys obtained from participants, participants' parents, and instructors involved in the summer 2005 program clearly indicated the COMP CAMP had been successful. Feedback from both the summer 2005 and summer 2006 programs indicated that it was imperative to introduce more advanced concepts, such as computer programming and robotics (especially for typical children), as well as AT and computer programs specially designed for children with disabilities. As a result, the 2007 summer program included both advanced AT and specialized computer programs: Computer Programs: Microsoft word; Excel; Powerpoint – modified to children’s functioning level, and Carnegie Melon's Alice Programming System. Specialized Computer Programs: Acorn’s Tree House Vocabulary and Language Skills (Janelle Publications); No Glamour Grammar; No Glamour Language & Reasoning and No Glamour Sentence Structure (LinguiSystems); Understanding and Following Directions (Academic Communication Associates); Webber Interactive WH Questions (Super Duper Publications). AT: Intellikeys (Intellitools); Magic Touch Screen (EnableMart) The focus of the COMP CAMP syllabus for the children with disabilities was to facilitate communication skills using traditional and specialized computer programs and equipment. Children’s progress was evaluated after each class allowing instructors to adjust the lesson and teaching methods to enhance learning. Instructors also used this evaluation period to: identify children that were having difficulty following directions and attending to tasks; evaluate children’s strengths and weaknesses; and determine how children’s individual interest could be used to encourage an aptitude for computer literacy. Children with disabilities increased knowledge in computer skills and improved with targeted communication goal. The summer 2005 program resulted in an average increase of 17% for all targeted goals while the summer 2006 program resulted in an average increase of 20% for all targeted goals. Funding provided by a grant from the International Center for Disabilities, Opportunities, Internetworking, and Technology (DO-IT) has allowed the purchase of the above mentioned new cutting edge specialized computer software and hardware. Introduction of these new programs and specialized equipment resulted in even better results during summer 2007 program: • Overall communication goals increased by 21% during the summer 2007 • Both specialized computer programs and traditional computer programs were effective in increasing targeted communication goals • Specialized computer programs were slightly more effective in increasing targeted goals (23% vs. 19%) • Language goals (26%) increased more than articulation goals (15%) Pre and post graduate student instructors’ survey results show an increase in their knowledge of clinical and academic applications of computer technology: • Total increase (CMDS + CSSE) = 4.1/5.0 to 4.5/5.0

CMDS increase = 4.1 to 4.6 CSSE increase = 4.2 to 4.5 Most increase was seen in using computer technology to increase goals: increase = 3.3 to 4.4.

According to survey results, by the end of the semester, both CSSE and CMDS students reported: • Working directly with special needs children was an effective way to increase their knowledge and understanding of disabilities • Feeling comfortable working with and interacting with peers from a different discipline • Increased knowledge in working with multicultural backgrounds COMP CAMP has been successful for three consecutive years and will continue to be offered during subsequent summers. Modifications to the program will be made as needed to ensure continued success of the program.