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The Oregon Special Education Technology Task Force : recommendations for the 21st century

Author: Educational Resources Information Center (U.S.)
Publisher: [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Database:WorldCat
Summary:
This report of the Oregon Special Education Technology Task Force presents recommendations reflecting both the demands expected early in the coming century for students with disabilities and corresponding advances in technology. It encompasses four broad areas: administration; professional development; children, youth, and their families; and resources. Recommendations include: (1) interface with school reform to  Read more...
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Details

Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Educational Resources Information Center (U.S.)
OCLC Number: 40936975
Notes: Shipping list no.: 99-0121-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1998]. 1 microfiche.
Description: 1 volume
Responsibility: developed especially for Oregon Department of Education, Office of Special Education.

Abstract:

This report of the Oregon Special Education Technology Task Force presents recommendations reflecting both the demands expected early in the coming century for students with disabilities and corresponding advances in technology. It encompasses four broad areas: administration; professional development; children, youth, and their families; and resources. Recommendations include: (1) interface with school reform to assure the inclusion of students with disabilities at all levels; (2) provide districts with clear information about their legal responsibilities concerning technology for children and youth with disabilities; (3) provide special education professionals and paraprofessionals with ongoing opportunities for growth in the areas of technology and use of technology with students with disabilities; (4) facilitate training for professionals and paraprofessionals in the pedagogy of teaching students and colleagues to use technology; (5) work to develop teacher standards for earning a technology endorsement; (6) work to infuse technology and curricula regarding assistive technology into existing courses for special education professionals; (7) ensure that accessible and local information and training opportunities are available to students and families; (8) encourage the involvement of students and families in the decision-making process when assistive technology options are being considered; and (9) identify and facilitate additional funding sources that may be available for school districts and programs. (Contains 11 resources.) (Cr).

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