JSET ejournal
Book and
Software Review
Barbara L. Ludlow, Ed.D., West Virginia University
John D. Foshay, Ed.D., Central Connecticut State University
Technology for Inclusion: Meeting the Special Needs
of All Students
2003, by Mary Male (4th ed.). Boston: Allyn &
Bacon
Guest Reviewer: Robin Campbell, University of South Carolina
The number and variety of technologies available for today's
teacher can be both exciting and stimulating, but knowing when
to use what piece of hardware or software can be confusing. A
teacher who is trying to serve diverse learners effectively,
including those served in special education, can easily be overwhelmed.
Technology for Inclusion: Meeting the Special Needs of All
Students by Mary Male, a classic in the field, continues
to be a valuable resource for navigating the technology highway.
In Chapter 1, Male prepares the reader for future chapters that
are "designed to challenge your thinking about the role
of technology as currently seen in most schools" (p. 1).
In addition, she lays out the arrangement of the book as well
as the book's purpose and suggestions for its use. The book is
designed to provide functional information for teachers, students,
and their families. To that end, Male sets forth goals for learning
and exploration in each chapter.
Male discusses the use of three different kinds of productivity
software in Chapter 2. Databases and spreadsheets have been used
for years in offices as well as classrooms, but she expands their
application in educational environments by offering suggestions
for student use. She outlines new uses for presentation software,
such as PowerPoint, which allows teachers and students to present
information in a multimedia, multi-sensory format, which appears
to increase the level of student engagement.
Male defines universal classroom design as "using digital
tools to create alternatives for students with the widest range
of abilities, interests, learning styles, and multiple intelligences"
(p.21) and explains how all students can benefit from its use
in Chapter 3. She illustrates how the use of universal classroom
design meshes with current findings from brain-based research,
particularly as it relates to multiple modes of representation,
expression, and engagement. Further, she discusses what to look
for in software programs to ensure that they adhere to universal
design principles.
In Chapter 4, Male discusses using technology in the classroom
with cooperative learning groups in a variety of settings. She
clearly delineates the difference between cooperative learning,
which includes goal, task, resource, and reward interdependence,
and group work, which lacks any form of interdependence, arguing
for the superiority of cooperative learning. In addition, Male
offers sample lesson plans and provides essential components
of lessons integrating technology.
Male makes suggestions regarding software packages that can be
integrated into the various curriculum areas in Chapter 5. Her
suggestions are based in research on best practices in a range
of curriculum areas. Curiously, she does not include Earobics
by Cognitive Concepts (1997-2003) as recommended software for
phonemic awareness, although she does note that a lack of auditory
processing can cause difficulty in literacy development.
Male addresses technology applications for specific disabilities
in Chapter 6. She includes a discussion of technologies that
cane be used for students with visual and hearing impairments,
physical and developmental disabilities, autism and speech/language/communication
disorders, and learning disabilities. In addition to making
suggestions for technologies that will benefit both instruction
of and productivity for of students with various disabilities,
Male has filled this chapter with vignettes. These cases illustrate
the benefits to students when technology is used appropriately.
For all children, but especially for those with disabilities,
learning takes place both prior to entering and subsequent to
leaving the confines and structure of a school building. Consequently,
children with disabilities need to have structured learning activities
both before and after entering the formal school setting. In
Chapter 7, Male presents a range of toys, devices hooked to computers,
and computers that can aid in the learning and communication
processes of preschool children. She then describes technology
options for use in elementary and secondary schools. Finally,
Male discusses technology for school-to-work with an emphasis
on vocational training. The activities and materials she recommends
will benefit not only children with disabilities but any child
-- they are truly activities to promote inclusion.
In Chapter 8, Male discusses how the Internet has changed both
teaching and learning. One of the primary uses of the Internet
for students is the Webquest, an activity that involves investigations
carried out by students online. In order for the investigation
to be successful, the teacher must structure the assignment carefully;
Male not only explains how teachers can do this, but also discusses
Internet research skills for both students and teachers. Since
a major concern about using the Internet in classrooms has been
that of child safety, Male offers suggestions to protect students
when they are online.
Male expands her discussion of the Internet in Chapter 9 by describing
benefits of using, considerations in planning, and ideas for
creating school and classroom Web sites and pages. She also includes
information on making Web site materials accessible for users
and provides and evaluation form which can be used to evaluate
any Web site.
In Chapter 10, Male defines virtual reality and suggests several
ways in which virtual reality can be used in special education.
She notes that presently students as young as three years old
are learning to operate motorized wheelchairs in a virtual environment.
The use of virtual reality allows students with disabilities
to participate in activities that they would be unable to otherwise.
Male also lists several resources in virtual reality that are
available for educators.
Many schools are now requiring students to perform some form
of service learning as they progress through coursework, although
students with disabilities may not be included in these programs.
In Chapter 11, Male not only describes service learning and its
impact on students, but also illustrates how students with disabilities
can perform service learning successfully. She describes how
the teacher can integrate academic outcomes for the service task
with Individual Education Program (IEP) goals for a student served
in special education.
IDEA now requires IEP teams to engage in explicit consideration
of assistive technology. Male discusses assistive technology
as well as assistive technology devices in Chapter 12. She outlines
questions that the IEP team should ask as well as ways in which
they may include various types of technology on the written IEP
form. She also discusses use of technology in the assessment
process, including electronic portfolios.
In Chapter 13, Male gives voice to her vision of how the integration
of technology in the classroom can "empower" not only
students, but also teachers, families, schools, and communities.
Presenting vignettes of actual schools and students, Male works
to lead the reader to accept her point of view, and instills
a desire to champion that point of view as well. She also offers
suggestions for brainstorming "what should be" versus
"what is" to enable schools and districts to create
their own vision of how to use technology for effective inclusion.
Male uses Chapter 14 to discuss ways that schools can plan for
effective access to technology. Whereas the previous chapter
adopted a "sky's the limit" approach, this chapter
is far more grounded and pragmatic. By discussing such topics
as the one computer classroom, effective use of the computer
lab, distance education, and even newer technology such as personal
digital assistants (PDAs), Male brings together information
from several researchers, providing practical information on
using current technologies to their maximum potential while continuing
to dream of future possibilities.
On of the main benefits of Male's book is that it is easy to
read and is practitioner-friendly. Any reader, whether an experienced
teacher or one newer to the field, can pick up this book and
find a topic of personal interest or project that can be immediately
implemented in the classroom. In addition, Male never forgets
that all students in a classroom, not just those with disabilities,
can benefit from the suggestions in this book, so it would serve
as a useful resource for general educators as well as special
educators.