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Student, Environment, Task & Technology Tools for the 21st Century Learner (Hardcover)
Loot Price: R5,835
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Student, Environment, Task & Technology Tools for the 21st Century Learner (Hardcover)
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For the past two decades, Joy Zabala's SETT framework has served
Assistive Technology (AT) professionals as an effective tool in the
collaborative decision-making process toward identifying effective
technology resources for students with special needs. Attention to
the student, the environment, learning tasks, and technology (SETT)
has made the difference for students with disabilities to be able
to participate effectively in the inclusive general education
classroom. Education policy has changed since then. Federal
legislation (NCLB & IDEIA) enacted since 2000 drastically
changed the way schools and practitioners address inclusive
education, providing students with disabilities extensive access to
their peers and the general education curriculum. Students with
disabilities are often required to receive general education
instruction from general educators in math, science, social
studies, and English language arts as indicated by their individual
education plan (IEP). In many instances, special education students
are placed in collaborative teaching settings in which a special
education and general education partner teach all the students in
the class. This gives students with disabilities access to their
general education peers, curriculum and teachers. However, this
inclusive instruction setting presents these students with learning
challenges. With such changes have come changes in instructional
practice and decision-making. No longer can traditional approaches
to classroom instruction continue to meet the needs of all
children. This textbook is designed to outline the multiple factors
to be considered in order to effectively make essential decisions
relative to the student, the environment, the task, and the
technology that is being used. The goal of this book is to guide
classroom teachers to re-examine instructional practices which
limit access to students with disabilities and also provides access
to useful and appropriate instruction technology.
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