There are Computer activities for students with learning difficulties who access computers with assistive input devices (switches, touch screens, pointing devices etc.). The software entitled SENSwitcher has been written by Inclusive Technology a major special needs education software developer in the UK and is available free of charge from
The activities can be run online or downloaded and used on standalone machines. It is written 100% in Flash 5 and is accompanied by a 20 page document to enable its use as part of a broader special needs ICT curriculum.
The program will take children progressively from experiential through cause and effect, switch building, timed activation and simple row scanning. It uses high quality graphics and sound effects and will run on any machine with a Flash enabled browser. The program can be operated by a wide range of access devices which emulate either mouse buttons or keyboard presses. This software is very useful for kids with special needs and helps a lot in their education.
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Even in the disability community, it is not well known that in 1993 the United Nations endorsed a set of principles about the human rights and appropriate treatment of people with disabilities Called “the standard rules on disability,” the resolution, while not binding on member countries, is a significant mechanism for promoting voluntary implementation of enlightened policy toward disabled citizens of the world. I encourage folks around the globe to circulate these guidelines, monitor their implementation, and advocate their adoption.
Student underachievement is a complex and persistent problem. Reversing underachievement among gifted minority students requires intensive efforts on the part of teachers and counselors, as well as a partnership with parents and students. For optimal effects, teachers and counselors must tailor interventions to students’ special needs education. Interventions for gifted minority students must consider social-psychological, family, peer, and school factors. Interventions must (a) ensure that definitions of underachievement are both qualitative and quantitative, and that measures are valid and reliable; (b) enhance self-perceptions, self-esteem, self-concept (academic and social), and racial identity; (c) improve students’ skills in studying, time management, organization, and taking tests; (d) involve family members as partners in the educational process; and (e) address school-related factors, including providing teachers and counselors with gifted and multicultural training to meet both the academic and affective needs of gifted minority students.
We need quite a few of them. I had suggested the approximately $200 keyboards that can be downloaded into the computer into a word processor since we need about 200 of these keyboards to allow classes at the various campuses to share the devices.
In order to develop effective information and communication services, it is essential that SNE users are active contributors to the network. With this in mind, the Special Needs Education Network provides a variety of opportunities for users to contribute to SNE content development and growth, including the SNEparentalk mailing list. SNEparentalk-L is an open, unmoderated list hosted by the SchoolNet Support Group. It is a forum for people to discuss topics of general interest in special needs education. Participants from all walks of life are welcome.
The Special Needs Education Network is a service provided under the auspices of the SchoolNet project, a cooperative initiative of Canada’s provincial, territorial, and federal governments, in consultation with educators, universities, colleges and industry.
A moratorium means that the abuse must stop and gives common sense and sound educational policy a chance to prevail,” said AFT President Albert Shanker. ”We must put the brakes on the helter-skelter, even tumultuous rush toward full inclusion so that everyone involved — parents, school boards, legislators, Congress and the Clinton administration — can develop a policy based on what is best for all children in our public schools. Full inclusion is becoming more widely practiced based on budgetary and social motivation and not on what most Americans think classrooms ought to be about, which is education.”