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Technology-Based practices for secondary students with learning disabilities

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dc.contributor.author Maccini, Paula
dc.contributor.author Gagnon, Joseph Calvin
dc.contributor.author Hughes, Charles A.
dc.date.accessioned 2005-11-24T22:46:55Z
dc.date.available 2005-11-24T22:46:55Z
dc.date.issued 2003
dc.identifier.uri https://hdl.handle.net/1920/288
dc.description.abstract The researchers conducted a comprehensive review of the literature involving technology-based practices for secondary students identified as having learning disabilities (LD) involved instruction and/or assessment that measured some aspect of performance on a general education task or expectation (i.e., test). Technology-based practices included computer or video-based interventions, multimedia programs, technology-based assessment, and verbatim audio recordings. Three practices appear promising for educating students with LD: (a) hypertext and hypermedia software programs; (b) videodisc instruction involving contextualized learning; and (c) multimedia software. Educational recommendations and directions for future research are offered based upon results.
dc.format.extent 3440159 bytes
dc.format.mimetype application/pdf
dc.language.iso en
dc.publisher Learning Disability Quarterly en
dc.subject technology en_US
dc.subject learning disabilities en_US
dc.subject secondary education en_US
dc.subject best practices en_US
dc.title Technology-Based practices for secondary students with learning disabilities en
dc.type Article en


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