Subtitle

Using Classroom Response Systems with Special Needs Students in Elementary Inclusion Classrooms

Document Type

Article

Department (Manual Entry)

Special Education

Abstract

Classroom response systems (_clickers_) can increase the learning, engagement, and participation of students with special needs in an inclusion setting. There are clear benefits as well as challenges and solutions when using clickers effectively in an inclusion classroom. Like all technology, CRS are not a magic bullet for special needs students. Teachers need to think carefully about how to implement a classroom response system in the classroom including setting sustainable ground rules and considering question content and format that are appropriate for students with special needs.

Although students may experience different degrees of low-incidence (e.g., Autism, cognitive, hearing or visual impairments) to high-incidence disabilities (e.g., learning disabilities, emotional disturbance, or speech/language impairments), CRS can be used effectively for all students when specific adaptations (e.g. accommodations and/or modifications) are implemented. It should be noted that special educational services and programs must be tailored to the individual needs of students. Therefore, thoughtful consideration of the appropriateness of CRS for any student with special needs must be made.

Comments

Classroom response systems (_clickers_) can increase the learning, engagement, and participation of students with special needs in an inclusion setting. There are clear benefits as well as challenges and solutions when using clickers effectively in an inclusion classroom. Like all technology, CRS are not a magic bullet for special needs students. Teachers need to think carefully about how to implement a classroom response system in the classroom_including setting sustainable ground rules and considering question content and format that are appropriate for students with special needs.

Although students may experience different degrees of low-incidence (e.g., Autism, cognitive, hearing or visual impairments) to high-incidence disabilities (e.g., learning disabilities, emotional disturbance, or speech/language impairments), CRS can be used effectively for all students when specific adaptations (e.g. accommodations and/or modifications) are implemented. It should be noted that special educational services and programs must be tailored to the individual needs of students. Therefore, thoughtful consideration of the appropriateness of CRS for any student with special needs must be made.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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