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.
Citation
Lynch, Marie A., "i>clicker Teaching Tips" (2009). Faculty Publications. 255.
https://digitalcommons.ric.edu/facultypublications/255
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.