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22 September 2014

Annotated Bibliography
Bottge, B. A., Heinrichs, M., Mehta, Z. D., Rueda, E., Hung, Y., & Danneker, J. (2004).
Teaching mathematical problem solving to middle school students in math,
technology education, and special education classrooms. Research in Middle
Level Education Online, 27(1). Retrieved from:
http://www.nmsa.org/Publications/RMLEOnline/tabid/101/Default.aspx
In this journal article, a study compared two methods of teaching sixth-grade
math, technology education, and special education classrooms. The participants
were 17 students with disabilities and 76 students without disabilities who were
taught using either enhanced anchored instruction (EAI) or text-based instruction
paired with applied problems (TBI). Outcomes of this study showed that both
EAI and TBI students benefited from instruction in their math class, but EAI
students were able to sustain and utilize what they learned in the technology
education classroom several weeks later. Overall, I think that it is important to
utilize technology in classroom if it can be provided. In this study, the students
benefited from the opportunity to learn using the video-based technology in the
math classroom and the hovercraft projects in the technology education
classrooms. Students with and without disabilities can both benefit from the use
of technology in a classroom. This also allows the student to become more
technically savvy, whether a student may have exceptionalities or not.
Busby, R., Ingram, R., Oliver, J., & Lyons, B. (2012). Teaching elementary children with
autism: addressing teacher challenges and preparation needs. Rural Educator,
33(2), 28-35. Retrieved from: http://files.eric.ed.gov/fulltext/EJ987618.pdf
In this article, it provided tips and strategies that can be used in teaching
elementary children with autism. Teachers participated in a study, and the study
revealed that if teachers have longer training, groundwork and experiences, and
are provided the tools to facilitate success, they will begin to feel more selfassured to teach children with autism and other disabilities. Due to the prevalence
of autism in todays world, I think that this article is very important to implement
and for teachers and speech pathologists to look into. According to the article, it is
now more likely that most elementary education graduates will teach students
with autism and should be equipped to comprise them in general education
classes.
Francis, G. L., Mcmullen, V. B., Blue-Banning, M., & Haines, S. (2013). Increasing the
Social skills of a student with autism through a literacy-based behavioral
intervention. Intervention in School and Clinic, 49(2), 77-83.

doi: 10.1177/1053451213493168
This journal article talked about social-skills instruction. This is very important
for students with disabilities in relation to their core academic subjects. Because
students with autism require a more individualized social-skills instruction to
experience achievement in general education settings, the skills and strategies of
Literacy-based behavioral Interventions (LBBIs) is an effective tool that teachers
can use to increase constructive social-skills among their students. This article
describes LBBIs, provides step-by-step instructions for constructing and utilizing
an LBBI, and describes the benefits of LBBIs. Utilizing an LBBI can be a
positive experience for teachers, since they have a chance to design an
intervention plan with their students. Additionally, it is cost-effective because the
time that is invested in constructing an LBBI can save time constructing another
LBBI. They can be reused and modified to fit an individual students needs and
interests.
Nelson, L., Poole, B., & Muoz, K. (2014). Preschool teachers' perception and use of
hearing assistive technology in educational settings. Language, Speech, Hearing,
and Learning Services in Schools, 44, 239-251.
doi: 10.1044/0161-1461(2013/12-0038)
In this article, hearing assistive technology was proved to be an advantage to
advantageous to students with hearing impairments in order to ensure an optimal
environment for the students to learn in. The results of this study conducted found
that for hearing assisted technology, the majority of respondents believed that
there are speech, language, and academic benefits for preschool children and
would recommend the use of these systems in preschool classrooms. I would
definitely use hearing assisted technology for my students or clients with hearing
impairments. This is proven to help students focus more, understand better, and
helps them adapt to a school environment. The use of this technology improved
ease of communication between the student and teacher, was helpful during
speech instruction and assessment, it beneficial to all students in the classroom,
and it reduced vocal strain for teachers.