The Use of Video to Support Students with Special Needs A Literature Review By: Megan Black
Methods <ul><li>Research articles were located by electronic search using Google Scholar and Lawrence Technological University’s Library. </li></ul><ul><li>Keywords and search terms used were: video support + special needs, video technology + learning disabled, video use + UDL </li></ul>
Criteria <ul><li>Articles that were chosen met the following criteria: </li></ul><ul><li>They were peer reviewed </li></ul><ul><li>They were written after the year 2000 </li></ul><ul><li>Articles specifically related to video usage with students identified as having special needs according to IDEA and sections 504 </li></ul>
Results <ul><li>Studies show that video is used successfully in a variety of ways to support students with special needs. This paper will focus on three main areas of video support usage: </li></ul><ul><li>Video modeling and monitoring </li></ul><ul><li>Video Storytelling and Family Assessment Portfolios </li></ul><ul><li>Video multimedia as an instructional tool for both students and teacher professional development </li></ul>
Video Modeling <ul><li>Video is being use to model situations for students with special needs. </li></ul><ul><li>Students could replay the video as often as needed to feel comfortable. </li></ul>
Video Self Monitoring <ul><li>Video is used as a tool to assist students in monitoring and evaluating their own behavior and reactions. </li></ul>
Video Story Telling <ul><li>Web 2.0 Video Storytelling Tools provide a powerful and accessible way for differently abled students to display their learning. </li></ul>
Family Assessment Portfolios <ul><li>Having Families of students with special needs create movies of their child provides an invaluable document for IEPs and builds a bridge of understanding between the home and school environment no other medium can convey. </li></ul>
Family Assessment Portfolios <ul><li>Families are given video recording equipment, video editing software and support in how to create digital stories. </li></ul><ul><li>They are encouraged to include: </li></ul><ul><li>Narrate the story with voice over of What they believe is important for educators to know about their child </li></ul><ul><li>True to life examples of strengths and weaknesses </li></ul><ul><li>Behaviors when stressed, happy, etc… </li></ul><ul><li>Successful interventions </li></ul><ul><li>Keep it between 10 and 12 minutes. </li></ul>
Video as Instructional Tool <ul><li>There are many advantages to using video as an instructional tool for students with special needs. It provides a multi-sensory delivery that can reach students regardless of their ability to read. </li></ul><ul><li>Videos can be viewed multiple times for review. </li></ul>
Professional Development for both SPED and General Education Teachers
It can convey information in a way no other medium can.
Video can show teachers interactions, reactions, and successful interventions to assist and instruct students with special needs.
Finally, video can introduce teachers to adaptive technologies and how they are used.
References Ayres, K. M., Maguire, A., & McClimon, D. (2009). Acquisition and Generalization of Chained Tasks Taught with Computer Based Video Instruction to Children with Autism. Education and Training in Developmental Disabilities. 44(4), 493-508. Dreon, O., Jr, & Dietrich, N. I. (2009). Turning Lemons into Lemonade: Teaching Assistive Technology through Wikis and Embedded Video. TechTrends: Linking Research and Practice to Improve Learning. 53(1), 78-80. Hitchcock, C. H., Prater, M. A., & Dowrick, P. W. (2004). Reading Comprehension and Fluency: Examining the Effects of Tutoring and Video Self-Modeling on First-Grade Students with Reading Difficulties. Learning Disability Quarterly. 27(2), 89. Machalicek, W., O'Reilly, M., Chan, J. M., Lang, R., Rispoli, M., Davis, T., Shogren, K., Sigafoos, J., Lancioni, G., Antonucci, M., Langthorne, P., Andrews, A., & Didden, R. (2009). Using Videoconferencing to Conduct Functional Analysis of Challenging Behavior and Develop Classroom Behavioral Support Plans for Students with Autism. Education and Training in Developmental Disabilities. 44(2), 207-217.
References Continued Meadan, H., Thompson, J. R., Hagiwara, M., Herold, J., Hoekstra, S., & Manser, S. (2009). Evaluating the Acceptability and Effectiveness of Family Assessment Portfolios. Education and Training in Developmental Disabilities. 44(3), 421-430. Mechling, L. (2005). The Effect of Instructor-Created Video Programs to Teach Students with Disabilities: A Literature Review. Journal of Special Education Technology. 20(2), 25-36. Mechling, L. C., & Cronin, B. (2006). Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants. Journal of Special Education. 39(4), 234-245. Skouge, J. R., Rao, K., & Boisvert, P. C. (2007). Promoting Early Literacy for Diverse Learners Using Audio and Video Technology. Early Childhood Education Journal. 35(1), 5-11.
References Continued Steinweg, S. B., Davis, M. L., & Thomson, W. S. (2005). A Comparison of Traditional and Online Instruction in an Introduction to Special Education Course. Teacher Education and Special Education. 28(1), 62-73. Thompson, J. R., Meadan, H., Fansler, K. W., Alber, S. B., & Balogh, P. A. (2007). Family Assessment Portfolios: A New Way to Jumpstart Family/School Collaboration. TEACHING Exceptional Children. 39(6), 19-25. Van Laarhoven, T., Zurita, L. M., Johnson, J. W., Grider, K. M., & Grider, K. L. (2009). Comparison of Self, Other, and Subjective Video Models for Teaching Daily Living Skills to Individuals with Developmental Disabilities. Education and Training in Developmental Disabilities. 44(4), 509-522. All photos used in this presentation were labeled for reuse and found using Google Image, Advanced Search.