Technology can be the great equalizer in a classroom with diverse learners. Whereas teachers can find it difficult to differentiate instruction for 30+ students in one class, all with different needs and abilities, “assistive technology” (devices and software to assist students with disabilities) can often help teachers personalize lessons and skills enhancement to each child. Children with learning disabilities often have better technology skills than their teachers and are drawn to computers and other gadgets, so using them in the classroom makes perfect sense. For children with physical disabilities, technology can give access to learning opportunities previously closed to them. E-readers help students turn book pages without applying dexterity, and voice adaptive software can help students answer questions without needing to write. Computers are engaging and more advanced than the typical modified lesson allows. The widely-used teacher education textbook Educating Exceptional Children has a special section in each chapter focused on assistive technology explaining how it is used with exceptionalities ranging from giftedness to autism.

1. What do we know about the teacher in the Open World
Learning at home and in the hospital
Special Needs Teacher at home
The public school system works for many, many people, but it's not the only model of education.
Learning at home can be just as effective, because of the flexibility in where students learn and
what they learn.
How students learn can be very different too. In classes with large numbers of students, teachers
must focus time and energy on classroom management and individual students can become lost.
At home, parents can work with kids one-on-one and take their family's goals and interests into
account.
Here's a look at how homeschooling lends itself to different teaching methods and ways of
organizing the year.

2. 1. Every child gets an "individualized education plan."
In public school, a special needs child is entitled by law to an Individualized Educational Plan, or
IEP. It lays out the student's strengths and weaknesses and proposes ways to help the student
accomplish the necessary tasks. A parent once told me she wished every student could have an
IEP, a plan designed around their specific needs. When you homeschool, they can.
2. Parents can set their own school year schedule.
While it varies by state, many homeschoolers are able to devise their own schedules. That means
school can take place in the evenings, on the weekends, or over the summer. Homeschooling
gives you the flexibility to take time off for a trip or a family emergency without the fear of
missing anything.
3. Younger kids are not forced to sit quietly all day.
Schools sometimes seem like they weren't designed for real-life children. Little ones fidget, they
get distracted, they need to run and sing and jump around. Yet schools expect even
kindergartners to sit still and work. At home, learning can be an unstructured, active experience.
Desk work can be saved until an age when kids are ready for it. And tasks that requires quiet
concentration can be scheduled around the child's most receptive time, leaving the rest of the day
for more energetic activities.
4. Kids can get hands-on experiences.
Learn engineering from an engineer, or weaving from a weaver? Study biology in the field, go
on a fossil expedition and get credit for it? Devote yourself to putting together your own car, or
building your own robot? Sure, if you're homeschooling. School children can do these things
during their time off, but homeschoolers can make them part of their everyday learning.
5. Great teachers don't need a license.
People who are passionate about their work or hobby often make the best educators. But if you're
in school, even a highly-skilled professional or experienced artisan needs to pick up a teaching
certificate first. Being able to learn from great teachers wherever you find them is one of the best
parts of homeschooling.
Special Needs Teacher in the hospital
Special needs teachers work primarily with children who require special instructional
services to help them learn and develop to their potential.

3. Duties
Special needs teachers spend most of their working day providing instruction and dealing
with unexpected as well as routine situations. They work with children who have:
physical or developmental disabilities
hearing, visual, speech or language disabilities
learning disabilities
behaviour disorders or mental illness
high intelligence or talent.
Special needs teachers must understand the unique characteristics of each student and
choose or develop appropriate instructional programs and methods. Teaching techniques
and methods vary with the particular disability or special talent but, in general, special
needs teachers:
work closely with parents and professionals from community agencies
perform diagnostic assessments to determine student strengths and areas of need
develop educational goals, objectives and individualized program plans
choose or develop specially designed instructional methods and materials
prepare and present lessons
monitor student performance and assess each student's progress
work with teaching assistants.
Their working environments and responsibilities may vary considerably. For example,
special needs teachers may:
teach all or most subjects for a class of children who have a variety of disabilities or
a particular type of difficulty
meet with students from regular school classrooms on an individual basis or in small
groups, and work in co-operation with classroom teachers to help children who have
learning disabilities, language deficiencies or academic deficiencies
travel from school to school providing tutorial services for students who are hearing
or vision impaired, and provide consultative services for classroom teachers
work with therapists in special clinics which children visit for assessments, therapy
or instruction
work with other teachers to adapt educational programs for students with special
needs in regular classrooms.
Special needs teachers also may work in:
special schools with many classes of children with disabilities
hospitals for children with short and long term disabilities or illnesses
the homes of children who are homebound due to sickness, rehabilitation needs or
severe physical disabilities
institutional schools for children who have neuropsychiatric, emotional or social

4. disabilities.
Working Conditions
Working with children who have special needs requires considerable physical, mental and
emotional energy. Other working conditions for special needs teachers vary depending on
student needs, the type of facility and the philosophy of the facility. For example, some
special needs teachers may lift over 20 kilograms when helping children move to and
from wheelchairs.
Personal Characteristics
In addition to the qualities required by other teachers, special needs teachers must be able
to:
work closely and co-operatively with other teachers, parents and consultants
maintain a positive attitude and focus on student capabilities, not limitations.
They should enjoy finding different ways to solve questions and present information, and
organizing and co-ordinating the work of others.
How Online Learning Is Revolutionizing K-12 Education
and Benefiting Students
Historically, students' learning opportunities have been limited and shaped by factors beyond
their control. Geography has been an important factor. Does the child live near a good school? If
not, do her parents have the financial means to place her in a quality learning environment?
Access to quality instruction has been another factor. Was the child placed in a class with the
best teacher? Are the teacher's lessons--designed to instruct a classroom of 16 or more students--
tailored to her level, learning style, and interests?
The development and proliferation of online learning and virtual learning options is beginning to
break down these barriers. In the future, students will be able to receive customized instruction
from teachers anywhere in the world. The best teachers will use technology to reach many more
students. Virtual and blended-learning programs will enable mass customization in education,
allowing students to learn at their own pace in ways that are tailored to their learning styles and
interests.
Students appear to be benefiting from online learning programs. While evidence about the
effectiveness of K-12 online learning programs is limited, there is reason to believe that students

5. can learn effectively online. In 2009, the U.S. Department of Education published a meta-
analysis of evidence-based studies of K-12 and postsecondary online learning programs.The
study reported that "students who took all or part of their class online performed better, on
average, than those taking the same course through traditional face-to-face instruction." In
addition, online learning has the potential to improve productivity and lower the cost of
education, reducing the burden on taxpayers.
What Is Online or Virtual Learning?
Online learning is quite different from the traditional concept of education, which involves a
school building, a classroom with rows of desks, and a teacher standing next to a chalkboard.
What does it mean to say that a child is being taught through an online or virtual education
program? How would a child interact with a teacher online, and how would such an online
program be funded or governed?
Existing online or virtual learning programs differ from traditional education in a number of
significant ways:
Scope. Online programs can be either comprehensive or supplementary to a child's
education. Some online learning programs are full-time. The students enrolled in a full-
time online learning program do not attend a traditional brick-and-mortar school, but
learn almost entirely online. Supplemental programs offer students the opportunity to
take individual courses in an online setting to complement their instruction in a
traditional school. For example, a student who wishes to take a class that is not offered by
his or her school, such as an advanced placement course, could enroll in an online
learning program in that subject.
Teacher interaction. Online learning can be delivered in multiple ways. Students can
participate in online learning through either synchronous or asynchronous instruction. In
synchronous instruction, students and instructors interact in real time. In asynchronous
instruction, students learn at their own pace and on their own time schedules. Teachers
evaluate their performance and provide feedback, such as grading performance on
assignments and answering questions. In both settings, online learning programs
generally require regular communication between teachers and students by phone, e-mail,
instant messaging, and video conferencing.
Physical location. Some online learning programs allow students to learn exclusively
from home, essentially on their own. Other online learning programs are housed in a
physical location like a school. In addition, some schools offer "blended learning," which
combines online learning with face-to-face instruction.
Jurisdiction. Online learning programs can be funded publicly or privately. Among the
public programs, online learning programs can be funded and governed by the state or
school district. Many states now offer statewide online learning programs or virtual
schools, which allow students to enroll in individual classes. Some states have "cyber
schools" or virtual charter schools that students can "attend" full-time. In addition, many
school districts and schools offer their own online learning options within the traditional

6. school setting. In these respects, online learning programs can be funded or governed by
the levels of government that traditionally oversee American public education: states,
school districts, and chartering authorities. However, these jurisdictions, which are
largely based on geography, are beginning to change because online learning allows
students to receive instruction across district, state, and even national boundaries.
Range of students served. Online learning programs can serve students of all ages and
learning backgrounds. Most online learning programs focus on serving older or high
school students. A survey of school district administrators about online learning reported
that an estimated 64 percent of students participating in fully online programs are in
grades 9-12. Elementary students (grades K-5) comprise 21 percent and middle school
and junior high school students (grades 6-8) account for the remaining 15 percent. The
survey also revealed that online learning programs are serving a diverse range of student
needs from advanced coursework to remedial education. For example, a majority of
respondents agreed that each of the following were important reasons for online learning:
"Offering courses not otherwise available at the school"; "Meeting the needs of specific
groups of students"; "Offering Advanced Placement or college-level courses"; and
"Permitting students who failed a course to take it again."
Therefore, it is reasonable to expect virtual education to improve learning opportunities for
American students in a number of ways:
Increased access to high-quality teachers. Online learning could address main
discrepancies in American education--the disparate access to high-quality teachers and
instruction caused by socioeconomic and geographic differences. A child's chances of
attending a school with high-quality teachers largely depend on where she lives, which is
shaped by her parents' financial means. Online learning could give all students, regardless
of where they live, access to the best instructors. It could also address teacher shortages.
In some subjects, such as science and mathematics, some schools have difficulty
employing skilled teachers and therefore cannot offer students instruction in certain
subjects. However, through online learning, a student attending a school without a
physics teacher, for example, could learn physics from a teacher in another school district
or even in another state.
Mass customization and optimization. Public education in the United States generally
treats students in a standardized manner. For example, students are typically grouped by
age, rather than by achievement level or learning style. Online learning has the potential
to provide all children with customized education. Students can receive instruction at
their own pace and in ways tailored to their unique learning styles and interests. Increased
customization can make the learning process more enjoyable and productive. Moreover,
it will also allow for more accurate feedback on students' progress, enabling parents to
monitor their children's progress more closely and to hone accountability.
Increased flexibility. Online learning can provide students with greater flexibility in
when and how they learn. Most instruction in American schools occurs each year
between fall and spring and on weekdays between 8 am and 4 pm. Virtual learning allows
students to learn anytime at their own pace. This allows students and families to use their
time more efficiently to pursue other interests and activities. In addition, the flexibility of
online learning can particularly benefit students who have specific challenges in their

7. education, such as those who must change schools frequently and those who have fallen
behind in their studies.
Improved flexibility for teachers. Online learning will also provide teachers with new
career options and increasingly give teachers more freedom to instruct students in more
productive ways. This has the potential to expand the talent pool of the teacher workforce
and improve teacher quality overall. For example, teachers who are parents could value
the flexibility of teaching from home, which allows them to balance their career more
easily with their parental responsibilities.
Improved productivity and efficiency.Online learning has the potential to improve
productivity and lower the cost of education, thereby reducing the burden on taxpayers.
Moe and Chubb made this point in Liberating Learning: "Schools can be operated at
lower cost, relying more on technology (which is relatively cheap) and less on labor
(which is relatively expensive)." They estimate that a school could reduce its teaching
staff by approximately one-sixth if elementary school students spent one hour per day
learning electronically. The cost savings could be used in a number of ways, such as
investing more in teacher training or teacher pay to improve teacher quality and
effectiveness.
Innovation. The increasing use of online learning will provide instructors and online
learning operators with incentives to innovate and develop new learning tools that could
improve students' learning options in ways unimaginable today.
The Empirical Evidence
The report included other findings that may help policymakers understand how online learning
affects students' learning. For example, the report stated that instruction combining online
learning with face-to-face elements produced better results than purely online instruction.
Moreover, the researchers reported that students who participated in online learning and who
spent more time on task benefited the most.
Many of these studies involved older students, and the researchers suggest caution when
interpreting their findings, but the preliminary evidence suggests that online learning can provide
a quality educational experience. This should give policymakers the confidence to expand the
opportunities for online learning.
Conclusion
Online learning has the potential to revolutionize education. School districts are increasingly
offering virtual learning options, such as supplemental instruction or blended-learning programs
that combine online learning with face-to-face instruction. Enrollment in online learning
programs is expected to grow over the next decade. One analysis estimates that half of high
school classes will be online within a decade.

8. Students appear to be benefiting from online learning programs. A meta-analysis of empirical
evidence on online learning programs found that students learn as well or better online as in a
traditional school setting. Other potential benefits included expanded access to talented teachers,
customized learning, more flexibility for families, and improved school productivity.
Technology can be the great equalizer in a classroom with diverse learners. Whereas teachers
can find it difficult to differentiate instruction for 30+ students in one class, all with different
needs and abilities, “assistive technology” (devices and software to assist students with
disabilities) can often help teachers personalize lessons and skills enhancement to each child.
Children with learning disabilities often have better technology skills than their teachers and are
drawn to computers and other gadgets, so using them in the classroom makes perfect sense. For
children with physical disabilities, technology can give access to learning opportunities
previously closed to them. E-readers help students turn book pages without applying dexterity,
and voice adaptive software can help students answer questions without needing to write.
Computers are engaging and more advanced than the typical modified lesson allows. The
widely-used teacher education textbook Educating Exceptional Children has a special section in
each chapter focused on assistive technology explaining how it is used with exceptionalities
ranging from giftedness to autism.
Assistive technology is not always just for students with disabilities; it can be used to help any
student with motivation, academic skills, and social development. Here are some helpful
resources for teachers looking for assistive technology for their students:
UNC’s Center for Literacy and Disability Studies uses technology in their mission to
promote literacy and communication for individuals of all ages with disabilities. The
Centerhas developed a three-part video on reading assessment and assistive technology
that explains evidence-based practices of improving literacy through technology.
Additionally, the Center has developed “alternative pencils” for students with disabilities
who cannot hold a traditional pencil or see a page, including children with deaf-
blindness. These technologies include alphabet eye gaze frames allowing children to
“point” to letters with their eyes, onscreen keyboards that are controlled by switches, and
electronic flipcharts.
LEARN NC offers an extensive set of resources to help teachers meet the needs of all
learners, including “Reaching Every Learner: Differentiating Instruction in Theory and
Practice,” a series of articles and web conferences about differentiation. In addition,
LEARN NC’s technology integration page provides links to web resources, lesson plans,
articles, and online courses designed to help educators incorporate technology into their
teaching
VoiceThread is a free software program that captures student voices and photos in order
to collaborate on a topic. It is a technological substitute for written papers and allows
students freedom to narrate their own projects.
Sounding Board is an iPad/iPod Touch app that lets a student turn their device into a
story board communicator. Students with writing disabilities and communication
disorders can use the symbols to create their own messages in the same way that
traditional symbol boards work, but easily and with a limitless supply of symbols.

9. TechMatrix offers consumer guides and links to software and assistive technology
devices for students with disabilities. The site is sponsored by the National Center for
Technology Innovation and the Center for Implementing Technology in Education.
TechMatrix gives information and links to resources for teaching science, math, reading,
and writing using technology with special education students.
Samobor, 13.04.2014.
References:
1.Angelle, P. (2006). Instructional leadership and monitoring: Increasing teacher intent to stay
through socialization. NASSP Bulletin, 90(4), 318–334.
2.Berry, B., Daughtrey, A., & Wieder, A. (2010). A better system for schools: Developing,
supporting and retaining effective teachers. New York and Hillsborough, NC: Teachers Network
and the Center for Teaching Quality. Retrieved from
3.Boyd, D., Lankford, H., Loeb, S., Ronfeldt, M., & Wyckoff, J. (2011). The role of teacher
quality in retention and hiring: Using applications-to-transfer to uncover preferences of teachers
and schools. Journal of Policy Analysis and Management, 30(1), 88–110.
4.Feiman-Nemser, S. (2001). Helping novices learn to teach: The role of an exemplary support
teacher. Journal of Teacher Education, 52(1), 17–30.
5.Fletcher, S. H., Strong, M., & Villar, A. (2008). An investigation of the effects of variations in
mentor-based induction on the performance of students in California. Teachers College Record,
110, 2271–2289.
6.Flowers, N., & Mertens, S. B. (2003). Professional development for middle-grades teachers:
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10. Professional preparation and development of middle level teachers and administrators (pp. 145–
160). Greenwich, CT: Information Age.
7.Gabriel, R. (2010). The case for differentiated professional support: Toward a phase theory of
professional development. Journal of Curriculum and Instruction, 4(1), 84–93.
8.Hord, S. M., & Sommers, W. A. (2008). Leading professional learning communities: Voices
from research and practice. Thousand Oaks, CA: Corwin Press.
9.Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis.
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10.Ingersoll, R., & Merrill, L. (2010). Who's teaching our children? Educational Leadership.
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11.Ingersoll, R., & Perda, D. (2010). How high is teacher turnover and is it a problem?
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Links:
1. Getting to Know Megan Olivia Hall, 2013 Minnesota Teacher of the
http://www.youtube.com/watch?v=4XFZPqx3GMk
2. Google gives teachers and learners access to the world's informatio
http://www.youtube.com/watch?v=hPPiRjKsiDM
3. How to use Facebook to get better MOOC results
http://www.youtube.com/watch?v=iBT_9hqgs-o
4. Expedition Beruf - Lehrer/in
http://www.youtube.com/watch?v=Kz4sK8zKxuU
5. Le nuove frontiere aperte dagli strumenti mobili: didattica multicana
http://www.youtube.com/watch?v=DBetGG8LJQc