1. Teaching Disable Students Through Technology and Other Methods
1) Teaching English To Absolute and false Beginners
By: Kenneth Beare
http://esl.aboul.com/od/esleflteachingtechnigue/a/t_afbeginners.htm
The article differentiates an absolute beginner from a false beginner as second
language learner.
Absolute beginners are learners who have no contact with English at all
while false beginners are those who have had English before but feel the need of some
more practice to be adept with the language
Suggestion on the approaches to use in teaching English to these kinds of learners
was given in the article.
After the suggestion given, the author gives his reason to using said approach.
Some expected problems were listed and the corresponding solution to such
problems were numerated.
Aside from the expected problem the teacher may encounter and the suggested
solution to these problems the author presents some assumption about the expected
students. This prepares the teachers in what to expect and giving them an idea of what
approach or strategies they can use to start their teaching.
2) Computer Use in the ESL Classroom
By: Kenneth Beare
http://esl.about.com/od/esleflteachingtechnique/a/t_compclass.htm
The article offers tips and strategies for the use of computers in the ESL
classroom. However it warns the teachers that the computer should not become the
center of attention of the lesson. The activities or the lesson should be the focus of the
teaching.
As a language-learning tool, the computer provides unmistakable advantage over
traditional approaches computers can be use for:
a) Listening exercises
b) Self – pacing of students progress in learning

2. c) Accessing document faster in addressing individual student’s needs.
It is accepted fact that the use of a presents on overwhelming problem for both
students and teachers alike. The article provides some basic principles that should be
followed in order to help both students and teachers get use to the computer as learning –
teaching aid.
A sample lesson was included in the article.
The sample lesson included the objectives of the day’s lesson and the procedures
to be followed by the teacher to fulfill the objectives of the lesson.
All these are reason enough to prove the usefulness if a computer as a tool for
teaching in the ESL classroom.
3) Assistive Technology for Students with Mild Disabilities
By: Michael M. Behrmann
http://www.kidsource.com/kidsource/content2/assistive_technology.html
The article defines AT devices as any piece of equipment used to increase the
functional capabilities of individuals with disabilities. It explains how AT can be applied
to instruction.
There are seven areas of instruction where AT could help students with mild
disabilities. They are as follows:
1. Organization – Students can organize their thoughts or work by using a flow
chart, task analysis and by outlining.
2. Note – taking. Teachers can provide structured outline for the students.
Microcasette recorder can also be used.
3. Writing assistance – Word processing is the most important application of
assistive technology for students with mild disabilities.
4. Productivity – Personal digital assistant (PDAS) can translate words printed
with the pen input device to computer readable text, which can then be edited
with the word processor and transmitted to a full function computer.
5. Access to reference materials – Multimedia base tools is one way in which
information can be made accessible to students. Multimedia use of text,
speech, graphics, picture, audio, and video in reference-based software is
especially effective in meeting the heterogeneous learning needs of students
with mild disabilities.
6. Cognitive Assistance – much application program software are available for
instructing students through tutorials, drills and practice.

3. 7. Materials Modification – Multiple authoring and presentation tools are
available that educators can use to develop and modify computer – based
instructional materials for students with mild disabilities.
4) Empowering Rural Students with Disabilities Through Assistive Technology
By: Patricia Deloney and Richard Tompkins
http://www.sedl.org/rural/seeds/assistivetech/welcome.html
The problem of helping students with disabilities is succeed in independent living
and participate in productive employment has been lessened through the availability of
technology innovations in rural schools.
Presently assistive devices now readily obtainable to students with severe
disabilities may enable them to participate more in mainstream schooling and interact
with classmates and teachers in ways that were previously impossible.
Because of the growing use of assistive technology, there is a need for educators
to stay abreast of new development so they can better plan and implement assistive
programs.
Assistive technology does not always mean high tech devices. Any item that can
be used to increase, maintain or improve functional capacities of a disabled individual is
an assistive device.
Wide arrays of assistive devices are now readily available to any kind of disability
an individual might have.
1) There can be a robotic device that manipulates equipment in a science laboratory
for the blind.
2) Argumentative communication device can help individuals in producing or
understanding speech problems.
3) Some adaptive devices maybe used by students with mobility impairment.
4) Earphones for students using voice output can eliminate distractions for others.
5) Learning disabled students can be helped by the use of computer technology.
5) Computer Technology Can Empower Students with Learning Disabilities
By: Leslie B. G. Goldberg and Lucinda M. O’Neill
http://udl.cast.org/udl/ComputerTechnologyCanEmpowerStudentswithLearningDisabiliti
es960.cfm

4. This article provides the logical support to the claim that computer can do
wonders undiscovered talent in each individual.
The story of Mason Barney “The Gifted Child With a Learning Disability” is one
good example of not accepting everything at face value.
This article tells the story of Mason Barney whose parents intervene with his and
CAST played in helping him – a learning disable child found his innate talent through the
computer.
Of course Mason did not do it all by himself. He teaches attitude and support
enable Mason to rely on computers for almost all of his coursework.
The success of Mason Barney in overcoming his disability in the use of the
computer is justification enough to claim that computer can help use do anything.
6) Modifications for Students with Learning Disabilities in Inclusive Settings
By: Hogan, Therese
http://findarticles.com/p/articles/mi_qa4009/is_200504/ai_n13505225
Two major categories of information needed in order to manage information
about each student are:
a) Information describing the students as a learner
b) Information describing the nature of instruction and skill
demands of the general education classroom.
The first category provides a description of the student as a learner and focuses on
what learning skills the student brings to the learning task.
The second category will guide the general education teacher in planning the
lesson to be presented to the disable learners and modify his/her lesson presentation
depending on the learner’s abilities.
7) The Equipment Every Language Learner Needs
By: Reid Wilson
http://www.languageimpact.com/articles/rw/learnerneeds.htm

5. This article mentions materials needed by any language learner if he or she is to
succeed in his or her goal of learning a new language.
The “A – List” includes:
1) A good quality recorder
2) A good microphone
3) A good voice quality blank tape
The “B – List” includes:
4) A computer with a sounds card and speakers
5) A portable MP3 player
6) A patch cord that connects the tape recorder’s earphone jack and the
computer’s microphone jack and vise versa.
The “C – List” includes:
7 - a) An additional high quality tape recorder
7 – b) A high quality digital recorder
8) A C D R drive
Reason for having the above listed items are enumerated after each items so that
the learner will understand why such items are a “must” in learning a language.
8) Maximize Your Language Learning through TPR
By: Reid Wilson
http://www.languageimpact.com/articles/rw/tprmax.htm
By using the principles of the Total Physical Response for language learning
being learned effectively in such a short time. This is because TPR use commands that a
child can physically perform.
Incorporating the variation of TPR –B: TPR- O and TPR – P with principle of
plain TPR will make the learning of a second language much easier and faster.

6. 9) TPR is a Valuable Tool!
By: Judie Haynes
http://www.everythingesl.net/lessons/tpr.php
TPR methods is just one of the methods to teach a second language. In this article
Ms. Haynes explains how TPR methods work and how it is applied in a classroom
setting.
According to her TPR teachers us a single word or simple phrase to instruct the
learner. For example touch your eye, run, sit, or point to the desk. These are just a few
samples of commands the students will do.
The technology she uses to conduct her lesson on TPR is a recorder to playback
the commands, so that the learner can repeat the commands she said. It is also use to
reinforce the learner speech.
10) CALL Use in the ESL/EFL Classroom
By: Kenneth Beare
http://esl.about.com/od/esleflteachingtechnique/a/t_usecall.htm
CALL can be used in the classroom not only for grammar practice and correction
but also for communicative activities.
Providing lesson examples creativity a natural atmosphere in the classroom by
talking about a topic interesting enough for the student for her or him to participate can
encourage this student to communicate.
Another situation where students will be eager to participate and hence
communicate with their peers is allowing them to play games. Be aware through that the
game is not the end all of the task but that effective communication should take place in
the game.