Preparing Your Presentation Bobby Franklin, Ph. D. Michele Morton, Ed. D. Minadene Waldrop, Ed. D. 1 This is an example of what should be on the title page. 1 What Needs to be Done? Choose a Power Point Theme Develop slides Write what you will say for each slide Practice what you will say and changing the slides Your presentation will be 10-15 minutes 2 Title Name Mississippi College 3 Purpose This is where you give your thesis statement or tell what your purpose was for doing this research. You do not have to include a separate slide for this information. It can be included with the title. 4 Hook the Audience Why this topic? What does it matter? Why does it matter to you? Why these countries or regions? What does it matter? Why does it matter to you? 5 For the next 5-6 Slides Follow your outline and provide the most interesting part of your research Graphics that tell or describe your research can be added but not “cutesy” items. 6 Comparison/Contrast This may cover 2 slides. This is a very important part of your presentation. Take the time to tell what you learned. Tell what you learned. 7 Conclusion Tell what learned as a result of this study. Make sure what you are connecting to your purpose. 8 EFFECTIVE SCHOOLS IN KSA AND USA A comparison of the education systems My name is Hadi . I am school manager in Saudi Arabia . I am a graduate student at Mississippi College. I will present my research paper about effective school in KSA and USA. Education Drives development Predictor of future status in the global arena Invest in education in order to improve its effectiveness Education is among the most important economic components for any country’s development . A country’s educational system is a valid predictor of its future status in the global arena. Governments, private institutions and individuals invest in education in order to improve its effectiveness and work force. What are the keys to effective education? Has high expectation for success Strong leadership (both administratively and academically) Proper student monitoring (enabled by low teacher to student ratio) Provision of an orderly and safe environment for learning Has opportunities for learning Is focused on a specific mission There is no agreement concerning keys to excellent educational performance, when viewed from a global perspective. According to one researcher “effective schools are determined by resources, class size, staff training, salaries, accessibility to textbooks, learning equipment and facilities, types of instructions and processes, curriculum, and student awards” (Hein et al., 2015, p 2248). PUBLIC SCHOOLS IN KSA Solely funded by government Teachers are trained and hired by the Ministry of Education Textbooks must be approved and distributed by the Ministry of Education Curriculum is based on Sharia law Madrasa, religious education, is a crucial part of the system In KSA, the government funds all t.

1. Preparing Your Presentation
Bobby Franklin, Ph. D.
Michele Morton, Ed. D.
Minadene Waldrop, Ed. D.
1
This is an example of what should be on the title page.
1
What Needs to be Done?
Choose a Power Point Theme
Develop slides
Write what you will say for each slide
Practice what you will say and changing the slides
Your presentation will be 10-15 minutes
2
Title
Name
Mississippi College
3
Purpose
This is where you give your thesis statement or tell what your
purpose was for doing this research.
You do not have to include a separate slide for this information.
It can be included with the title.
4

2. Hook the Audience
Why this topic? What does it matter? Why does it matter to
you?
Why these countries or regions? What does it matter? Why does
it matter to you?
5
For the next 5-6 Slides
Follow your outline and provide the most interesting part of
your research
Graphics that tell or describe your research can be added but not
“cutesy” items.
6
Comparison/Contrast
This may cover 2 slides.
This is a very important part of your presentation. Take the time
to tell what you learned.
Tell what you learned.
7
Conclusion
Tell what learned as a result of this study.
Make sure what you are connecting to your purpose.
8
EFFECTIVE SCHOOLS IN KSA AND USA
A comparison of the education systems

3. My name is Hadi .
I am school manager in Saudi Arabia . I am a graduate student
at Mississippi College.
I will present my research paper about effective school in KSA
and USA.
Education
Drives development
Predictor of future status in the global arena
Invest in education in order to improve its effectiveness
Education is among the most important economic components
for any country’s development . A country’s educational
system is a valid predictor of its future status in the global
arena. Governments, private institutions and individuals invest
in education in order to improve its effectiveness and work
force.
What are the keys to effective education?
Has high expectation for success
Strong leadership (both administratively and academically)
Proper student monitoring (enabled by low teacher to student
ratio)
Provision of an orderly and safe environment for learning
Has opportunities for learning
Is focused on a specific mission

4. There is no agreement concerning keys to excellent educational
performance, when viewed from a global perspective. According
to one researcher “effective schools are determined by
resources, class size, staff training, salaries, accessibility to
textbooks, learning equipment and facilities, types of
instructions and processes, curriculum, and student awards”
(Hein et al., 2015, p 2248).
PUBLIC SCHOOLS IN KSA
Solely funded by government
Teachers are trained and hired by the Ministry of Education
Textbooks must be approved and distributed by the Ministry of
Education
Curriculum is based on Sharia law
Madrasa, religious education, is a crucial part of the system
In KSA, the government funds all the schools. The Ministry of
education trains and hires all teachers. All textbooks are
approved and provided by the government. The curriculum is
based on Sharia law and Madrasa, religious education.
In KSA school leadership has always been more centralized and
handled by the Ministry of Education. As of 2010, KSA adopted
a new strategy for a complete makeover of their school. It began
by s by examining prior leadership and its responsibilities, This
includes looking at the school environment, exploring
possibilities of changing and or redefining goals, functions, and
roles of the Ministry of Education, districts, and schools, Before
these changes, the Ministry of Education controlled the
curriculum, activities, learning methods, and staff..
PUBLIC SCHOOLS IN USA
Funded by local communities, state authorities, and federal
funding

5. Federal funding is minimal
Local school districts makes decisions guided by standards
Allows diversity in religion, culture, race
Public schools in the USA are funded by local and state funds
with some funding coming from the federal government.
Decisions about the curriculum, books, teachers, buildings, and
are made by the local school districts. The state helps to ensure
the decisions are based on the standards for effective schools
and establishes state guidelines for the schools to follow.
PRIVATE SCHOOLS
Offer competition to the public system
A source of development and subversion of regulations
especially in areas of the curriculum
KSA’s private schools are privately owned and offer
international curriculum.
Private schools offer competition to the public system. Many
times private schools do not have to follow the “rules” public
schools have to follow. They provide choices for families. In
the KSA the private schools are being supported by the
government’s commitment to provide quality education to its
citizens. As a result, private education has received support
especially in monetary form. Many of the private schools now
offer international recognizable curriculums and are preferred to
the ones offered in public schools. Most private schools are
owned by wealthy business families and located in the more
wealthy areas of Saudi Arabia.
Educational Challenges in the USA
Lack of centralization makes education more difficult to

6. manage.
Competition amongst schools makes collaboration difficult.
The current system is stifling innovation.
Lack of corporal punishment may have led to the increase in
disrespectful attitudes towards teachers.
Problems affecting families tend to impair learning.
The USA has its own problems. From my perspective of the
research the lack of a central governing agency makes it
difficult to manage all schools. Because schools appear to
compete against each other they are not able to collaborate with
each other. The current system is stifling innovation. Some
suggest that since the removal of corporal punishment
discipline problems increase. The problems families are facing
often affect learning. These issues are doubtful because there is
no consensus on what works best for education in the USA.
Educational Challenges in KSA
Government involvement limits development in the national
curriculum.
Some religious teachings affect education of women (such as
the exclusion of sports in for girls in schools).
There is a low rate of acceptance of new policies in the
educational sector.
Rote learning (especially in Madrasa) makes it difficult for
students to thrive in international higher education.
One major challenge is the KSA’s commitment to Islam and the

7. Islamic teachings of the Quran. Its culture is unyielding of
change and this s highly supported by its religion. Therefore,
interactions with world cultures that include the ability to try
new ways that are different from its own culture, and mixing
and forming relationships with cultures they choose not to
recognize, presents problems for the KSA, and has a direct
implication on educational studies.
Moreover the country has continued to be governed by a set of
rules that are unique and different from other cultures. The
Saudi government is unwilling to accept these changes, making
reforms slower to implement.
RECOMMENDATIONS
Both the private and public schools are critical in the
development of the education sector.
In the KSA, private schools are leading in development by
offering an international curriculum and empowering females.
In the USA public schools accommodate the diversity of the
American population.
For both countries, competition between the public and private
educational sector brings growth.
In the KSA, both public and private schools are needed. In
public schools the problem of centralization has caused little
development in the curriculum. While the government advocates
a strict curriculum in public schools, private schools may
provide more variety in the curriculum for students. It is
reported that the larger number of private schools offer
international curriculums.
Female education is still a problem in the KSA. The rules are
stricter for females which affects the quality of education. With
private education, flexibility in curriculum helps alleviate
challenges and gives female students equal opportunity to male

8. counterparts
Studies have shown that public schools perform better than
private schools Regardless, the need for both institutions cannot
be overemphasized.
CONCLUSION
Education is vital to a country’s growth and development.
KSA private schools increasing in number.
Private schools offer competition to the centralized public
schools.
By law the USA public school have to accommodate diversity in
culture, religion, and other causes.
Both systems have strengths and weaknesses that make them
unique.
The educational system and the way it is operated has an impact
on the development of the country. On one hand, private schools
in the KSA are slowly on the rise as they offer competition to
the centralized public system of learning. Contrarily, by law the
public sector in the USA offers accommodation for diversity in
culture, religion and other causes. Both systems have strengths
and weaknesses that make them unique. In the long run, a
combination of both may be the best.
THANK YOU
Running head: TECHNOLOGY WITH SPECIAL NEEDS
STUDENTS 1

9. Abstract
This paper is a review of literature surrounding how technology
is used to help students with special needs learn in the US and
China. The latest data from the US Department of Education
reveals about 24,000 school-age children have visual
impairments making them eligible for special education
services. Similar reports from China indicate larger numbers of
students with visual impairments, but similar percentages are
seen in schools in the US. Many educational institutions across
the world are struggling to determine which technology should
be utilized and how students and teachers can effectively use
that technology. It is important that school leaders address the
unique needs of these learners using assistive technology. The
goal of this review was to determine which practices, using
technology, work and what problems were encountered when
making these discoveries.
Keywords:technology, special education, disabilities, visually
impaired, hearing impaired.
Comparing the Use of Technology With Special Need Students
In the US and China
The US Department of Education data indicate that more than
20% of all students with disabilities have great use of
technology. Also, the most recent data available from the U S
Department of Education indicate that one - two percent of
students ages six to 17 enrolled in special education programs
in the United States have hearing impairments, and that a small
fraction (0.02%) of these students are both deaf and blind

10. (Kritzer, 2011). According to the most recent data available,
about 24,000 school-age children have visual disabilities that
make them eligible for special education services. Although it is
difficult to classify or label the varying degrees of visual acuity
succinctly, most students with visual impairments find that they
need some type of device to help them to be effective learners
in school settings (Worrell & Taber 2009).
The onset of technology ushered in the main structural
transformations that are integral to the achievement of
important improvements in productivity. Technology, which
supports both learning and teaching, provides classrooms with
digital learning instruments, such as handheld machines and
computers. Technology also broadens course offerings, supports
learning 24 hours a day seven days a week, increases learner
participation and motivation, accelerates learning, and expands
the classroom experience (Moeller & Reitzes, 2011).
Initially, technology in education was a debatable issue among
the education community particularly because everyone had
perceptions regarding the modernization of education and
making it technology-aided. Moreover, there were cons to
education technology. Online learning opportunities, together
with the use of open education resources, have increased
educational productivity, and minimized costs linked to program
delivery or instructional materials. However, as the learning
institutions welcomed technology, they acknowledged the
significance of technology in education (Lancioni & Singh,
2014).
Technology touches almost every part of people's lives, in
homes and communities. Unfortunately, most educational
institutions fail to keep pace when it comes to integrating it into
classroom learning. Many are just beginning to discover the real
capability technology offers for learning and teaching.
Integrating technology into the classroom curriculum means
more than teaching basic computer abilities and software
programs in a separate computer class (Ertmer & Otternbreit-
Leftwich, 2010). Effective integration must take place across

11. the instruction in ways that indicate deepened and enhanced
learning processes. Specifically, technology integration must
support four main elements of learning: engagement in groups,
links to real world professionals, active participation, and
frequent interaction and feedback. Today, many educators
believe that technology-enabled project learning is the next step
in classroom curriculum (Light & Polin, 2010).
The number of students with special needs in the United States
is higher than that of those in China. However, the latter has a
history in regards to the acknowledgment of learners with
disabilities despite the country's late start in special education.
In the United States, the number of special education students is
increasing. In 1975, just five percent of all students received
special education services (Dempster, 2003). However, by 2006,
the figure doubled to nearly 10%. While Blacks make up 15%
of the normal school-going population, they incorporate more
than 20% of all special education learners. Both American
Indians and Hispanics show similar patterns. Recent studies
reveal that Black students who receive special needs services
are more likely to drop out compared to their disabled white
counterparts. Notably, societal misconceptions might contribute
to this particular issue since they are more likely to grow up in
poor neighborhoods. About 54.4 million American citizens have
a disability (Billet, 2002). Both the percentage and number of
Americans influenced by disabilities have increased over time.
China, on the other hand, is attempting to do more in the way of
education for special needs students. Before 1949, private
education was offered to the few who could afford it, and
Christian missionaries usually served those with visual and
hearing impairments. By 1987, only 55% of learners with
disabilities were in schools compared to the Chinese enrollment
rate of 97% (Laurillard, 2000). Additionally, in 1990, there
were about 105,000 learners with disabilities in educational
institutions where 18% of them were enrolled in general
education classrooms. Unlike the situation in the United States,
China is currently experiencing a number of challenges, for

12. instance, the reality of large class sizes. Regular classes have
about 75 students making it hard to individualize curriculum for
those learners who need it. Moreover, numerous educators in
normal learning institutions have never had training in special
education (Beetham, 2002). Children with numerous or severe
disabilities and those with moderate disabilities are still ruled
out from public schools.
It is important to know that technology is utilized more in a
special education classroom setting than in any other due to all
the distinct types of learners, learning requirements, and
educational achievements. Unfortunately, many students suffer
from specific learning disabilities, which can incorporate
learning impairments in math, reading, and other topics
(Glaubke, 2007). Such learning institutions, therefore, need to
use different types of technology for special needs students.
Technology education incorporates the process of
encouragement, strength and guidance of faculties, whether
body or mind, so as to prepare them for the work they have to
carry out. In terms of intellectual progression, deaf individuals
in America and across the world are some of the most
handicapped of the afflicted. Those born with a hearing
impairment or later lose their sense of hearing at a very early
age are unable to speak. They automatically have speech
impairment since they are deprived of hearing and are incapable
of imitating the sounds, which make up speech. (Warschauer &
Matuchniak, 2010).
Before the Christian era, the condition of hearing impaired and
visually impaired was quite shocking especially become many
children were considered cursed of heaven. They were referred
to as monsters and to some extent, put to death as soon as their
disability was confirmed. However, after being educated on the
significance of these individuals in society, people slowly but
gradually embraced the hearing impaired and visually impaired
individual (Kritzer, 2011).
In the US, the hearings impaired and visually impaired are
entitled to a share of the educational funding through special

13. day and boarding schools. The US and China are currently the
two most progressive nations in the globe in including these
individuals. Concerning special education, the United States is a
role model for other countries. Using technology in education
with special needs students is more of a challenge than with
students without special needs. The US and China include
various types of technology that are used among hearing and
visually impaired students.
Types and Uses of Technology in the US
Following the Education for All Handicapped Children Act in
1975, the US has assured a liberal and suitable education for all
learners with disabilities. This particular Act acknowledges 13
groups of disabilities which are visual impairment, hearing
impairment, physically handicapped, mental retardation,
traumatic brain injury, speech and language disorder, deaf-
blindness, specific learning disability, autism, developmental
delay, emotional disturbance, and other health impairments
(Gadbois & Bowker, 2007). Of these groups, the more majority
of students have learning disabilities. An estimated one out of
ten people in a given community has a hearing loss. Similar to
children, adult learners with hearing and speech impairments
may need accommodations and assistive devices in the
classroom environment in order to have the best access to
educational programming. Notably, university programs in the
US that prepare educators for children who are hearing and
visually impaired offer the chance for research and teacher
certification. Some learners with hearing loss usually attend
state residential learning institutions or private day schools
(Ellsworth & Zhang, 2007). Studies in the field of hearing
impaired and visually impaired education tend to concentrate
more on the numerous aspects of deafness, such as native sign
languages, technology advances, teaching techniques to learners
who are hearing impaired and visually impaired, and the deaf
society and culture.
Given the increasing number of hearing impaired and visually
impaired students in the United States, most of the educational

14. programs require learners to become proficient in American
Sign Language (Kritzer, 2011). Moreover, technological
research also concentrates on education, audiology and
communication. Access to education and attainment for the
hearing impaired and visually impaired is currently gaining
attention as more learners attend neighborhood-learning
institutions. Teachers are also becoming familiar with choices
and chances to improve instructional delivery. They have
realized that multimedia materials and settings can provide
numerous representations of ideas that are more meaningful to
learners who are hearing and visually impaired. While active
learning is important for all students, it is quite critical for
those who are hearing and visually impaired. Despite the fact
that research indicates that learners at all grade levels tend to
enjoy digital materials and are engaged by them, it is less clear
that such materials enhance reading comprehension (Becker,
2000).
The (ANSF) recently designed a project of the signing avatar
technology, which creates unique and efficient instructional
materials for the hearing impaired and visually impaired
learners. The usability and attractiveness of such projects are
considered instructive for educators and parents, many of whom
are not familiar with the signs of specialized learning.
Nonetheless, instructional materials that contain digital signing
avatars teach the signs and have been designed for a K-3
mathematics curriculum for the hearing and visually impaired
students. From what has been observed in the past,
communication between the hearing and visually impaired
community is quite cumbersome or limited (Cooper, 2002).
Human interpreters are in this case required to translate in
person making the process rather costly and inconvenient.
However, following the introduction of technology in education
for the hearing impaired and visually impaired in the United
States, the use of the Internet has significantly improved the
learners' ability to communicate from a distance. The hearing
and visually impaired can now actively engage in mainstream

15. online societies. Technology has enabled the world of sign
language to be more accessible to anyone learning the language.
Notably, fingerspelling and sign language dictionaries, practice
sites, and tutorials are more interactive through animation or
streaming videos (Light & Polin, 2010).
Teachers of the hearing and visually impaired in the US
acknowledged that ability to fashion interactive communication
and instructional materials are quite valuable to learners with
special needs, because materials are immediately relevant,
based on the classroom content, and modified. By involving
learners in the creation of the learning materials, teachers are
establishing a reliable means of increasing the students'
reflection on the subject and participation. Together with
hearing aids, cochlear implants, and FM stations, technology
has considerably transformed education. In the past, the hearing
impaired and visually impaired community often evaluated such
technological advancements particularly in the education sector
differently. However, in 1964 a deaf scientist by the name of
Robert Weitbrecht came up with an acoustic coupler that could
convert sound into texts and vice versa (Winn, 2006). These
technical abilities gave rise to an industry that eventually
transformed the quality of life for the hearing and visually
impaired in the United States. It is important to note that not all
technological progressions have been widely accepted by the
hearing and visually impaired community. For instance, the
risks and effectiveness of cochlear implants have become a vital
part of discussions since there are a few who view them as a
physical impairment. That is why the main concentration is now
on the learner's introduction to visual language and the kind of
educational services and support he or she receives.
Types and Uses of Technology in China
Special education in China was quite similar to that of the
United States of America before the implementation of the
Education for All Handicapped Children Act, 1975. However,
there is a lack of consistency within the urban regions of China.
Presently, the country is making an effort to do more than in the

16. past, in terms of educating children with disabilities. China is
an agriculturally founded culture with the majority of it is
citizens residing in the rural regions. Physical labor is
considered the main work since people can operate productively
even if they are uneducated. Persons with disabilities such as
autism and hearing and visual impairments may not get a chance
to attend school in remote and rural areas (Zucker & Light,
2009). Moreover, the costs associated with funding special
schools in China for most children with disabilities are quite
limiting. Influenced by corporations in Western nations,
learning in the regular classroom was introduced in the early
1990s. This resulted in about 18% of students with disabilities
being placed in general education classrooms (Deng & Harris,
2008). Presently, three main groups of disabilities are being
served in regular education environments. These are the
mentally retarded, visually impaired, and hearing impaired. The
most recognizable attainment made by China's LRC program is
the significant increase in the number of enrolled children with
disabilities.
Special education in China began over 2,000 years ago when the
Chinese citizens began to acknowledge the existence of certain
and obvious abnormalities in a few individuals. Influenced by
Confucius's principle, the treatment of persons with disabilities
in ancient China was more compassionate compared to the
situation in the United States at the time (Levine & Wadmany,
2008). Ten years prior similar practices were used in the West,
this principle respected human rights of survival and advocated
public concern for disability. Initially, American and European
missionaries introduced special learning institutions in the late
nineteenth century. Western ideas such as sign language and
Braille brought a focus on educational and humanitarian rights
of persons with disabilities in China. Given the limited number
of colleges and schools that offer for training special educators,
other reasons also tend to limit the progression of special
educators in the country. Cases of poor working conditions,
lower wages payment and long working hours reported in

17. special schools compared to normal schools in China, resulted
in reduced enrollment in special education schools aimed at
training special educators (Anderson & Goldstein, 2004). Daily
practice in schools for the hearing impaired and visually
impaired incorporates a number of Chinese Sign Languages.
Secondary and elementary school instructions indicated low
expectations for these persons and lack similar academic
content provided to normal, hearing students. Moreover, there
are also limited higher education opportunities for the deaf and
dumb in China (Worrell & Taber 2009).
Recently, there have been some developments in terms of
Chinese higher education for the deaf and dumb individuals.
People are acknowledging the fact that higher education enables
such persons to acquire the necessary knowledge and abilities
for employment and social survival, similar to those with
normal hearing and speech. The implementation of technology
established higher education for the hearing impaired and
visually impaired through the Internet. The Internet is
considered an effective means to meet the objective needs for
China in respect to special higher education. A few universities
constructed specialized areas for the hearing impaired and
visually impaired, such as the Engineering College for the
hearing impaired of Tianjin University of Technology, and the
Special Education College of Changchun University (Oalussen,
2010). These institutions adopted the policy of Exam Alone and
Admit Alone, which allows for special education colleges and
universities to have independence on enrollment. This provided
numerous chances for students with disabilities to enter schools
(Convertino, Sapere & Zupan 2009). The problem, however, is
the learners' lack of preparation for the examinations, re-taking
the exam on numerous occasions. In these learning institutions,
lessons and classes are usually set up autonomously for the
hearing and visually impaired students.
Technology-based higher education in China was introduced in
1998, and is currently operated by a few universities, which are
authorized by the Ministry of Education through secondary

18. network institute (Wang, Ertmer, & Newby, 2004). One of the
main benefits of the introduction of technology in education for
the hearing and visually impaired in China is it is not limited to
space and time, making teaching and learning quite interactive.
Network based education offers the hearing and visually
impaired community better learning conditions (Kritzer, 2011).
Contemporary open distance education has provided learners
with equal chances to learn, and has made higher education
beneficial for deaf persons, proving to be necessary for
individual survival. In China today, contemporary distance
education is computer network technology- and multimedia
technology-centered, emphasizing the learning style of
autonomous and individual learning; this is combined with
interactive collaborative learning (Deng & Manset, 2000). The
introduction of technology-founded education has transformed
the conventional way of learning in China, putting in fresh
blood into education for the deaf and dumb community. Despite
the fact that the education for this particular community is still
founded on conventional teaching techniques, technology-based
education enjoys some development.
Comparisons in Technology in Education for Hearing and
Visually Impaired in the US and China
There is an interesting consistency in how special education is
implemented in the US, due to the federal prescriptive law
governing special education, the (IDEA) of 2004 (Luckner &
Muir, 2001). However, China has not been as consistent in the
same respect. American law policy, with respect to special
education, is founded on the principle of equality of opportunity
and diversity while China possesses a long heritage of a
hierarchical pyramid of social connections (Worrell & Taber
2009).
Notably, the main goal of China is to provide children with
disabilities the chance to enroll in schools. It does not require a
liberal and suitable education as long as children are educated.
Moreover, decentralization and equality are not considered a
priority in China. On the other hand, the main objective of

19. inclusion in the United States of America is to provide children
with the right to be equally educated (Glaubke, 2007).
Interestingly, deaf children brought up in an American culture
make use of their gestures as a way of expressing motion events
in similar ways as those brought up in a Chinese culture.
Hearing-impaired children who have not been exposed to
traditional linguistic input are able to manufacture self-styled
gestural communication systems known as home-signs (Kritzer,
2011). These are similar to natural language in numerous ways.
Following the progression of societies, rights of disadvantaged
persons have enticed more attention, safeguarding education.
Western early intervention studies, triumphant programs, and
experiences have influenced the progression of early
intervention in China, particularly those aimed at providing
availing education for children with disabilities. The US has for
a long time concentrated on education, initiating liberal and
compulsory public school system for all students. Compared to
the United States, China's focus on technological education for
the hearing impaired and visually impaired learners came a bit
late in 1979. However, both nations are making efforts to ensure
that these students get equal learning opportunities like normal,
hearing and speaking counterparts (Kritzer, 2011).
The lack of hearing tends to affect a child's learning
development, especially in the comprehension and production of
spoken language. The classroom setting determines the success
of a hearing impaired student. Consequently technology chosen
for learners with hearing and speech disabilities should be
founded on the learner's individual needs and personality
(Glaubke, 2007). Educators in China and the US include the
learner's capabilities as a way of attaining the highest level of
success. Contemporary methods for hearing impaired and
visually impaired students in these two nations usually include
the use of an interpreter and appropriate classroom
considerations. Students who have speech and hearing
impairments need a modified class, having little distractive
noises and proper lighting for visuals. Additionally, hearing

20. impaired and visually impaired students who have been brought
up with sign language should have it included in their day-to-
day educational life (Light & Polin, 2010).
Years of study and progression have availed educators
with amazing instruments for maximizing auditory abilities for
learners with hearing and speech impairments, both in the
United States and in China. For instance, personal amplification
systems and the speech synthesizer, which are capable of
converting texts into speech formats, are used in today's
classrooms (Light & Polin, 2010). Teachers now acknowledge
that for learners with hearing and speech impairments, the
appropriate adjustments to the classroom setting combined with
advanced technological teaching techniques can mean the
distinction between the student’s triumph and failure (Becker,
2000). Hearing impaired and visually impaired students
constitute about five percent of China's learner population while
in the US about 10% of all learners have been identified for
special education services. Similar to the United States, China
is struggling with the complications related to incorporating
students with disabilities in general education classrooms.
Although America has class sizes about half that of standard
Chinese classes together with a paraprofessional helping in
inclusive classrooms, the full and smooth implementation of
such inclusion is still a challenge (Worrell & Taber 2009).
Notably, the educators in China seem to have a higher
management and instructional workload compared to their
American counterparts since paraprofessionals are not
employed, this, in turn, makes it rather difficult to implement
technology in education for the hearing impaired and visually
impaired. However, teachers in rural regions in China can still
exchange ideas with peers around the globe connected
technologically. Alliance with special educators globally is
considered to be helpful in the progression of an effective
special education system not only in the United States but China
as well. Currently, concerned administrations in both nations
are making an effort to allocate more funding to learning

21. institutions in rural regions, especially where the economy is
considered to be relatively weak (Moeller & Reitzes, 2011).
Table 1
Country
Percentage using Hearing Aids
Percentage using Cochlear Implants
United States of America
58.7
11.9
China
40.2
9.5
Conclusion
The aim of this research is to review technology used to assist
the students with special needs to study in the China and US.
Various learning institutions in the world are striving to
determine the technology that can be used. Next is how the
teachers as well as the students can efficiently and effectively
use the technology. It is significant for the leaders of the
school to address the unique requirements of the learner’s
assistive technology. The review also explains the uses of
technology, work as well as problems, which are encountered
when making discoveries.
Technology helps to widen course assistances, supports
education 24 hours a day seven days a week, upsurges the
participation of learners’ as well as inspiration, hastens
education, and increases the school experience. Technology
deals with every part of person’s life in the society as well as
families. Several people are beginning to learn the ability
technology; and what it offers for education and teaching.
Incorporating technology into the class program means more
than teaching rudimentary computer capabilities and software
programs in a separate computer class. The number of scholars
who have special needs in the US is higher than that of those in

22. China. Though, the later has an antiquity in regards to the
acknowledgment of students with incapacities despite the
nation's late start in special schooling. In the US, the number of
special education students is collective. Special training in
China is just the same to that of the US before the execution of
the Training for All Handicapped Kids Act of 1975. Though,
there is absence of constancy in the urban regions of China.
Currently, the nation is struggling to do more than what it did
previously, in terms of teaching children with disabilities.
In the year 1975, only 5% of all the leaners received
special services for learning. But in the year, 2006 the figure
improved by about 10%. On the other hand the blacks make up
to 15% of the normal population; they include more than 20% of
all special education leaners. Both American Indians as well as
Hispanics show related patterns. Before the year 1949, private
teaching was given to the few who could afford it, and Christian
missionaries usually served those with visual and hearing
impairments. By the year 1987, only 52% of students with
incapacities were in schools compared to the Chinese admission
rate of 96%. In addition, in the year 1990, there were about
105,000 learners with incapacities in learning institutions where
about18% of them was registered in general learning
classrooms. Different from the situation in the US, China is
presently undergoing several challenges, for example, the
reality of big class size. Due to the increasing number of
hearing impaired as well as visually impaired leaners in the US,
most of the educational programs need learners to become more
skilled in sign language.
The (ANSF) lately established a project of the signing avatar
equipment, which constructs unique as well as effectual
instructional materials for the hearing damage as well as
visually impaired learners. The attractiveness as well as
usability of such projects is considered educational for
educators and parents, many of whom are not conversant with
the signs of specific learning. However, instructional tools that
encompass digital signing avatars teach the signs, have been

23. planned for a K-3 mathematics curriculum for the hearing, and
visually impaired students. Hearing as well as visually impaired
teachers in the US recognize the capability of fashion
communication, because materials are proximately relevant,
based on the classroom content, and adjustment. By including
students in the formation of the education materials, educators
are creating a consistent means of increasing the learners' image
on the subject as well as contribution.
It is important to read this paper because it explains the uses of
technology, work as well as problems, which are encountered
when making discoveries. It also informs on various hearing and
visually technologies used in the US and China. All the
families, which have kids living disabilities, should embrace
this initiative and take necessary steps of educating them
because of the presence of learning technology. This read
educates the society that disability is not inability.
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