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 (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 sig.

1. 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

2. in the United States have hearing impairments, and that a small
fraction (0.02%) of these students are both deaf and blind
(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

3. programs in a separate computer class (Ertmer & Otternbreit-
Leftwich, 2010). Effective integration must take place across
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

4. education classrooms. Unlike the situation in the United States,
China is currently experiencing a number of challenges, for
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 a 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

5. individual (Kritzer, 2011).
In the US, the hearings impaired and visually impaired are
entitled to a share of the educational funding through special
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 for Hearing impaired and
Visually Impaired Students in United States
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

6. 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
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 are 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

7. 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
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 for Hearing impaired and
Visually impaired Students in China.

8. 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 of 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
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

9. 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
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 alopportunities 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. This was considered an
effective means and objective needs for China to carry out 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,

10. 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
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 Hearingand
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).

11. 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
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

12. 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
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 li xeryllt'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

13. 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
institutions in rural regions, especially where the economy is
considered to be relatively weak (Moeller & Reitzes, 2011).