The Internet, Online Safety, and Youth with Asperger’s Syndrome (2010)
Rosemary W. Skeele, Graduate Instructional Design and Technology Program & Concetta Russo, Graduate Special Education Program, Seton Hall University
Abstract: The importance of the Web as a socialization tool for youth is a reported cultural shift. Youth with a wide range of abilities have Asperger’s Syndrome. Like most teens and young adults they engage in a variety of online and technology-based activities. Technology solutions for human impediments arose from the inception of the computer and have helped to provide capabilities that balance the playing field for persons with many kinds of physical and learning disabilities. Developing protocol to allow safe use of new technologies is the issue at hand. Spaces that youth use online are open to anyone, anywhere, anytime. This is both the blessing and the curse of the Web. The Internet is the proverbial two-edged sword for persons with Asperger’s. Social networking sites, blogs, chat groups and any other site that permits two-way communication online can harm or provide numerous benefits. Keeping safe online by following guidelines and specific strategies geared to the AS individual can help minimize the unsafe aspects of cyber socializing. The Internet has allowed individuals with AS to communicate and have fun with each other in a way that was not previously possible because of their rarity and geographic dispersal. As technology continues to evolve we must help everyone exploit its potential to improve the lives of students with differences. To fulfill this mission with regard to Asperger’s youth, we have begun a research project to assemble a guide to online safety for youth with Asperger’s Syndrome.
A Technology Solution for At Risk Students: Web 2.0 Resources for Response to Intervention (RTI) (2009)
Rosemary W. Skeele, Graduate Instructional Design and Technology Program & Concetta Russo, Graduate Special Education Program, Seton Hall University
Abstract: This paper is an analysis of Web 2.0 resources that complement an educational strategy called Response to Intervention (RTI). RTI is an innovative approach to remediate students with learning difficulties before referral to special education placement. Emanating from special education legislation, educational reforms, best practice, and common sense, RTI is now a mandated practice in many states. Technology plays a major role in helping students who are at risk for failure due to LD, ADD, autism and ELL. The use of Web 2.0 and interactive online activities are explored to assist teachers and interventionists to create inclusive learning environments that complement RTI. Examples of online resources that exploit the power of Web 2.0 tools are illustrated.
AT Attention: Integrating Accessibility Awareness & Computer-Related Assistive Technologies in Teacher Preparation Programs (2003)
Rosemary W. Skeele & Nancy Sardone
Abstract: Seton Hall University, through a three-year U.S. Department of Education Preparing Tomorrow’s Teachers to Use Technology (PT3) Grant, effectively and comprehensively responded to a need to prepare its faculty and preservice teachers to bring technology to all groups in society. This paper documents the change that occurred while college faculty: (1) redesigned three programs to bring accessibility awareness to teacher candidates, educational media students, and information technology (IT) students; and (2) integrated assistive technology (AT) training with course content. To promote accessible technologies it is important for everyone to have an awareness of the issues that are faced by persons with disabilities. There are 54 million persons with disabilities or functional limitations in the United States today. Is any other reason needed for encouraging accessibility awareness?