Providing access to students with learning disabilities: Using technology to transform teaching and learning environments

The focus of our cyber-course was on organising information according to knowledge forms, specifically concepts and principles. We consider concepts as requiring three components: (a) a label, (b) a set of attributes, and (c) a range of examples and non-examples. We identified key concepts in both history and mathematics and then placed specific content and factual information within these concepts and principles. Each unit had web pages of concepts linked together. In the history class these pages were further linked to relevant URLs and graphic organisers. In the math course, the pages provided a mnemonic meta-cognitive strategy and used a model-lead-test format. In both courses, full video and audio supports were available for students to ensure they understand the problems and were able to respond to the final test at the end of each problem set or unit.

The problems used to frame both instruction and the final tests for each unit were aligned with large scale assessments used to provide school accountability indices. In the particular state in which most students participated, this alignment also matched the professional groups standards: in mathematics, we used the standards from the National Council of Teachers in Mathematics and in history, we used standards from History. In this way, the courses would be applicable to many other states in the United States and perhaps internationally.

The final performance tests were designed to tap higher order thinking and critical thinking skills, not simply rote reiteration of factual information. Both courses had final tasks requiring students to make predictions and explanations using near transfer examples. Likewise, evaluation problems were framed so students had to make decisions and defend them. Production responses were used, requiring students to compose their responses on the computer using several response formats. In mathematics, solution steps were jumbled and students were required to re-assemble them in the correct order. In history, maze passages were used with words missing and students required to select one of three choices. Finally, in both courses, short answer essays were used.

In studying the effect of the cyber courses, we observed students, used the computer to capture student process information, and analysed final task performance. In each of these three areas, we used a research design to compare the teaching and learning process. In history, we used single case design to compare students' performance with and without a cyber course. In mathematics, we crossed students with treatment (cyber and traditional course units) and studied the relative effects of the program. Finally, we interviewed students and teachers to determine what their perceptions of both the process and the outcome.

In this presentation, we describe the construction process, noting the technological issues in designing instructional programs and capturing student responses. We focus on the interface between students and information, highlighting the structure of information and the generalisability of the response. We also address the manner in which teaching and learning are delivered, considering distance education as both independent and teacher mediated. In this process, we consider teaching and learning in the context of standards based reforms, linking testing to the knowledge frameworks of professional groups in an effort to enhance applicability across environments.