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ERIC Number: ED295624
Record Type: RIE
Publication Date: 1988-Jan
Pages: 8
Abstractor: N/A
The Ethics of Technological Intervention with Disabled Learners. Symposium: Technological Equity: Issues in Ethics and Theory.
Howell, Richard
This discussion of how technology can and should be incorporated into the design of instructional systems for the use of disabled learners emphasizes the importance of the instructional designer being aware of the characteristics of the target population, including the psychomotor, cognitive, and affective factors involved. A "user-oriented instructional design process" model first proposed by Burkman is presented together with suggested adaptations specific to design for the disabled learner. It is argued that, in general, instructional tools for the disabled must: (1) be adaptable and accessible to a range of student users; (2) facilitate and enable cognitive, affective, and psychomotor growth on the part of students; (3) be affordable in terms of financial and logistical costs; and (4) be flexible enough to allow for continual refinement when subjected to formative and summative evaluations. It is concluded that the training and skills of the instructional designer provide a compatible match to those of the special education and therapeutic communities, and that these three groups together can provide a new level of cooperation in developing acceptable technological answers for use by the disabled learner. (8 references) (EW)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Proceedings of Selected Research Papers presented at the Annual Meeting of the Association for Educational Communications and Technology (New Orleans, LA, January 14-19, 1988). For the complete proceedings, see IR 013 331.