Special education technology experienced a significant change between 1970-1985. During this time, educators used a combination of tools that made teaching simpler and helped school learners to acquire a relevant education. In 1970s, regular learning institutions operated using pre-computer devices such as video tapes, photocopiers, and hand-held calculators. However, IBM introduced a portable computer in 1981 and mass-market laptop in 1985, which enhanced how institutions managed educational resources for better student performance (Purdue Online, 2022). Nevertheless, special education faced significant challenges because children with disabilities received less attention in segregated institutions, with low effort by educators to enhance their academic performance. Nevertheless, the introduction of Individuals with Disabilities Education Act (IDEA) in 1976 created significant changes that increased the adoption of existing technology and effective teaching methods in special education. Additionally, students with disabilities could access mainstream learning programs and tools. Since research on technology use in special education did not exist between 1970-1985, special schools lacked innovative assessment and instructional programs (Woodward & Rieth, 1997). The software programs that existed had limited application, focusing mainly on drill-and-practice, simulations, or tutorials. Therefore, it was important to examine how technology, specifically the micro-computer, could enhance classroom learning to improve the performance of United State (US) special education system.

1986-1999

The invention of micro-processors significantly improved special education between 1986-1999. Companies such as IBM and Apple created personal computers that reshaped school reform, with institutions emphasizing on high-quality education. Organizations such as CAST (Center for Applied Special Technology) explored new technologies that would offer students with disabilities relevant educational experiences. As a result, new software development provided technology-based solutions to match the diverse needs of special education students. For instance, in 1987 Apple released audio and image digitizing devices, while CAST created accessible digital books with an audio function (Cast, 2022). In addition, researcher developed programs that educators could apply on diverse students, such as talking e-book, video-captioning software, and text-to-speech applications. The focus of technology between 1986-1999 was to create practical and manageable inclusive education. Researchers worked to provide high-impact and flexible digital tools that teachers could use to enhance the performance of special education. The world wide web (created in 1989) increased the access of learning content and communication, which supported curriculum development in special education. This time computer-based programs allowed researchers to develop assistive technologies that learning institutions could use to assist student with physical handicaps, reading comprehension issues and fluency challenges.

2000-2019

Technology between 2000-2019 involved shifting from innovation as a tool for providing instruction to an assistive technology in special education. Since educators wanted tools that could help students with disabilities inside and outside the learning environment, scientists pursued technologies that could increase students’ competence in communication, collaboration, thinking and creativity (Faucett et al., 2017). Consequently, special education gained better tools to enhance student mobility, communication, and learning. In addition, researchers focused on tools that could assist educators to create meaningful curriculum. 21^st century technology worked to improve mobility communication and learning. For example, in mobility, researchers produced tools such as the mouth stick, routing tools and tracking devices. On the other hand, developers enhanced communication by introducing speech recognition software and speech generating devices. Also, developers created Google Read & Write to facilitate learning, with adequate tools for students with disabilities to read, write, produce classroom materials, and communicate (Gatchalian, 2019). Technological change between 2000-2019 followed increased software development, with developers introducing innovations to break barriers in communication, collaboration, and organization. Researchers introduced software-driven tools and solutions to improve students’ learning skills and classroom participation. Educators have used computer software to empower children with disabilities by promoting active learning and positive thinking. Thus, computer applications and related assistive technologies enhanced special education and supported student development between 2000-2019.

2019 and Above

The focus of technology today is to create tools to support the universal design for learning. Despite having powerful tools, students have faced challenges in accessing educational and curriculum materials. As a result, students with disabilities have had less educational opportunities than their peers without disabilities. Using emerging technologies, educators are working to create a curriculum that teachers can customize to address the needs of every student (Ouyang & Jiao, 2021). Scientists are developing newer technologies in special education such as virtual reality, augmented reality, and artificial intelligence to create adequate opportunities for students with disabilities to acquire mainstream education in immersive and engaging ways. For instance, Artificial intelligence (AI) is improving how students gain social and communication skills, while assisting students with various impairments. For instance, students with autism are using AI to attain better interaction with their peers. On the other hand, technological brands have introduced AI-powered features such as noise-cancelation in hearing aids, and audio-to-caption translation and voice recognition in devices such as laptops and smartphones (NASSP, 2022). AI will impact special education in the future because, as technological companies continue to create AI-powered applications, educators will have the tools to determine students’ unique needs, personalize learning content and make strategies and changes that maximize the outcome of special education.

Similarly, augmented reality (AR) is offering learners realistic and interactive learning opportunities. The technology is enabling special education students to interact with objects in a real-world scenario, where learners can move and manipulate the objects (Kumar, Anand, Divya & Udayan, 2019). For example, Froggipedia allows students to explore the life cycle and anatomy of a frog, while Anatomy Atlas 3D offers students the capacity to study the human anatomy (NASSP, 2022).  AR will impact the future of special education by enabling teacher and learners to create augmented reality content. With AR, educators will offer engaging content, with 3D objects that learners can interact with in the real world.

Virtual reality will also impact the future of special education. Virtual reality can allow students with disabilities to interact with life-size objects in the real-world environment (Niu, Lo & Yu, 2021). Therefore, students will use the technology in virtual learning, walk-throughs, tours and simulations. Virtual reality will provide various groups of students with disabilities with a safe environment to acquire basic skills that they can apply in real life. For instance, the technology can provide autistic students with a controlled environment to learn relevant social interaction and decoding non-verbal cues. By addressing challenges in accessibility of the innovations by learning institutions, it will be easy to meet educational goals that are specific to each learner.

In my opinion, technology is the future of special education because it has addressed significant challenges that traditional frameworks have failed to rectify. The use of modern innovations such as artificial intelligence (AI), augmented reality (AR) and virtual reality (VR) will enhance how learners acquire and retain classroom content. For instance, AI will affect the future of special education by providing smart tools to assess student needs and recommend strategies that maximize learning outcomes. On the other hand, AR and VR will provide a controlled environment where students with disabilities can interact and learn, while addressing challenges. Finally, although the use of technology in special education has inherent challenges that require adequate consideration and careful navigation, modern and upcoming technologies will continue to provide effective approaches to increase the outcomes in special education.

I believe technology has improved how educators provide special education. Technology has introduced different learning styles to accommodate students with different abilities, unlike a traditional classroom that works using notetaking. Furthermore, technology has provided tools that increase classroom productivity via personalized learning and student independence. Consequently, students with disabilities have increased the capacity to complete the curriculum with the rest of the class. However, for technology to be effective in exemplifying the performance of special education, educators and learners need to address the issues that the innovations create. Therefore, to overcome the distractions that smartphones provide, educators should incorporate technology in their lesson plans, where students use educational apps to engage students and improve their self-control. On the other hand, to address the challenges due to the cost of technological tools and tech-disparity between high-income and low-income families, schools should adopt tools that students can share in a classroom such as projectors and interactive whiteboards. Also, to eliminate the challenge of inaccurate information, schools should offer students the information they need from verified learning resources. Finally, to eliminate inefficiencies in learning, educators should create a curriculum that ensures students can attend classes and solve classroom problems using traditional approaches. When students have access to technological tools, get accurate information and overcome online distractions, it will be easy to maintain a focused learning environment.

Mills maintains that sociology studies patterns of behavior in order to draw conclusions about a social issue that transcends the effect of that issue on any particular individual. A behavior or event is “patterned” when it is recurrent.

Select a pattern in your everyday life to study, for example, in mass media use, dietary choices, musical preferences, or clothing styles.

Flesh out your “particular pattern” in detail with a focus on the activity (e.g., using Instagram) and relationships (e.g., using Instagram to communicate with peers).

Connect your particular, or personal, pattern to a more general pattern for a “group” or “category” of people who occupy a place, or position, in the social structure: (e.g., the core audience for heavy metal music is young while males). Is this a named pattern (e.g., Metal/Metalheads, Veganism/Vegans)?

What are the rules or “norms” that govern a general (i.e., cultural) pattern like social media use, musical taste, or dietary choice? For example, dietary choices may be governed by religious beliefs. Heavy Metal music relies exclusively on electric guitars and drums.

What can explain these patterns sociologically (e.g., heavy metal reflects the symbolic rebellion of young white males against adult authority; dietary choices reflect belief systems like religion and financial means).

Use the Notes and relevant literature to interpret this general pattern (e.g., “marriage”, “youth culture”, “Hip Hop”) as a “social institution”.

To what extent do you derive an individual identity from this pattern? How does this place you in relationships, or connect you to others and a group or collective identity? For example, you can cook without being identified as a cook (or chef).

COVID19 has impacted different individuals in varying ways. Much of this has little to do with differing genetics of the body and more to do with social aspects.  After learning about social determinants of health please pick three social determinants and explain how they might help or hinder a person who becomes infected by COVID19. I want you to describe how each of the 3 SDH would help one get better or worse health-wise if one had COVID-or the possibility of you contracting COVID.  Remember these are Social aspects, NOT biological.

Section 1
1. What are the needs of each person in the conflict?
2. How can you turn this into a win win situation?
3. What would you say to the children? Describe the process?
4. What do you think is the resolution of the conflict?

Section 2
Construct an “I” statement to open the conversation
A. You and your friend are planning to do homework together after school. Your friend gets
a chance to go to the mall with someone else. You do your homework alone.
I feel: ………………..
When ………………..
Because ………………..
B When you go to your locker and find your new neon green highlighter pen is missing.
Looking around you see it in your friends locker.
I feel ………………..
When………………..
Because………………..
C The friend you are talking too keeps interrupting you.
I feel ………………..
When ………………..
Because ……………….

.3. Internet activity
Search the internet for bully prevention programs in
1. England
2. Canada
3. Scotland
4. Australia
Copy the information to create a research file for each country. What are the common elements
in each program and the strategies being used?
4.
Visiting a school age program you are explaining that if you were to visit a school age program
during a community meeting, what rules based on the four broad foundational rules below
would you relay to the community at the meeting about the school age programs.
(Generalization)
1-keeping everybody safe,
2-keeping feelings safe,
3-keeping thoughts, ideas and words safe,
4-keeping their work safe.
Describe the processes to do this and what did the children learn ?
And what did you feel you learnt?

Ecological footprint analysis is one approach to gauging our environmental impacts on the planet. Use the online tool developed by the Global Footprint Network to calculate your own ecological footprint and then answer the questions below.

1. How big was your ecofootprint—how many planets would be needed if everyone lived your lifestyle? What do you think were the biggest contributors to your footprint size? What aspects of your lifestyle lead you to have a smaller contribution? (That is, which things did you score the most environmentally friendly on.)
2. All of us like to think we are environmentalists, at least in our own way. Did you learn anything from the quiz? What are some possible steps you could take to decrease your footprint?
3. Imagine you are an urban planner working for a city council. What recommendations would you make to the city council in order to reduce residents’ ecological footprints? In answering this question first use a conflict perspective for your suggested solutions and then provide another set of solutions emphasizing a symbolic interactionist perspective. Note: you must explicitly state WHY your particular suggestions represent a conflict perspective, and why the other set of suggestions come from a symbolic interactionist perspective.
4. The Eco Footprint Quiz gives us some perspective to answer the underlying question of this assignment and much of Chapter 13: Why is the environment a SOCIAL issue? In other words, the environment is obviously a biological reality but why do sociologists claim that it is also a social issue? Not to mention one that has cultural, economic and political dimensions? (For example, what cultural values or norms lead people today to demand time saving products and “convenience packaging?”) According to what we learned in the chapter, do environmental problems require social solutions? Incorporate terms and concepts from the chapter into your answer for this question.