6. COMPUTER-BASED INTERACTION
Simulations- real world representation by a
computer program
Microworld- risk free learning environments
Educational Games
In VIVO Training used (notes)
7. VIDEO/PHOTO-BASED
INSTRUCTION
Video delivered through multimedia
programs
Anchored Instruction- see notes
Videos prompts action and models
instruction
Photos shows examples of instruction
10. MULTIMEDIA IMPLEMENTATION
Trackball, Joystick, and/or Remote for
interaction
Instruction mirrors natural environment
Scaffolding approach
Video and Photo modeling/prompts
Delivered though Computer
11. REFERENCES
Laarhoven, T. V., & Laarhoven-Myers, T. V.
(2006). Comparison of Three Video-based
Instructional Procedures for Teaching Daily
Living Skills to Persons with Developmental
Disabilities. Education and Training in
Developmental Disabilities, 41(4). Retrieved from
http://daddcec.org/Portals/0/CEC/Autism_Disabili
ties/Research/Publications/Education_Training_
Development_Disabilities/2006v41_Journals/ET
DD_200612v41n4p365-
381_Comparison_Three_Video-
Based_Instructional_Procedures_Teaching.pdf
12. REFERENCES
Langone, J., & Clees, T. J., & Rieber, L., &
Matzko, M. (Winter 2003). The Future of
Computer-based Interactive Technology for
Teaching Individuals With Moderate to Severe
Disabilities: Issues Relating to Research and
Practice. Journal of Special Education
Technology, 18 (1). Retrieved from
http://www.tamcec.org/wp-
content/uploads/2009/06/JSETv18n1.pdf#page=6
13. REFERENCES
Burgstahler, S. (Fall 2003). The Role of
Technology In Preparing Youth With Disabilities
For Postsecondary Education and Employment.
Journal of Special Education Technology, 18(4).
Retrieved http://www.tamcec.org/wp-
content/uploads/2009/06/JSETv18n4.pdf#page=4
6
14. REFERENCES
Herrygers, J., Clark, H.., Crosland, K., &
Deschenes, N., (2010, December 3). Module 4:
In-vivo Teaching: Strategies for Teaching
Relevant Skills to Transition-Age Youth and
Young Adults. Retrieved from
http://tip.trustedts.com/Portals/0/pdf/Mod4-In-
vivoTeaching.pdf
These skills will help disabled individuals learn to function independently while performing everyday tasks at home and in society.s
These skills will help disabled individuals learn to function independently while performing everyday tasks at home and in society.
The Roadblocks listed are inhibitors for training in a natural environment. The increased emphasis on educational inclusion and meeting accountability standards has limited the amount of time for instruction. Limiting the time for instruction could be a detriment for students with severe disabilities who require opportunities to acquire skills. The cost of instructing students in natural (real-life) environments can be costly when extenuating circumstance are considered.
Multimedia instruction allows students to practice real world scenarios while bypassing many of the natural environment instructional roadblocks Computer-based Interactive Technology - includes simulations and other assistive technology Video-based Instruction includes Video modeling. Photos are used with or without videos to deliver instruction.
In-vivo teaching strategies is to effectively enhance the daily living, problem-solving, academic, employability, and social skills of youth and young adults with emotional and behavioral difficulties (EBD) so they may become more self-sufficient and achieve their goals. This method of instruction is used in conjunction with video training as well.
Anchored instruction is taught by structuring materials so that knowledge is used to find a solution. Anchored Instruction was created by the Cognition and Technology group at Vanderbilt in 1990 Video modeling/ rehearsal (Video Rehearsal Only): viewing a full video-based multimedia sequence prior to task engagement. Video rehearsal plus video prompting during task engagement (Video/In Vivo Video): viewing video sequence prior to and during task engagement through the use of a laptop. Combination of video plus photographs was included in the comparison Captions on videos and photos
Assistive Technology can contribute to the mission of UDL. The use of Assistive technology will allow users to have what they need to fit their needs in order to gain knowledge or skills. Users gain independence by having the ability to accomplish tasks using assistive technology without the dependence upon others.
These are just a few examples of the many types of AT available.
