Problem-based learning software for students with disabilities

Intervention in School and Clinic

Volumn 43, Issue 1, 2007, Pages 29-37

  Cote, Debra ^a,b  

^a UNIVERSITY OF NEVADA   (United States)

^b Box 453014 ^*

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34548588146     PISSN: 10534512     EISSN: None     Source Type: Journal    
DOI: 10.1177/10534512070430010401     Document Type: Article

References (42)

1. Agran, M., Blanchard, C., Wehmeyer, M., & Hughes, C. (2002). Increasing problem-solving skills of students with developmental disabilities participating in general education. Remedial and Special Education, 23, 279-288.
2. Barrows, H. (2002). Is it truly possible to have such a thing as PBL? Distance Education, 23, 119-122.
3. Bridges, E. M., & Hallinger, P. (1997). Using problem-based learning to prepare educational leaders. Peabody Journal of Education, 72(2), 131-146.
4. Brown, C. (2005, Fall). Computer software genres that help students think. Kappa Delta Pi, 42-44.
5. Brown, M. (2005). Access granted: Achieving technological equity in the 21st century. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 105118). Whitefish Bay, WI: Knowledge by Design.
6. Charney, D., Reder, L., & Kusbit, G. (1990). Goal setting and procedure selection in acquiring computer skills: A comparison of tutorials, problem solving, and learner exploration. Cognition & Instruction, 7, 323-353.
7. Chung, N., & Gyoung-Sug, R. (2004). The effect of problem-solving instruction on children's creativity and self-efficacy in the teaching of the practical arts subject. Journal of Technology Studies, 30, 116-122.
8. Doll, B., Sands, D., Wehmeyer, M., & Palmer, S. (1996). Promoting the development and acquisition of self-determined behavior. In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 65-88). Baltimore: Brookes.
9. Dopp, J., & Block, T (2004). High school peer mentoring that works! Council for Exceptional Children, 37, 56-62.
10. Drake, D. (1993). Student diversity: Implications for classroom teachers. Clearing House (Menasha, Wis.), 66, 264-267.
11. Eisenberg, M., & Johnson, D. (1996). Computer skills for information problem-solving: Learning and teaching technology in context. Retrieved April 10, 2006, from ERIC Clearinghouse: http://www.eric.ed.gov/ ERICWebPortal/Home.portal?
12. Ellis, E. S., & Worthington, L. A. (1994). Research synthesis on effective teaching principles and the design of quality tools for educators (Tech. Rep. No. 5). Eugene: University of Oregon, National Center to Improve the Tools of Educators.
13. Englert, C. S., Raphael, T. E., & Anderson, L. M. (1992). Socially mediated instruction: Improving students' knowledge and talk about writing. The Elementary School Journal, 92(4), 411-449.
14. Higgins, K., Boone, R., & Williams, D. (2000). Evaluating educational software for special education. Intervention in School and Clinic, 36(2), 109-115.
15. Hoffman, B., & Ritchie, D. (1997). Using multimedia to overcome the problems with problem based leaning. Instructional Science, 25, 97-115.
16. Johnson, S. (2005). Everything bad is good for you. New York: Penguin Books.
17. King, E. W. (2005). Addressing the social and emotional needs of twice-exceptional students. Teaching Exceptional Children, 38, 16-20.
18. Kolb, S., & Stuart, S. (2005). Active problem solving: A model for empowerment. Council for Exceptional Children, 38, 14-20.
19. Könings, K. D., Wiers, R. W., van de Wiel, M. W. J., & Schmidt, H. G. (2005). Problem-based learning as a valuable educational method for physically disabled teenagers? The discrepancy between theory and practice. Journal of Developmental and Physical Disabilities, 17, 107-117.
20. Koschmann, T., Myers, A., Feltovich, P., & Barrows, H. (1994). Using technology to assist in realizing effective learning and instruction: A principled approach to the use of computers in collaborative learning. The Journal of the Learning Sciences, 3, 227-264.
21. Liu, M. (2004). Examining the performance and attitudes of sixth graders during their use of a problem-based hypermedia learning environment. Computers in Human Behavior, 20, 357-379.
22. Lowther, D., & Morrison, G. (2003). Integrating computers into the problem-solving process. New Directions for Teaching and Learning, 95, 33-38.
23. McKenna, M., & Robinson, R. (1997). Teaching through text. New York: Longman.
24. Mulholland, R. (2005). Woodshop, technology, and reading! Teaching Exceptional Children, 37, 16-19.
25. Palmer, S., & Wehmeyer, M. (2003). Promoting self-determination in early elementary school. Remedial and Special Education, 24, 115-126.
26. Salend, S. (2005). Using technology to teach about individual differences related to disabilities. Teaching Exceptional Children, 38, 32-38.
27. Savery, J., & Duffy, T. (2001, June). Problem based learning: An instructional model and its constructivist framework. Retrieved March 15, 2006, from http://crlt.indiana.edu/publications/journals/TR16-01.pdf
28. Scruggs, T., & Mastropieri, M. (1997). Can computers teach problem-solving strategies to students with mild mental retardation? Remedial & Special Education, 18, 157-166.
29. Smedley, T., & Higgins, K. (2005). Virtual technology: Bringing the world into the special education classroom. Intervention in School and Clinic, 41, 114-119.
30. SuperKids.com. (2006). Retrieved on April 9, 2006, from http://www.superkids.com
31. Taylor, A. (2005). What employers look for: The skills debate and the fit with youth perceptions. Journal of Education and Work, 18, 201-218.
32. Wehman, P. (2006). Life beyond the classroom. Baltimore: Brookes.
33. Wehmeyer, M. (1995). A career education approach: Self-determination for youth with mild cognitive disabilities. Intervention in School and Clinic, 30, 157-164.
34. Wehmeyer, M. (2004). Beyond self-determination: Causal agency theory. Journal of Developmental and Physical Disabilities, 16, 337-359.
35. Wehmeyer, M. (2005). Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations. Research and Practice for Persons With Severe Disabilities, 30, 113-120.
36. Wehmeyer, M., & Palmer, S. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38, 138-144.
37. Wehmeyer, M., Palmer, S., Agran, M., Mithaug, D., & Martin, J. (2000). Promoting causal agency the self-determined learning model of instruction. Exceptional Children, 66, 439-453.
38. Wehmeyer, M., & Schwartz, M. (1998). The self-determination focus of transition goals for students with mental retardation. Career Development for Exceptional Individuals, 21, 75-86.
39. Wehmeyer, M., Smith, S., & Davies, D. (2005). Technology use and students with intellectual disability: Universal design for all students. In. D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 309-323). Whitefish Bay, WI: Knowledge by Design.
40. Williams, D., Hemstreet, S., Liu, M., & Smith, V. (1998). Examining how middle school students use problem-based learning software. In T. Ottmann and I. Tomek (Eds.), Proceedings of ED-MEDIA/-ED-TELECOM 98, 1998, AACE, (pp. 1550-1556). Charlottesville, VA: Association for the Advancement of Computing in Education.
41. Wood, W., Fowler, C., Uphold, N., & Test, D. (2005). A review of self-determination interventions with individuals with severe disabilities. Research and Practice for Persons With Severe Disabilities, 30, 121-146.
42. Wood, W., Karvonen, M., Test, D., Browder, D., & Algozzine, B. (2004). Promoting student self-determination skills in IEP planning. Teaching Exceptional Children, 36, 8-16.