Identification of software packages used to teach individuals with mild disabilities

Being technologically literate is often more important for those with mild disabilities in that technology offers access and accommodations to the general education curriculum (Cuban, MacArthur, 2001). Additionally, knowledge of technology skills allows those with mild disabilities to compete with their typical peers in future job markets. Integrating software during instruction is one way to incorporate technology into the curriculum. However, there is a paucity of literature examining what software programs special educators frequently use during instruction and why. Additionally, the research is outdated concerning where teachers search for general information about software. Therefore, the purpose of this study was to survey special educators who teach students with mild disabilities in the state of South Carolina to determine (a) what software programs they used, (b) why they used them, and (c) where they searched for general information regarding software. Approximately 216 teachers responded to an online survey over a two-month period. Results indicated that most of those surveyed used productivity software during instruction. Other categories of software used were instructional games, drill and practice, tutorials, and simulations. Additionally, the top five most used software programs listed by participants were Microsoft Office (Microsoft, 2003), Accelerated Reader (Renaissance Learning, 2003), Math Blaster (Knowledge Adventure, 1987), Reader Rabbit (The Learning Company, 1998), and Jump Start (Knowledge Adventure, 2003). Participants of the survey were also asked to provide reasons why they integrate software programs during instruction. Respondents reported using software programs to motivate or reward students, help students practice a skill, increase students' self-esteem, and help students become more successful in future careers. In addition, data showed that the majority of those surveyed turned to their colleagues for general information about software programs for use with students who have mild disabilities. Other locations listed included catalogs from software vendors, Internet sites, and district professional development. Finally, the results of this study with their educational and research implications are discussed. The limitations of this study are also provided.