Incorporating computer technology into activity-based thematic units for young children with disabilities

Abstract

For professionals who work with young children with disabilities, the concept of utilizing computer technology in activity-based instruction is an exciting one. Experts in the field have theorized that the use of technology can have a major impact on children's developmental skills, including their understanding of causality, their social interactions, and their communication skills. Some professionals suggest that computers in the preschool classroom can be “the great equalizer” in the instructional management of Individual differences among young children (Beatty and Tucker, 1987). However, for computers to be utilized effectively, they must be coupled with effective teaching practices. Teachers must capitalize on the activity-based nature of early childhood classrooms and utilize the computer as another instructional tool so that every child may participate to his or her fullest potential. The purpose of this article is to discuss the four steps for incorporating computer technology into activity-based thematic units in a preschool classroom. Included in the discussion are practical suggestions for teaching young children, both with and without disabilities, to learn together