Our goal was to implement new technology into the curriculum through activities that were meaningful and engaging to the learner. Over the past year, teachers at Shepherd Middle School have received a new computer in each of their rooms. In addition, some teachers have been given mini-lab stations within their rooms. The introduction of new technology carried with it several new challenges. First, we were faced with the challenge of creating activities. This involved understanding the kinds of activities that are appropriate and useful. Second, as we introduced activities into the included curriculum, we needed to continually assess their impact upon learning. Finally, we wanted to incorporate special education students into technology programs. 

Over the course of the next two years we developed a variety of activities to implement and assess. During the first year we focused on the development and adaptation of several specific activities for students with special needs. During the first year of the program, all mentoring took place in a lab setting. Regular education students were paired with special education students. Together they learned typing, basic computer and Internet skills. This allowed time for observation and data collection. It also gave other teachers an opportunity to see the program's progress. At the end of the first year, a summary of findings was be presented to the staff. The presentation was meant to ease staff concerns about inclusion. Some of these activities were already established in the regular education program, but this allowed special education students to use technology in more meaningful ways than were currently available. 

After a year of laying groundwork, the second year of the program involved special education students participating in regular education classes and projects. This included classes of students with moderate mental and physical impairments and students with learning disabilities. The activities involved regular education students who mentored special education students. Through the continued use of mentoring and staff support, we established a successful inclusive program. 
 

At the beginning of our project, we had the following questions and concerns:

1) Scheduling
• When will we find time to plan activities?
• How do we fit the program into existing class schedules?


2) Adequate computer lab time

• Where will computer lab time come from if no specific time has been assigned to special education teachers?


3) Method for selecting technology mentors

• From which general education class will technology mentors be selected?
• Should the students be selected or asked to volunteer? 


4) Support of staff

• Will teachers allow general education students release time to participate in the program?
• Will general education teachers want special education students participating in whole team activities?
• Will general education teachers be flexible with computer times?

 
5) Adaptation of software and projects
• How do we provide technology experiences to special education students that are similar to those of their general education peers?
• How do we adapt projects to be both inclusive and meaningful?


6) Time frame of implemented projects

• How will we work within team scheduled projects?
• Can special education students meet these predetermined expectations in the time allotted? 

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