inrom{ion ed f&ilillting m6s b ln€ dtdd tnowl.dge bse. Ftuk€l ed

CUAPIER2
REVIEW OF RILATED LITEI{ATURE
Tltc litmllE review is a dwic€, which h4 bfrn Eg{d.rt by l€s€en
shols &d pr&ddotr€G b@e it ep6 a delibe.dc nDdion in neaging
inrom{ion ed f&ilillting m6s b ln€ dtdd tnowl.dge bse. Ftuk€l ed
Wllln (1990, p.4?) sats rhari
A hdanr€ Biw is helpful ir rwo wats. It nol o.ty nebs
r€*dche6 ar€m rh€ idea of o$en inl$ted in a
pdrculd Gemh qu6do.i but n al$ brs thd c whal
fi. r€suls oa then (sinilar, or r€lat€d) studi€s oa ihe
Thus, to st Oe rh.me of $. whotc tEsmb wo* tne t€seeh€c have !o
uDdergo a de€p edch irro ln€ €xistin8lit.Brure. Natualy, this stnteg/ hs b4n
ulilized in $i! srudy md hs Bult€d in rviaine a nlmbq of ueful works
elatng to 6e of cdocrionat rechrology fo. t@hing sleial childrcn. Th. studi.,
gdsrally rcDorted a posnive €fiel of educaliond r€hmlos/ on sp€iar srudor,s
a.hrcvenenr fld subslfllial Ftuclio. in ih ructional dme ovq tnditionl metho

lh€ dtual cha@teristics bd EquiMflrs of thc €xceprional childrEn being d
isue or. small, l* inteEcrive &d depnvcd srcup. ft would be wonn ncntioning
howe!6, thdt Ibe eduational rehnolog/ vhicn ird b@ d6igned for ablebodicd
have widely conpcmated th€ childrcn having individual difleMccs md tho spei.l
Conslu@rly, lhc ststm of €deationat ldhmlogy n !d3 ro be dBigncd
k€eping in vi* rbe indilidu.l diff€mc€s. \{nitwonll (1993, p.133) ets, .how
nor€ lh& cvcr b8for€, nuy cbildm fatl inro fic sFy e€a b.rwen rcguto &d
spcial ed@tion The Whiteflh c{teeoriz€d lhc edrationat rdhrolo$, c6 i.
t€ms oflro gmup3, t!o* who d. excepiional dd 1b@ sho d not. nis notiotr
blots out lne wjde rmge of cagabiliries wilh bod grcups ed inplies tnd djsabiny
r a vcry simple binery division. Tnu 4oy individual h6 a ser of abitili€s od
ch@!6isrics which d sll afiel t. Etutn* of hMd polaiiat.
Moli peoplc havc a mn of ordinary dd qrFqdinsry abiliiies_ Ine
capabilili6 of a nunM @ not siatic; ihcy nay change witn dne dd silulion;
&cldms nay cause tmpoary or FrlMdt dFfm.rion; It is oft6 s.id rhar
dkaued paple m hddic.pp€d by fi.ii dvircmals and ml by Oen l&k of
l5

Henley(193. p.167) $)6, il is ond dimcuh ro diff€Miare rh€ n.€ds of
sp€id srudmll fiom ihose of otner siudenb '. H. sencd fiar "for a v€ry ldge
nubd of Afial educaton sludots the ftsuld clNrcom is a cnticslly inport nr
educadonal Fnin8 . Thc ed@a$onisls e Bually s€lt aw@ rhal rhe ctiarele
lhey re dealing wiln ns very wide vdiaiions They @ individuls, md lo tnow
one or ehe of thm i. not to know thd alt. All cnikhn have . coUerion of
v&ious skills and abiliri6. ObvioEly ir l@16 .ppDpnare io dario. fi.t
'rolructonal gadgerrid ae no noE efletiv€ wilbour .onsiddinS lhe above
nmdoned aacros, It is nol slrprising that litdtuE or spaial education dsc.ibes
mey or lhe s€ lehelos/ Iwrc ed fien.ppticrions rbal f.iny ocel rhe
neeG ofEsule studenrs.
S&deE r 1937, p.98, hiSlrishB lh'3 td 5:
,Alqedd CRha Bell r oriSi.al l!s@h *s
rnv$ligatn& how ro assist dqf ..Exmple of such m6s
n,rkel pmdlcrs inctuded lo,a plains r@rds, nutlirasks
lapc @rdcrr dd even lh€ nov ubiqlirou cs€n6, tare
@!der, all of th6e wft d€sig.d ongi.alty to pbvid€
lalking h@ks for blind p@plc.
Eveqoie rnows orat su.h gadg€ts have pbv€d worfi for prcsoiing dr€
educalion of disabled ptus. Edwards (1995,p.12) €ndo66 uletuln6s of
cduc.lio.al tehnology by sying, ....rhe povjsion of @bl€ equipnenl @ nate
enomoB dillerenc6 b €dearionsl opporluitid. qcliry of life, dd €mplormenl
po$ibiliriq for popl. wilh disabihiet' So ir nay be .on€luded rhar rq€ning
l@i.8 plljc* ad &hi€vde of cotueiv€d objetivg
t6

i 6ting for spcial n*ds siuddts by $ing €ducalional t€chnology. The
pn€.din8 p686 inchde boad dsiprion of th€ cduqtion dd oluational
l@hnolog b€ine u*d 10 facilitate rhe tachine l.mins prcc6s sirh s!@ial
Ef€mc€ to diebl.d children. It qould Hlly telp lo dehine th€ poratial mle
of educational t4bnology lo. asisrins te&hif,g leming process for pcople havi.g
The nain plrpo* of rcdj2ing lhis porential of cducaii@l tdhnolocy is lo
nnd out pturical ed €fi@ive vals lo inteemte tdnnolosl lglllB ard
lehnology bsed nclhods inio cvaf, day applistion! both in l@ing th@ries dd
imuucrional pturice aor t@hjns speiil chitlr€. in Pakisl& &cordi.g ro
irdividuak special cducational needs.
2.1 CONCEPT OF EDUCATION
Elucarion h6 ben Eciving a punount dout of an€nlior &d $oiiny
from the very beginnins oflb. cFation oflhis uivffi. Every ecicty expmd€d ilg
bsl @u@ for edudiional assn$ and ddelopncnr Tne w.d €du.ation h.s
di.Icant comot rions for diilml p@pte. Thu education nay not b€ €onceived
s thc nd€ of ! palticuld &tivity or procs, but a sdi.s of vsious &1ivi1i6 dd
pM**s wbich mainly b.ins inlo foc$ fi€ devet@n6ral, idslo8icat,
Frholosi@I, political, sial dd etroeic 6p*rs of huru bei.g.
\7

The educaiion 6 liq€d by Tsvir (19?5, p.3) "-..ha bm dcrircd foD
the tatin woids Educde (€ducatio.) ed Educd (educadon) , Educarc nm ' to
Fain, b bing up or b nofish , vnile cduc@ n6s 1o lc.d our, o. !o draw out.
Tbe fofrq inpli6 rhal €d@alion is sonethine exremal, io be iolo*d or put in
ftoo outside. The hn$ i.dicar€s gre*rn from viitin
A@ordins b Lobo (1974, p.l) Educalion comes fton rwo Larin words'E
n6'nA bur sd d!c€', mding to lad' Dalurlly e

ed Llrd is the nosl Bountifd, Who raughl by th€ p€ni ranghr Mm whal he knN
nol(96:l-t. this blNinE is luntur slre.srhm by ei.g, wc have *nl doM to
)ou the B@lq 6 u .xpl&adon lor dery rhjng (16:89). Thal ie why, tbe eu6
awdds high e$e€m !o t@wledse lov6. This bopledge nay eirha be .rcvealed, or
'acquired' Revealed bowledee hs b€a givo ro hMd bcings rlrongh prcph€tj by
Alla,h. Acquiral kn@l€d8e is ihal which is beirs a.quiEd by $e humd b.itrg
0'rcueh rh. stndy of Ricry". QUfu srlcssq thc both in Surah Al-Aef $al
''...rhoe who do hot use tneir abilirie6 such I inteltect, ey6 6 clc., sillefter i.ro
lhe fiE oa Hell, b€.au* th€y @ int rio. rhd dinats, ... .. rhoe qho hav€ ben givtr
krowl€ds€ Allab guid6 rhm to elwlrcd po!itiont(7:l?9)_ The SuEn zme
sh6*d oo this obligation by asl(in& .Cs rhe led€d &d illibhle be of lhe sme
slalus? D6 those, who do nor how, equt ro lbce who bov.(19i9).
Hoce edncation ir Islu b lhe pl6 tnat lcads rowards perfarion in evcry
spb.re of lif€ md a vitat source of cnmg€ in s6iat srncturs, aunomy, nann6 &d
ners of a nation, It sienifiB nd s supme posirion in wi.ty, Ir en,bt6 th.
irdividuals |o dwelop rhcir capabititis which enpowcrEd incm to @ntrot dre
olnomcnl to tulfill then possibiliti6,,.
Bb* .nd woods (1988, p.12) nidlghs rhc moEl value of educalion by
sin8, Educalion impliB dral $he rhing wonh vlljlc is being or h& ben
'nlematonally
lrosminen in a moBlly a.c€p$blc mend,,. wrfts, D€wy
(1974.p.216), on civ6 education s h prces oa dd€lopncn of rlt rhose
l9

c.peiti6 in th. ildividual wbich oau. hin to @ni.ol hb ovirodsi ed tulfill
Acsrdirs 1o Bdlotino (1993, p.I )
FnN.tiod beSinr the d.y "r @ borq d a& lt &y*
di., Eornd h c!€ry @i.ty, it coro6 io nay foni
tugint n6 tb. !.nool of h{d h@t! d l€nitr8 by
€xFicE to fo.ul ildinllion l lanilg, Eor irdrltid
to e ild8tdd com6iti6, t@ ru.l to urbe sdtinS!,
ond &m lrE erol+ to rg. gbup.
Th@f@, .dwalid b th6 pbc.$ threush which tlowl.d8e i! lr.r@it.d
tob 6 iidividud d .€dion of si.ty io rdlb.. individld dd !61io of lt.
soci.ty .ilhd infon.llt fofr.lly ed non-fomally,
Bhtti& IcK (1987. p,lo) chr!.t riz€d infmd €dwation ,! "Inciddid,
4ont'@rx Dr?cpl@.4 not ioprted by .oy qoci.liz.d t€e&y, wirh.ut
riGribl. d uiql@". Obviourl, hbtud €du.tion inble* f.nily, aiend!"
ed dvimmdtd &crors.
C6nb. ed A[ned (19'3, !p.10-l 1) {bnn. dE cd.pt of fmal ad don
By formal .ducltion w€ rfd, of coe., to bc
hidrrcbic.Iy s'rrd4 cbmlosielly gnd.d
Ed!.rrimal Sylta l@itrg t@ Prilry $h@l lllMgn
Univ@iiy ad ircludinr, in .ddilid to g€ndl &addi.
, .ttitud.a ! vaicty of5p.oirliz€d pb8r6 .rd insitltiotu
fo. ftrll tire rdhd.d Fot tidd E ilirg. Wla@ tufo.nd
€dulrid i3 ...ay orgdiz.d .,sd4ic .d@riotrd
a.rivity @i!d oubid€ rhc fiamM* of th..staukh.d
fomd sFten whethq opditilg 3!p{Lly u s a!
iDFlr&t &.1@ of gm bilodd diviry Ort i. inrad.d
20

lo seNe idenlifiabl€ leming clienteles dd leming
obj*tivB.
11 is well tnown thar rhe philoephy helps io fomulEte aims md objdtives
of$edtucalion. To a.hid€ s.t aims dd objetivca it prepo*s s?€cinc cuEiculm
rd nefiods by r€spaling $e cuhDr noms ed values. How lhe muhif&elet
pbdonson of education is viewed in a v&iery of b@utitul radotut€s by
philo$pbcB nay help cralinS & i q61in8 icignt cboui edu@tion.
In ldralis! philosopny, cducation b the s@h for rrurh- A@ditrs lo
odm md Crava ( 1986, p.I3), idealisl ssue lhal,
.-.educadon snouB mr only srr6s ddetopmat ofrhc
mind bll snouo ale dcouBg€ nudcnts to foc$ on alt
lnings thal re ofnorc lsring vatne. Alonsvirh plab, rney
beli€vc 0rat lh. education sbontd b. di@led low&d Oc
s€mh tor rnE id*... d rhe s€@h for l.urh dmdds
p@nal diripline ud steadfasl chd&td. Realisrs
consid.r €dDation s the pbc€s of developinS radonal
pow6 to ils fulldr $ that rhc sod life cd be &hiev€d.
rhus Idee!!!E conceie cducation s ! p@6s for dev€topine aional powei
to achiwe ch@rdisrics of good life. Tney mpft6i2e on Futntuhsi setf_
dieiplin€, b.aniy &d steadfNl ch&a.ter alons with oannive developn€nl
Ben (r9?8, pp.9-20), d*nb6 purpose of eduqtion dder vdiou
philosopnical lhougnB, vhich @ brieled s follows:
Tte puDos€ of ed@noh @fttins ro tdqhsrs dd
BsalEq E, 'o acq@nt siudor! qrh lhc facls of rhe wo d
$ rhcy cd lem how ro 8cr along{nh ir .. the world beins
bod' lhe pbrsi

DhiloeDher beliela tlDt .dustion n tne 6rc6tation n
ftosl 'npotunr *rowledg€, the g@14tr trurhs k om ro th€
hund @e. Essenlialkts rhill rhat education is ihe
lrmfq of 6ndmo|!ls... thos arliclB of cultur€
scnmlly -.€pred
by siely s a 6uX of long dpdiace,
dd tne inhenld.c of value6 md pnoriti€s fiar have d@d
the t€sl ol ine. Tmdiliooalilr la*€s edlcalion a a puss
of tdsnining tnowledge iiom tn€ mind of the l@nr lo
rh€ mind of th. stud€nr. ln Nannlisr point of view
educalion is the n!ftunng ofindividuals &cordins to nalue
byvisualizingindividul dilfer6@s.
It is clc& muSh hm th. .bo\ e lhd eduquon i( d pl!

orsaizstion, fo. elrzing prcbltu dd d€vising,
inpl@.nling evaluting ed meagine eludonr 10 rho*
preblds, involv€d in all alprctl of l.ming.
Thus educarioDl technoloe/ is m inr€garcd p@6s to achieve
I.mang oulcomg by 3ylrmaic.lly dov.railing hund Eem6 dd
Shma ( l9ol. p. 12, @m.it6 ed@hotr.l @hmlogl, 6:
A $iac. ofrehnique and medods by which.du@riond
goals ca be rcdiz€

...cm be trac€d ba.k lo the dhe wh€n lribd pn4r
ststemadzed bodi6 of tnowledge, dd @ly culrur€s
'nvated pictosBphs or si91 Miting 0o dord dd tmsmn
inromation .. I k cltu lhat €ducational t*hnolos h
se ially $e produci of r gMr hisbnel srran
cons'sting of trial ed mri lon! prolic. ed inirarion,
ed spoirdic mflifBtltion oauusual individ@l delrivily
ObvioBly, lh€ educarioDl tehnolos b€g& ro of&r irs sdi6 a @ly d
tne te&hing sbned. Thus te pBri d.y wid$pErd @ of tehnolog in
educ.hon h$ witnBsed many sdies of cheges feh n€rely a way of inslructing lo
dcvelopmcnr ofeducationat rebroloSy 6 a srsl@.
h this regaid. Roblyer el al (1997, p.6) say thatj
The edlie$ vi* of educ.rioel !€chnology, dd one hal
con$n@ todat ehph6i2cd te.hnotog/ s n€dia. This
rew g@ our of*h.l S& l.r (1990) calb tne audiovisul
novdenl: wrys of detiv€rih8 infoftalion lhat @dd bc
ued s attemarivs to l6tc dd h@ts fti! view,
dfletop€d in rhe 1910s pnm&itv by rremcb^ in lueb€r
educanon. hetd $r media sdch s slides dJ fitrns
del'veEd iDfotuarioh jn mo@ 6node od rhdeforc morc
eredve wars. t,ld, tnb pesp€cliv. d.vetoped inlo a
field called audiolisual comuniarions. rne bmch of
educaioml |h6ry ed pEiice @nccm€d prindily with
the dcsign ed ce of mssges which contr;l tis te'ming
In csse. educaljotul tahnoto$, h6 undcreonc pogr€$ive sla8es, non
simple @nmuicarjon !o wonbwbil€ int€Novm autliovisd $pnisficadon of
complex co.c€pts ir d int€eling and sinptc w.y.
Sh@a rl99l. p.l2r ha ate descnb. rhe situalon s!
24

BefoE 3irtica" tb. inn cduclrion l 1€holory sG lqgety
Miarcd wid| altlicvi$lal !i& lrd ra.hing Da&rids to.
d8M ifttr@tion. For no.1 0f rhe t€&ha €drcaloG"
by &d l48c, tte tm @vctEd a mtuin8 of t4luolo$,
d .d@iion. Ti. dricla of Sr!,.y Edwad srlir€d
ft.t'lg iata6t in progMed l€ming. B.F. SriEa dd
S. Eded& .npndizld In. preliql urility of pregmn d
lldin8. cEdu.lly, th. @nccpr of lehnotogy of
.duc.tior he @.rg.d h thc 6eld of€d&.ijon.
AboveDdri@ed quotrtior pmvidc o isight alour @t!e 6
public inte.61, &curuy md rclicbiliry in cd!.alioi.l tehnotog/ how th.
exirting inFov€d dditiotr of .d!c.rio!.t r€hmlo$| cne inio h€ila
non ihory ro pr.Erie. Ihc wdl of B.F, sr,nn6 op@cd IN vistar of
irtd61, Blidity, cdibiliiy &d profsionat erhics in u!! of educdio.al
2.2.2 ldhotog/ b lanLg
In cdu.alion, thc clurt€. of p@ed dd prcdu.i combi!6 insirucri@al
pN.d6 wilh imElction i r@L, Fo. rlF tuncdoE Slida@ in th. s. of
is.lrucli@d toob .Mdilg !o 1tu. ptinr(tc cd6 tDn l@iog tndi6,
wbich h€lp t€&he6, ard l,o irregru€ rhd irro &&hing. Ea.h th6.y of l.dilg
har iG oh poiri of viw for insttu.tion iD g@cnl &d for th€ u* of.duqrioml
A@ording 10 Itiqll (1994,p.20)
B.lEvidill! (Pavlov .rd Skimd) b.tidc in Ebnique ot
rerdhg a l.hn lhueh sd6 ot iGr@ond stcps ro !
25

tLtir.d lael of p€r&dtr{u, that pl".ii4 slrdgthd the
tr.porse ro . rtimulu$ Tle r.{ul ws @egoF of
SkiM6 "Proguhd hruuction". WIe@, lhc
@goitivlti Fly slcly on ot66v.bL Dd.viors, bow
infom.rid i3 Mciv.4 p@.d dd Miprlat d by
land. Th!& th.y cErd a nod.l of slon ra6 ed
rons-t@ mdoty_ N4 irforntrio i..loFd io.ho!
im m.mryr wh@ it is r.b.c6d ntil Fldy to b€ lioEd
in lotra-tm ntury b derlhp @ilirc *ilh 6r dcrtirg
with @r4ls( a3k!_ P'.8a'5 0977), schm.ta
,..ihirrd@ ad lccomoddid s4 @BidqEd s tt
k ycolc.pts oltutll dw€tolmar.
llE cb68. of bet viou thDugh l€djng is str6s.d by blt vi@isr
thrcugh r.pa&d sd4uli fd i dl.ob4t dd€lopn€nr. Ihu p€rclive

ovo lem€fs motal prcce$ Tnus insr.u.tional desig ed media wilt be highly
sti&lurcd for b.hliorist dd l€ss srtucrured for cog.nivists. he fircria for olhd
school oftnouShs hay lhus be &@rding ro fi.ir oM d@Eine. How.q, lhcy a[
e incli..d rhat itutrucrio! is the .tigmdt of jnfom.li@ dd dviomot in
such a way thar f&ilitar€ lening by i@rporating dethods, Dcdia &d equipmenl
rording ro I@elB need. This indicates ineir coMiousn€$ aboui the sp@ial
Bell &d Hdis O980,p.12)enr
...rtung @ be retat€d 1o foltowins tou ihon€s of
Tr.Nter fioru \here kno{tcdge is ftakd s a
@mod'ty b be Imtered fioo ore !€Mn b Nllle.
Shrpttre rhory sh@ rhe lds 6 shap€d or molded b a
Pre-dctemincd patlem.
Irer.llog d6ry *hft |hc subJer B 9a 6 a retu ro
be exptoEd. rhe moE dimcutr h,tk od mountarnr h.tp ro
Ave a berd vjdpoinl ,nd rhe t enr is lite I trav€tina
cdpaid or guid.,
crcphg $eory wh.re $e int€ldtual md cmodonal
dev€topndr ot rI. lffid is rh€ f@us"_
As fatu6 of n@ingtul t@ing inclnd6 coop@tve tmh! ed ways
of Mbling kewlcdSe in . p€&ived sial selup which Dal6 o i.di,idut to
inletul .fiectively 0rftfore tahnology hetrs f&ilitjle sinitdion dd
accomnodarion of knowledge, skilts, dd aftiludes acodin8 ro .oms of the
27

Heinic[et. al (1966, p8)dclcnbe l.minB.s,
..,the d*€lopnqt of new knowl€dg€ stills, or
at$lnd6 6 d individual inlc@ls with infomaiior &d
LtuinB t la ple all lh€ lime We
lem lbinss j!!t ealking do*n inc sFet, walching TV,
@nv@i.8 with olhd p6plc, or jusl obsdi.s vh.l
806 on eud us. Thjs rt?d of in€idmral leming is
.ol our malor inl6l s educalion pDfsio.r&,
Rarhn se de concemed pnmMty $rh ur l@rn8
ow bres plu in GloM ro ou ihstuctiotrlt eftons.
How we dersn ed emBc rnstiloon hs a gcar dql
to do not only *irl' lhat is ld.d bur .l$ w,rh how
rnc lem.i 66 whar is t€e.d'
Thus, rbc insftlcrjon or l@ing pr@ess invotv6 rle de?s rhe seleclion,
d&8dcni od deliv.ry of infomtion in d appmpriale envnomdt ed llE
way tne lcda int€@rs wnh tnar inaomadon and rb@ sl.?! nay rct bc,opaly
nar€riali2€d without &comod.ting rehnotogy in lminc
cagnc (1985, p.20) while oneiving lcdiry
s a chrSe an dis?osition or
capability that peEisl ovo a pdiod oftmc dd i! nol s'mPry eib.ble 1o p@e*
The kind of cbage catted t€mjng, exhibns ilFtf s 6 chdse in b€havior, dd
fi€ infm.e of leming is iade by conpding what ben.vior ws possibt€ befoE the
individual *6 pl&€d in ! t@ing sirlrion 6d what b.havbr @ b. €xhibired aftd
such chdgc? Th@forc, l@ins @E fte tho, tat6 pr&e wn n lhe stioutus
$lut'on toBelne. wirh rhe 6nra1s of mqory alr€d |hc t.oer ir 3&h a way th{
his or h€r perfomMce chdg6 6om a iinc betore beina in har snuatun io a line
2a

!&r beil8 in n. Th. ctdgc in pdftd.e is. *hrl leds io thc @rcluion ih.t
Ir'c sigoi6@ of l.dilg in ady educalioml etron b d.lotsd by all rhe
cdm.ti6i{s thu wilholt @dF€t .dine Oe @n .pt &d wry! of ef*tiE t@in8
?rlong-rnn fts .gnial 6cto6 tgdng Fog6 @rdirg ro p.cittd go.l k nor
Undoubt dly, the cl6e rclari@hip b€tw@ irst@tional lcchnotos/ ed
lcmdt SaiN povida acougcmdr dd nolivatior to boi! stud.nts and te&hd
th.l mcihing dcfinitc h6 b.d a.hj€vrd, Th!. ir ii ihF.tdrr ro s.ter t*hnolos/
@ordu8 to @ ar $ th.l dt€n.initrg a 8€quc@ i! stiNtB dd '!{@* rDy
.(,ir u. ins.diat3 of l@in8 qFriffi.
8rshi4 M. (198.p. | 6) siya tu of l@ins by syinsi
".-... ldtrirg is lif. od tif. is lanirg. Evcry
.xpflmc i. lanirg. ktcholosist' sly thd rh€
P!!.d of lomiog i! rt vdicle by which li.
irdividu.l ch.re6 nom a budlc of pol.nridiry to d
ttivc dgdis with ides, bbi$, stills ard oft.t
pGor.lily ch.r&1didi6'
Th. pr!@$ of l.eing.an b€ @Bid.rcd to be a vay @hptd on. i! the
Frc@tion of*hat c@stitut r codeive t..tulbk arlosph€G ro ehi* msinh
ouFul tod involv.d h@6. Ih. coEcpr of inpur ed ouFur d@s.narid
toelrd n.dia
29

Media d defin.d by Heinich ct at ( 1996,p.8) is
A nediun (plml, n€di!) is a €ndel of
@nfrln'cation ddivcd ton th€ l_arin word n@i.g
''b€rw@", th. t@ efeE lo u,lhiae that cm*
infmation bdwd s swe dd a r*eivq. Exupl6
includ€ filn, t€l€virion dagmi printed hatdials,
@hputes. dd iBr&doB. ftes de considded
usuuctional D.dia whd rhcy crry nesg6 wior d
'n$ruclronal turpow Tbc purpoe of nedia is !o
f&iliIdc @hmuisrion.
Thc authoB &@rd dbddert nB of audio vid6 m€dia dd @mpnt r
alons wilh i.sructiotu. Th€ rehnolo$lbas.d inr.grred r@hine sr,lr%i6
@rdr8 !o tu8$z€d n€€d! of ledd hlvc cet por€nli.l io &Imwjcarc
iroitucrions efedvely Egardts of gDlps of tedd eirhr non_hedicarped
(esuld) or n&rdic@ped Gp@iat studdtr).
t catis ed Atkinso{ (19S4,p.13), whilc innodu.ing rh. ol€ of me

2.2.3 TNhtrolog/ In lNtru.rto!
Tr'e pioceduE of inlrtucrio. chosen to f&ilirat€ lead€6 ro &hieve |hc
conc€ived objdives m crllcd derhods! whnes nedia re €sid ot infomado.
berwM inlomdr ed a @ipior. This comuicalion p@6s is trsminal of
infomadon or intod.d naing 0o olh6i thu, insEuclion @mMicario.
tuncliotu i.volve bolh instucrioMl m.rhods dd insftcrion,l nedia
A@rdns b Rahrd M. t1998,p. 6l,
Connunicalion Ef€6 ro the ways in which *€ g€t in iouch
wirh oths p€ple h@ w€ sho* cach oln€r olr falings,
lell ech other our thoughrq sk questionsi a[ for hcipi
p6 on f&ilj asE; peFlade 0$6 b do *er wc w&r
then to do; explajn give ordd
Th€ kit€r hs idalified lh€ gqedl fihcrions of 6@uDdroo d
in educalive poccss. Tnese tuncriotr inply rlrt speakes nove cled
h€dine beins conleyed od listaes inlerprel lhe masase a ddircd
Commuication 6 vioed by phi ip, (1983. p.3 ) is,
.- .rl'e .omui.ation pru6 n nade up of folr ddrcns;
rbe sendd n lh€ pcMn vho is r,yins b transnn $e
nesase. The fteq@ ii rhc verblt o, nonverSal
intom iorl which is being tusntued. DE rb3lngr ts he
mq by wh'ch fie 'nfomafion is be,ig *d nr srilsr
F tbe pee. who is @eiving md iore,pr€ring !h. m6ege.
Thus onhuicarion is
ihe p@6s or exchoging id* ud f€etings. Ir
indicates rhat one who @eiv6 a nessaSe unddslmd o! co inrdpEl fie purpose
orrhe msege wirhout rnb, it is eid that comu.i.aiion did not oaur,
JI

2.2.4 Fo6 of lllrr.dfl.t M..lb
the p.&tic.l @u.qu.!c6 of c@hnicrio e rh. dectot@t ard
irtbd&ri@ of id gdg!r., Ectriq'eC ndbods ed qrortB of
coltruic{rior @d irs !!6 to hlting dtd rriniry: n .dqlid d.det do ro
qi.liog 8dgcl!, aid4 ndlod. .nd 4Drwh6i fd .cqoidtid of t DowLdg.
tt.t o.n o blF p..piry in ndur! ad to pt n tuire qpticrtic ltr@
tdtrudioDl g.dg.a. e tmd 3 cdrsrioo,i t .hotoe, ed uqly dl€riz.d
aEqding b 6cir chfttqi*ic..
T[e L€li &d AddtM (r9s4, p4) d4ibe th. wi$ forr||! of
inrh&tioorl labbb$l a4
PRINTMEDIA H&tt copy (p.pd)
Mis!6to
Mi@ficLe
GE PHTC MEDI Otqnad r!.M!!ci6
ChandFarh!
Mod.lr'diotfu
Mlpd/gtob6
D"witrgs
PHOTOGIIAPHIC MEDIA prints
SIid€3
Fitmsrlips
Mori@pictG
Mutti_itrDg.
AUDIOMEDL{ Aldiorlp.
A,niq$!6
R@rd!
tudio
T.laomuicaric

IELEVISION/^VIDEo
COMPUTERS
SIMULATIONS AND
GAMES
Micrewave (2500 M.ean nz) Tel.visiolt
Tne ddelopnal dd .xi4dcd u6 of cdu.arioml rechnolory slllmeiz€.t
by H€bich er ct (1996r. 19) giv6 e usins pi.nE of t*hrolosy bciq u&d in
Ov.nin€. 'ey ccbmtoSi6 for t€4ne brE b@
d*lop.d Somc s(h d i,t€srv€ vid@, @mpure
bas€d indrurioA .!d hypdh.dia bty oa o@hsici ed
.lelrDnic ddic for rhci. detivay. O6d!, luch s
pregrmed iatruciion etf-insttuclioMl nodut6, dd
rinul.do! gh.q

TIIE POTENIIAL
TECENOT.OGY
Ro|,E OT EI'UCAIIONAL
Doubd* to sy itrt popl. reeb .! tn.y wc.! ralgtft, h p.ti!r& nod ofitc
tahcr e Birg uldilidd rd.hing 6&ds dd se8i6 [t .tdrho&tl e it
wa u.d itr 3.h@b of rh. Niet6@t! cotuy. flF hunisen$.y norivrtionsl
l.dilg t@bnhu.s e dill nol vdy nu.b op€iniE iD ou cL!&!@ iErtudion
.lllarah lhcy.r! feridiig s d&dtul look for i.tcrptaiE jtilr i!ft@ali@
n&ag€n6tedop€nilqliryinit wond.
IrE mrld is srliltir€ d b&mdiD tr.colG tle @ity 6ibt. od
|r.rtuierble L.tlolo8icsl dh@ob, irs vealut{y ed Srdg.ry @
bonbdding .drc.roB d M.. b.foE. ,ft* t chtuloSiqt addirioE dd th€n
inp&r o de iBr!.rio!.t Foc... @ b6 dir@arios b4 ir hs btuu€br . *qnh
of irfo.lr.lion !o El ti& $€Mio wbicb in ErD is ind@irg .ff@t ofretslos,
on educati@al .ndeB, hportdt lkitk for strrt€nts mw irclwt the rbility to
utilte rcholo6/, to !cc6., .tr tye, ffta &d org.|ia dulridi@ioEl
irfdbalid g,l|M dtt rhis rut bdnc. ']@ !.,p[inic.r€d *bitc raning
chiklra viln dis.biliti6, No doubr, s di*ssd 6arli4 h.ny of the teohmtog/
FU]q usd for Fgulr rnldd, c bciig uld fd ta.tilg spdid !tutdn, @6
$a ee cdgcb e d..isd .poci.ry 6 o€.{ uiqe !.Gds of rod@& hivilg
dk 6ilitiB. Iue rhe edE rionat |6brDto5/ h.v. e.[_@ognjzd .bitity to tutfilt

esl in bndging ut the eap, belwen lhe real wond ed the ct6
aor s4ial intcSntion of childra havine disbiliti6.
Allhou8h edncado.al technolog promol.s noderatc pcniv€ afi.cr on
sludmt &hievcd€nl &d a l!&na!l€ Educrion in irsrtucrional rine ovc
hadniof,al l@ins styl6 y.t intcghring nw iehrctogi* in €lery educdio.at lel
Lp &d aU sns ofiGtrucrions e nor a sotulion of serypobl@. Thercto!€, my
l4hnolos/ cn pbvide a m@inSfut €xpdiace, if il is u&d apprepdal.ty teping
in \is the Indtrdual drremc6 wirhrn a g@d I nsrrucuonat envnomenr
Roblyo, €t 51. (199?,p.29), deeribed fo owins fou nain ontributory
elmcnts of educalional l4lbolosy wirh th.ir .omponerlsi thal nay s(e 6
nlional. for Eing Ehnolog/ in .duc.rion.
. Gaiditrc l@daft.ntion
. EnerSin8 rhc l.met rhrcleh ptuduclion woik
. bc@ing pqceplions of Conrol
2. UniquelnstructionalCapabitiri€s
. Linkins l@e6 to ihfomalion soKes
. Hclpina l.d6 vbulia pDbt.m dd etulions
. T@king lemd preeEs
. Linking l.mes to lcming t@ls
L Suppon for n@ inrlru.rionat appb4hes
. Coopnalilc t€ming
. Shar€d inlcttictr
. PDblm$hinCMdhichd-tev€tstils
4. Inc'6e

Allowing r@bs ro Flduc. b.nd-l@king norc
'ttud..t-Aiendly natcrialsmorequicKy.
IlE notivatio. n a nom.ltous fo! dtawin8 lp nry maps of knowl.d8..
This nom€htos is accel@r.rl by linling n.dia tools previded by rcchnologid ad
apprc&hs 10 idenlily probl€ns Md using stEtcgi.s ro mininize rhose preblfls.
The educalioml l4hnoloSy could gile lhe nMs of l€ming direclly 10 lhe pupil,
der€by allowin8 tinc ro lqchets ro diagnose srud€nls weat ne$6 md prcblms.
The leEher ruy wolkoulnry or norc appropriat€ prcbld solvine 1@hniques lo
met $e insnlcdonal obj6riv6 pulrinS l6s.tforr.
2 4 TRINDS TN EDUCATIONAL TECHNOLOGY
The infomation lahnology is rhc key to pogN. t h6 breu8lt sulsLntial
cndlg6 in evqy valk of life ircluding edlcalio!. Tehnology in .dumlion is
@eiving grat andlion of pofsio.als involvcd wirh rmhing lediry pIH
du€ ro ils potntal for d$edng tne opponuniti€s oa.djNrrnenl for pemns havins
disbility i. $hool, home ed lh. coftnuniiy. Inde€d, oppodmilif onnnonebt of
t€n yds ago now b4ome avlilable du€ !o l@hnolosy in a very shon dne. The
signincdl benefits e wnnesed in teaching leming poc4! whw eldtronic
nedil hd brcugll mple of muinS lciivilies aclually d€riv€d ftom lhe Ne of
educalional lechnoloey. For oxmple a d.soibed by P€t€r (2003, p.4)
The Bc or !id@ lehnology cu lqd lo ms€ of positive
sid, ldglaee, ed .caddic oulcon€s fo! ctuldrq wilh
! vdi€ly ofdis€li|nis. Il may bc us€d in a vdi.ty of wa,6
36

6 e .ducdiotul int€rr.tion. Vidos uy pr.r.nt p6,
ell or .dult nFd.l6 of qprcprid. sial .rd hns-r
Thu tle npid chsg6 breugh by rdhnolo5/ ir .du.arid lotr Iik .
ci..le of sp44 pEisid .nd eficiacy. It@brc, it id ot€n difrcuu io
dclcmie just wh.I i. h@6ing .d eli,r r.spc. i! tlqunld of rll lh@
i.rclvd i. the ddqvo! of.ducting sp€cid .hrdE, tue rnd in nnw.
An.r! binl vid of ([. @in8 6eti6 of tdhmlogy G mlud€d by
R$hid M. (l998r.l86) @i
IF vid6dis, pdticuldy r[. oprcd dis, lu. mmou
stmlg q4rcity, Ite qtiE acytlop.dia Btitdri$ ce be
stor.d o. . sinsle dis with om !o sp&. vid@iqt dlM
to6c tclai6id str to tuldion lilG a .ootuld t miml
atd ctid. irfod.tid .nd gqbier nom ! r@t€
dat b&. the s]lc.4tu| F-tic6 ril|! i.rcilding
ncllEd! .nd inFovcd gd8.t! h8c introd!.ld 6.5tirgnt
chdg.$ in reehing ltuin8 pt!€ lhDwing oul olda
te&hing mclhod! wilh lh. olda d&hir*.
Ibe ch,E1diniq of r6dnk'Ejcrl dvr|6 s Dalio.od .bore idilrbty
Lnd to sFsd it i.flud. fd b.'otrd th. p!rp@ of *nich n we etu Uy
invohtd, ln ftis w.y th€ educationd tchrolog/ is a1 pBat 6tral to rh.
cdsrrional pq6 du. to irs pmfowd corE q!a6 dbtuing clEa. in sta$! of
lhc lalffi !a.ta ad 6vit!|1|hr' Th. Hlity of $ia ifi. &d rdtmloSi.d
.p9lic.tic in €dw.tion b in@trDvatiblc, s in ln.n iDp..t on r*"hi"g {td
lch'n8, A .@tivc @ ol edu.alion l rebnolos would lrimdde teach.s'
willinSns fd equirirS rlt t gi6 to dcv.lo0 lffi's .bility ro p|ee 6.n
31

lmin8 .r their oM sryls, pa€e md pefcmc6. P'ticuldlt wi$ rhc ldvcnl of
complt4 t6hnolo$/. the world of edeational houel and ptutice h6 torally
chog€d. Th€ lnlmcl. in p&riculd prcniss to deimritutionalizc dd
iiemo.opolize the @ntrll oalewledg€ Md leding. h will premot€trq lming
commu.iti6 belond Oe claftom.
2.4.1 Thc Coopd.. Ba!€d Muttin.dt.
Tne conpltd hN tata l.ad of@nbini.s distincr ncdia.
Rahid M {1998,p.I 85) eys
Arofi.r tehnolosy rh, G B.ining inpondcc all owq tn€
world G th€ compurd. Conplrraded insrruction or
lemng is b6onin8 increaingly populd Popularly
c,lled CAI, it is likely to b@ne wq nore popnl& in the
tt6 !o cone,. P@ival Md EllinSton (1984, p.134)
d€fin€ @nplld 6 a dcvicc, which is able b &c+t
infomation, at'ply Me p@sh8 p@eduF to i! ed
snpply thc iesullin8 new i.lomado in a lom suitshle to
lh€ ns6, Hill (1991,p.29) cllled €onpuld integrared
r4bnoloSy slsr.ms (lTst, inl€erared lmin8
.nvimmcn$, mdtinedia ledjne srGlems or op6
The conpuler is used 6 ! tutoi lhrough pogmned inslruction called CAl.
11 givs infomalion, feedb&k, EinftIment, drill dd pEciice thftugh didoSue or
i.qniry, wh€f* onput( Nisl.d l€ding und€nal€ a bmadc 6bctio! of rh€
conpurer in nediatins leming oviloMsl of lhe sludenl in dif€!€nt wa'5 o. tbe
vdioN Linds of insfucrion pDgtls. wh.n @mpule pe.fom lhe r€dios &d rime
coNWing mmgm€nr t6ks ol leeing th6e tuncrions e catl€d comp cr
mmasemenr ledins (cML).
.t8

shor (1996, p.129) na sih follryi.s d@16 of ir.t!.ring sp6cid
A .|udmt wilh . rdilg prbl@ cd ffive Eult r'ery
i6ilrDtid 6.t Ei oG *qtl{codirs sti[. thDueh
editoty &d visu.l fedb..t.
A iod.nt wto l$ loubb tamtding mrh f&r, d @
. @DPutd Pregtu to p*tic. nu|riplicrli@ Ad!,
A r|ur|mt pith a hlldwiting prcbld m conpo*
aigM6r! @ i $od( ![!c.M widolx rtc tut liG o'
miting rnd witt llE a!i|l,re oftaihlity.
A 3ld.nt with !rcblds in on l @Ei.-tion c$ rrF.
n6!.g. inio ! @b$16, .d I sp€n 5t!d6i6 @
tlulfom it inio sp€h SFeh syrtt6iz6 d tho
d.ble stud61s with visud inp.itus'rs io h.l. prinr€d
A rtultat *ta. @ dd hn l dolmats @ Edricr.d
@ Ffom -.ddn E& d r mpura uiog luch
ddi€rjolcictcrliChF!
A si'lddl wi!! a higir &iivily l*el ed .! ihpulsive
.Pprog.b to &addic &!k crn @ a @pur.. to lcm 1o
rcoet b.foE rspordilg,
A 3ftdan wnn . brtory of .ndl 6ilc .!.1 lry &|I-
6t th u ddiv6 @fd.oc! i@ N!8 @Dputa
preg|lulhrt.t]l@a..ddb!||..K
A 3tud.ni @.ivir8 icttuciio in ! hde d ho€pitd dtirg
@ comui€r€ by @6purd viih r r@hd E1 &hool by
uilg a dai@ cdld..lnodd" to b6lr up r lohool nd
TIE abovc-modon d l@dqtul frtrri@ to nat @lpurd e integhr€d
r.ch.olosy for sp@ial childro ded4rd !.vad e@$o!ics .6lLd iets. Ite
toob @ @6.dy ro n& n . sy6ld to t ? ti. irfom.ti@ p@isc dd eur&
39

@rding b th€ Imrds of odls dd stu.Lnc a@nplishndt duirg cdudtioml
The Roblt€r et.l.I to97,p lt', gen@lly eregon/€d lh* t@ls $ follo*s,
Matqials sen.Blo6. T6h th.t ssisl in rehss pmduclion
DM roll4uon ad mrlsb rml!. ResouKes rid herp
l4hs 6ll*t &d orBeir nmdiql inlomrnon du
indiclrs srld€nr prcC6.
Cephics rools. T@h Aat allow poducrion ofpicrm dd
illustraled wnrch poducls.
Plmir8 Md orsdiz*ion iook. A vdiety of tools fiar h€lp
rerhm dd tudsrs on.cprualz. rher $orh belore rhlJ
Reseeh ed EleMe l@ls. cD-LoM veFios of
encr€lopediG,atl66,eddidiondi€s.
T@k b suppon specrfic.onknr des. Toolsrhat66t\rh
etivni$ 6ociated witn cerrain .ontot e6.
Thus compm( in speial erlucalion is a maiz which D.y ctains ro
prcvide natrial, rools, srslms, re.hniques, tacrs. knowledge, dala md nws for
€fiElivc te&hing ed l.ming to sp€id .hildan. Mor@v€r, it hetps in
orgmizi.g of tebniqu6 for ass.sd! of abiliries, fomutation of thing
objetiv€s, eletion of content. nethod, and nat6ial, evalualion ot tcehins
lming ourcoDcs and nainirg ativirie fo! speial cnitdrd in 1ms of &hievine
edust@nal soals. Obviously one my rcr ddy 1he errendcd u* of @npur.r in
special education. Howev€r, ft*e is a n*d for supponins rhe educ.tiohal
tdss.lion by pbpe.ly integrr,rins il into rlF csiculun for poviding erldcG
lming .xpdioc6 ro .hil{ir€n *i!h sleial n .its.

2.5 EVOLUTION OF SPECIAI EDUCATION
Tlt€ plwnl povisios of $eial .duotior have nol @De oul by charu.
To &hieve piesr snu ion staill .du@tion h6 gone th@u8h ndy
dev€lopm€nral ph66 vorldpidc. Poplc wilh hedicaps exisred sin@ thc hum
@ndition b€8a dd Aei.l .duslion sugnot€d fon tlle awdcn* and
uddtanding of sldial needs, Its developmal s a di$ipline in dery tution
.dly follow! the sinil& pstlm. lvhile denbing worldwidc €votutio. ofspeial
cducarion Knk od Gall€ba ( 1986, p.l3) spciry lhe situalion s followsl
(i) Dunng the pre-Chtistie d!" childra with
hmdicaps w rsglftled or nistrot€d,
0i) Dui.g lhe sp@d of Chrisireity, rhos €hil.lra
w@ pdter€d &d pni€d.
(iii) In th€ eientdth od nin€remtn .onrics,
r.sritutions w€re srablished to pbvide s@Mle
educaiion for dc@rional €hildrcn.
(iv) b lhe hfta pan of th. rwqtielh eniury, &G hA
iowsd ac.€pling p@ple with
hddi..p3 dd inr.g6ling thm ino $ci€ty lo lhe
hllesr dt€nl possiblc,
Thc $ientific ldv&ene in t!s.@b medicinc ed rehrolog/ have
brcushl inmediate chdg€s in fie srlrus of speirr cdlcadon. Mo@vr, dE
poti*ionals dd volurrry orsuistioE advaey senics al$ &@lc6led d€
p@* of l%islalion to gml p@€dud nghts to nedicippe4 which Etine.t
hopes, posjtive cde dd trearhmr along lifi educalion.
2.5.1 EreprioorlChttdr€o
An childrfl e individuals, everyone dif€s fron evdy onc ebe in
snNay, y€t .ll have huch i. ctuorl .nd they hlvc sl*nsrhl s wcll 6 hiqu€

ne€&. Th. mg. of 3imilEiri6 .!d dlf.l@6 within ltE p€!,pL in lem of th.i.
p4sicrl tut'@a b.htliounl ch|n lerislis &d le.nin8 $y's .frcci lhci. tdct of
phydc.l, i 6n.ctu.l md b.blviow.l Frfollt]'@. S@h d€ip.iri4 situ ri@
dog m@l childqr b GLrivcly n ll, a|blirg rld io @joy g.iE of .!8utr
qlN.liotr sydd. . H()}!E me ctildq vdy siificedy tm otta, ed F€d
diflqal edlcalio&l gdiq s@diag ro rh. narw &d !€wiry of lL. ac4'1ion l
pds'i dai,ri@ ttu Il@.1.
Exccprion l a viesld by E{d|@ a d. (1999,p.3) is:
...a hwh noF @qrctsive rdn. It tuy b. us€d to

Fmtb..boveilmlyt @hd.ddr.tevayildividt lituniqewit!ti!
om rpeifc por.nt'Dld s w[ s eitb bi! om iqlicrlion @ & &..ELd elioD.
Thu, .[3hldM @ speid dd Eqriro lpei.l ataiion to dd.lop ih!i. Flddd
to .fr€didy iatq!.r wilb ttc @inD@d tb.r liE, HorylG &e. cn .ta @
typic.l individuls $to do mr requir th. sm. .noul of atlatior d for.sDc
ohildd loo Dud d.did i. .€€d€4 dF lo Fdi|r ct,erdidig d uiqE
,Pbld ad @h prcbld or n*d d€netb uiqE rolrll,@ &.ording to ii3 $?c
ed qtat tti! Fid of via Fovidd b.ds br lrtdliog .!d dgeizilg
qpbpri . sdic* s@ding !o EllE ct|d !€€ity of rf6i6l !G.&.
E ead (1999, pp.+5) deibd |!. bllopi.s llt [i.€ of .icqrimli+
Mat l Rehdali@
Idint di!.b ni..
E@tiool dtdnioul dsdd
comsicatid (Spsi & I "{'-9.) dsotdd
BliDrlr* @d low vi.id
PhJ6i.it |Dd h6lth iq.irtML
Sffi di.$ihd€.
htelLctud gili.d!.ii $d sp@id t l6ts
2.5.2 sp-t lDdralh.
fte abov.-ndtion d cct adi6 of.xapdon l FsoB hiv. rpo l n..d!
ailiig fm lh. d!! of Ocir Foth. EGy $cidy .fut6 sp€i.lizd
.dwation 10 .ddr*r suah .xccption l !.cd! olib citiz.ns. It signi66 edD.lid
coorirtal sitt r_l@rc, @id dd phy.hrl GqoitEat of .litdro *ith spei.l
rd&. spei.l ctiltLa !r! llnu[y phcd i! scsrl8.r.d d6sIb@ in . rgdr
&bool bDildi!8 d i! !.p.t lG qecial *t@b a.o.di!g !o lane ofo.n diFbility.
4l

Aclu.lly this sFlm evolved frcm the failuE of lo@l educarion slstcm ro m€el
$e needs of childr€n who wft ml lminS .t lh. sMe p&e 6 ilEir a8c fellows.
Actuallt their speial needs lequiEd spftial atle.lion, .nviom€nl, nethod or
medial l@hing dd ibat ws hol po$ible witlDul apptupriale alEgdenr! u.ds
rcltine seninSt of reeuld ducalion sysh.
Speialeductio. s d€fined by Wilum (1998, p.185) js 0E'E

2.5.3 SFaid Edrcrtlon h PrtLar!
Th. nisory of ltEirl dEarioo in Patine i. rl.rivcly of la6t digir.
Sina tnc cFatid of Prljlta! in 194?, Ihc cov€@61 fo. msy J€@ Save tifit€
.todo! lo th6 €drc.tion of Aei.l cni!.ka, How.6 NCOS h.v. ba @nt ihding
for ch.bili'.rim ofrFh chitdrs! r.tuddouslr Speid €dE liotr mcrlcd 6 a w
di*iplin in Pslisrr .tq th. ht mari@d y@ for Dkabld pcrs! tyDp O98l)
ed Unitcd N.rio6 D€leatiotr ro ob5* 1983-92 s O. -De!d€ ofrlc Di5.!lcd.',
And tnr! thft hs ben r conrianr

m@rdly Et rd€d, phlsically dieblcd dd childrs virh
multiplcorconpl€xdisal,iliti€s.
Tbe omcial docummts which could b€ refeE€d to giv. numb6 ol
educafioml irulnulios calering eduolion frbd Kiid€€qle. to Univ€Giiy level for
th6e chikt.h publishe.l by $e DiEionle Cnd.l of Speciat ldEalion in t986
dd 199{t. Ho*qr I les.eh l.m patq submined to Attd. Iqb6t Opd
Univesity, as a partial requiMot of MA d.g@ in educatio.al plMing and
ndr8dml 3ubnind by Raj! Muhmad Atbd ( 1989) ce b6 afcrcd in this
regsd. i$ ov*iew of th€ .umber of ifftnurioN 6 quoier by DGSE ( 1986, pp.2-
a8), Raja Muhmad Atbe (1939, p,58), MSE (t994, p,t7?) givo in ft€
following |abl€, r@qars Ihe riturio ofspeiat eduotion instituiions in pakisian,
DISAAILITIES
PH MR Itl MH
1986 DCSE t1 29 JO 5l t27
1989 AIOU 35 l9 60 282
DCSE t1 62 62 242
Ilt€ rable indicates a rc.enabl. incr.6e oa sp{ial insdtutions ddns lh.
Jas froD 1989 to 1994, ad aier dEr rlE poeK lml6 vcry stow. The alvc
nolroned spsial inslitutions rc nMged by rhe followjng:
'.
FedeEl Covtunr udd ihe Dirc.toEl Gddd oa Spdiat
Education Isluobad,
ii Pmv'ncial Covhnqr. bejn8 M bt prcvinciat Dierode of
Sp€ial Eduerion, Ssiat wetta( depamot! ad A@u of
Curiculum I4lO Educ,ri.n
iii. lnstitutions b€in8 tu by in€ Non covemor Orgeiadom.
0{@t / Privar€ scror.

Ite €xtting s€wic6 off.r€d ro lpei.l ohildr.n by rhe!. iBtit[tioB
& Pbvid. .de.lid ton l

2.6 Ed!..ridd r4lrolog/ fo. Cr||||F rftt Di!.blt'li6
Ar dEdy danio6.d tlrc .du.lioDl lchmlory being Lr€d for trm.l
snrdqts i! Egub s!@l syst@ ir Eo6tly u&d for studaB hlvirg 4cci.l n€cds
wirh lome dodi6c.tioc. Thde ldaprioro d nrde Mo;ils ro thc nahE or
diFbility bcsE difaar tF of i6Fid@r elb for dirE t6l .ppr@L6 to
@di.ri@ Nadthek ., tte lo6,l€dg. dd ar . ddardd of th. spoid
t icbd e wide tugirg th€ du.r mt ody ud.r.tdd rhc edeatioid .ppli@,tion
of .mdgi.g educ.tio.al cchnolo$' but ils b. dpai.n@d in tt. ftlctionsl
a&$ati@ *codinS to th. !.G& of le $ lld th. .l6ird t@hing ldirg
outom6 tuy bc dai!€d. M6l of$€ pbvisi@ of.du.didd tehmlo6/ h8€
alrqdy b€n di$ud.d loead; th. e of €delriooal tebnolo&/ @rdidg to ihc
slecific etcsory ofspei.l childEn b bddy dieu*d ir tbc p@edir8 p€€s.
2.6.1 Ed!6dor.l T..boLg,lc CtildE rlt Sp...n rd
H.rrhg lop.lrDdt
b Pdd6La lLe 6peid .d'Eti@ indittti@ foi h@i!g idprii€d e
qt ring for bolh chilrq havilt Adh lnd Lngulge ieplirm.nls sd childM
hving dqfnes ard had ofh{i!g, A@ntilglo Sniih (198, p?.184.nd 421);
Sp..ct lDp.iffit iElud.{ ,b!@.1 A@h &ar is
ui .lisiblc, h ullasalr or inrdfcG riitr
comui..tio4 while l.rArElG iDpri|lht cd!ri.!.
ditrcuty o! iEbiUly ro Edq vr.iou rrdc@ ofdl6 ir
la8n!gE, wltich thd iddf@ viih @municldon.
..-..IE d..&6 ir iEhilily to u..6dy Feirc eultd. i!
th. @vireMdt Mtn d witlbut th€ @ of a hding .idl
inalility io @ h.iring s rh. p!4qy way to edn
i.Iomrti@ rlft. lwd of hdirg s hving .!trciar
43

Bidual hdinS ro be able wiih a hdiry .jd, ro
compFh@d othd's spe@h md oBl comunicrio..
Due lo abov€ ftolio.ed spdh ed nedin8 impai@ens childrEn f.ce
prcbld in unde6l4ding l&gugc or ..ti@larion or rhe borh Mdtng and
qpBing l&gug.. Th. f&to6 lite ni+onudrrion of sleidc $ud dd
words, difiicllty in fludcy, iMppbprjar€ qualiry of voice linir. orat
@mmmicarion. Ine hedins prcbleh r€slricls opportditics to acq!ft knowtodg€
fom oral-disusion dd infomal .xpqid@s dd rn€ abilny ot su€h chil

t AudiMde This i! d .pFdu, lo a!4 tdin& Tk tetiig
p!@.dw i5 calld p@toe .d!i@.dy, Asdil8 lo ttcwad (20()0,
p.x12)
It k; d el@ronic ddi4 thlr genetne tud! !r difqqft
lwclr of inLdsily.!d trlquacy. The ctitd, xto t@ilts
rhc oud .irhd rhugh @pto6 (.n md!.ri@) d
riblgb a boc vibflo Ooe @adKio i! iEEU.bd !o
hold lp . 6rgd qt6 tG h@ r suld dd ro bwa il
qlh h. tEB @ &!d. The r6t !.do ro ddmir. tw
lord e{!.b rl wiors tlq@cn| t[ulr bc beturt the .hitd
b.blc to t&$a, Mo{r odiooaq! dctiE toc in 5
itb inc@cni! tm 0 b 120 db, wirh €eh db td.l
p|qat d i! vaiou 6!quci.., uldry lrni.g c | 25 Hz
q mwbg b Grrw irled.L (doublitrg in tlqucyl
to 8,000 Hz, Ttr Bulrs ofrhe r.t e Dlotie{t on a cdn
..lld &dios@".
tudioDaa t tD io flov i!. hdioS lN tbd i5 uu.Iy (L{crib.d c stid!
mild, n dae, sft jd Fr &!d. Audioto8ids c rbc pFfca.io!.I wbo
iD D.r-tio rd @dd*edin8 of b@h i.
t6lcd 1nDWh lpetr dioo.r.y, Ir Datu. tt irdividu.t,r Lvct of
9c.rh @?ti@ tlwsnold (SRT), i[. db level r! whch th. ildividual 6
qilcrded h.lf of th. m!ds, rteutl e!.h d.
iiD
A@dins to Snirh (188, p. 22t )
AAC i@lud6 bolh toe-r..h d.ri6 (!Eh r!
cl)@ui.rdd bo.d5, &d bid-re! equpddr (sub q
6po.cD lr|ra!) AAc Fovit ! ilr6r.riE w.ys fd
50

individuali wirh spe.ch q br€!.ge impai.meds lo iDteEl
.rd c.mui@ie eitb oth6 AAC ddic m t
.ldtbDic or m .lcctuic, dey @ bc @du.|' d for t
cer.in individual, 8rl rh.y qlr be riople or compld. Tt
cottr'M ctrdainh6 of AAc .$t m 4 6rl lhry N
usld to .!g'kt onl or Mind ldSu.ee ptldlcriod.
iv) Tord @mudcatior Ift nclhod is .le c.llcd situiud!6
.o@@i€tioo, Irtabd 0986, D.263) 3.r!, \iru it! inlrod8rid a r
tedn4 philo5op[y in 6c 1960'6 toi.l col'ljMi..tio hls bc.n ih.
predodin&l h€thod of iBtru.tid ir $lt@16 fq the dqf'. fti! n thod
inclurl$ rinult trau l'lEatatid of l@ud com@icati@ (by BiSDs dtd
trtr8F +elliDd .!d rpe$ td'nqSh +eh rsdinS ard rsndud hoirg).
In otha *ord! lb. oEl Lriguas€ i! rupplonated MlL cu.d sp€ccb in tlt
fom ofhed dAd, body gature or fuid inF€sri6$.
v. Amlifi@tid d.vici ft€ nmd@ of lh@ dcvh6 @ 1o bltc
$ud loudq. Fd ilis purpo* wiety of hdilg rid! @ lvdlabl. in ll|c
@k t &@ding ro rcld of individual. Accotdiry b llq.rd (2000, p.389)
IEn c d.z6 of kiqls ofhailg .itk; th.y @ be r@
b.hid lhe .d, in th. d, on the bod, or inorpoEt.d inlo
e}r€8ta tua Ctift.a c.r w{ [@i!8 aid! iE ore d
borh h (mm aud o. binrurl rid!), *tr&E ir shaG,
Fwd, o. size my be . hdirg .id pic&! up $uds,
b'3ni66 il! aq6/, rd d.li6 thir loulta srnd ro dr
lqr. ded bEi!.
Apart ton ih€ abov. Mtion€d pEllml h.ding .i&; . rrlre4 for goup
t*iDg aid crUed 'rdio sid'is d$.u!cd- I! rhi. sl/dd t4[d d th. g6up
ledd va r s.ll biqlDto& ttl|Mina .!d an nditr8 iDp.ird clild GIlq
5l

s@ . |@iva, Ar IM (ftquacy{odut td) tlqu@cy is ululy dployc4
ftE the wiB @ nor tqiFd
vi) Eleifunic ommuiclri@ rt vi.6:
t SFoc! SFtb6ia Sm. cn &a e urbl6 !o .LEloD
und6t nd.blc spdh d csml ptod@ ?dh suld @rretty
Spe@h srnih.siza b a dcvi@ qhicl ssi3t lucn children b
cDmmi.atc afth orh6.
b) Ioeh Tdt4 rlniEs &d Mccodict (1986 p.55) d6dib.
''1ouch taltd is r co@uicario. aid llln altow! ihe laleu.go
di.ordd ildivi&at to m@Eic.c nftd' B6.us rlE ddicc ir
fdl wcish! poiiabL, rnd irr€ainrv inaFlivc, n is b-@!n8
a pr..nc.l lrlrl E !.gablc a ey.gtr.G or. h@iu aid...
'IAis devi@ drbl* iIe ud io select @d ir&smir the s)rih6iz.d
4 ADditory r.i!ir8: ThB tojdng hetp h.rilg ibpdr.d
child..n to m.l@ !.. of sidu.l h€din& Itc sp*h I!dn8
teblhB h.lp lhe tlIC b mddnrd eoko wodr or nahge by
ob*rvbg th. spala'! &@.

vii)
Tel@muicltion Devier: Th@ dwic6 irclu.l€ light ed
h@ing, which previd€ both .dwaidal dd lGirblimc
opFnuiti.. to tanirg inp.ird Ile ddi6 itul'rde on rqt
lel?horc, cqlidin& aLning daicca, .lecodd, voie c.ntova dd
conpurer 43i3ted instrunql!.
Tcxt teleph@e, d d*ib.d by Snirl (198, p.465) €nrbt6 tloc who e
dcaf to n ke dd r.eive lclephon cdh. b calrioning pdnt€d l€xt app6 ar dF
bolton of tn€ TV ffi, liic flbrill6 q l|r!gg6 rh.r m givo with oltq
@mdi.did .imrhseu.ly. A .L..dq is u.d ro ds d. cgdd drvhfr
on the $rd to avoid int.rfcrilg-
Arcning &vic e u€d io h.ic p@pt. wbo @ d..f.re of a @d or
ihporirnt $ud i! lhen @vireDnqlt bytdng lhe sq|e ofsigh o! toucl omput i
soft€r for hding irpdrd childh is h€lpin8 rhe l*h6 dd sfud.dls for
itui'lctiond ea ilfotualior pupo$,
viii) codouter esist€d ramhe p&kaGl
Tl!. p&kag6 includ. vei€ty of$ttwe @nFistlg rhc foloeing;
a) WordPEdicri@: This rccbmto&/ is u!.d ro din wih
texi any, It@ snwe !ek!gc! ptldict ihe wo* beiig b?.d
dd ih€ nqt word b.!.d on word &cqumy ed cont xt_ Th.y nay

ds irchde dre felturcs swh 6 sp.ll ch@king, spch synrhsir ed
hoi L.ts for nlquatly u$.d qords.
b) voie Rmitid SErd: Ihi5 rebioto&/ dtrys . @ 1o E
hi&,l'd roi@ 3 e iipul ddicc, Ir my be u.d 10 di.rre tcxr il1o the
cdpuld or ro grvc cmmd& lo rhe .omput€r.
htlp://sw.cat.or.r'teshins/Eadd.hrml
c) Pmnrl Dlb Asis.rt: pelsd D.r! A$i'tuts (pDAt) @
po.lall€ @hpu1e6 th,t e d€signed to act 6 o'8@iz6 nole hLF .nd
/or @mujcalion dwic6, due to the mall natw of itr€€ dai@s lb.y
ori.n pos6 mosr cmp@l lq int€rf@s sch s rou.h *|!d, hed
urlng @gnitio4 or niniare t yboads. Tda pDAt e aunt
ouFug Bnill€ dilphls .!d Bnilte kclMs io @mFis inen u9
inldf&., htp://M.bailto.uroMb.@
All thc dbovc-n€ ioned ues of.ducaion l lechelogy @ hctping rh€
stud€rl3 rin l&gutg6, sp€eh dd hding diflicdric ro ovtune bdi€6 !o
l@ing ed p.rfo|lr),m. Itr4 rehnologi6 E .ot onty aids ro l.mitr8
imporlat ..rddic @nt€nrs, ptubld $lving ed indnciiw Eening bul
sc@lsar. oi.ip@nal coDnuicaiios skills whi€n prenot€ s@ialization ed
b.na adjustndr ofchildM sith spc6h ad hqing inpgimot,

pp.l5 65)
2,6.2 Edlctdor.l T.chnolog/ for Ctildr.tr Whn
Phlsic.l lDp.lt]ml!
chil{iren wilh phrsi.al dd he.lfi inpdmots need vei€ty of
int€rotions i.on difercnl piofesion.ls qording to iheir
and ne@ftuscule/skelehl con

ndul), pbnodng an€ndly a|nosph@ or nat ing oviom€dl fri.ndly
ror p@tu h.vins physicrl mpa'm€nls rt hom€ and $hdl.
ii) Archit@tual D6ien: Th. d.sign of the $h@l building sd clstums
dvtonmenr n@d lo be mate tecitilaling lhc chldra wirh ph,sical
probl€m Thc entrde, si.i6 ed sl.ps, mpi palhs, Sdgs or pdkin&
d@flar$. hmd6jls, litu, insularion., hotins a t coling d@6, t@k &
kers, windos. o$q eleiricd o. meut anb, @erecncy al.m srslm
sdatir& wshl1ms, beddina ir bo6r€l dd e*ing @pliees ard rclate{i
rfrces nusl b€ fuilitaring 4d nobiljry prcnoring.
iii) Establishing H€ahhy R.taliochjp: S@iat a€rivili6 pDnoie sciat
intrud@ of childr6. No donbt $h@lina of phFicaly disabled chjtd
inpore nny srains ugon a lanily; lte l*hq md @tiz€ ir d{, shoutd
f&ilitate 1h€ pe s by @olmodlring il€n f@hgs. Atad fron rhe
t€acher lhe peei grcup husl @lize rhe situalion, 1lr cohnunrcmon dd
utuleBladins b€twem dE $h@l slaf dd paMtr hclp in pDnoring
@nduc've lehalle arn6ph@. The ocouogjnS h.haviou nay prcnote
8@

iv) Compuld Asisicd Le.ming
Conpuld dd word presing siw& cnabl6 stldent to tut ides on
pape! widrour neh @ncenrar€d effort. Ctud/Spell Ch4k€6, doct inaires Md
lhsauds trc available on @nput€ri A conpulc. ed nodm cm opm &6 ro
slob.l inaomstion. Allmale Ksyboad l.,oul! and olhq ..lE@ars auow
p@ple wno dpoidce dilEculty wnn convoiional kcttoad desirn b @
2.6.1. Edoc.rloD.l TcbDt s aor Chiunn wtrn M..t t R.r.nr.rio!
G6.rally $cldng, mor,l Ei.(l,iion is a lsbel 10 a @ndition cbererizcd
by rcslricled intell*tual abiliry to pqaon or tldno,ufrF ase apprepnaE
intellefual dd ecial b€navior &@rding ro on€,s mvircmql
rickson el al (192,p.I ) dcfine ft6t l reldalion 6:
Mentat retedlrio. Efes lo subsrdrial limitalions in
pre 6e1iorilg. Ir k chederiz.d by sigifi.&rty sub
av@ge int€llrctual functioning, qisdng .oncrently Mrh
Elaicd limitarioN i! rwo or morc of following alplicable
adnpriv. skill l@: .onmunicarion, *lf ce, noDe tiving
s@iat skilts, @nnuniry ued, stf di@tion, hqlrl sd
$fel, tunctional &addics, teisrc, ed wo*. Matal
€r,rdaron n&if6r, b€fore .8e t 8,
Morcovd, ir id€nriU€s that cniErcn naving n.nial .r€tddation €xnibn
limilarioB i. inretle.lu,t fuctioin& artap ve stil., dd psy€hotogicay moriomt
m'derar'oB. L ell*tu.l fftrioniig (!e) G cahulat€d k€ping i, vi.w m€Dlal
age {MA) &d cl'rcnolo8ical €e (CA) Mdtal agc N defined by Snirh 0998,
57

p,236)h "dev.lopm6td l.v.l d l*.l of s.quirld dilty 6 kiowl€dgc c@paEd
with rhc .ae oflh€ i.

Dcp..dine on rc.ds of rh. chitd tn. ran may includ. pcyrholotisl
clr3s!!d t &hq!r primipal locial qortd, a qhh or t.!gue. 3p€cialisrs
{ @lpltionar thF{i4 e ldrFiv. pbFi..t .d@.!im t@hd, a
@!Mnq aad r d..ror, IX€ 36ment n€€ds io b.gb s @ly $ Fsiblc
bea6c @ly idcrti6c.ri@ ed in!ryadon .d finn rhc sfuiry of lhe
ii) Fwdoul Cdicutn:
IE con!€nr rq oftuacdd.l cwicutM bscd on lhe dpdiftd,
eltich fo.u on life sljlk, Rading *iiirg sd,r6@.rie i6tD.iiotr
incldG p@ric.l 3&itk. Th. te..h€r iiFtf derctopB his iuructi@.I
pogre by braldrC rtilb dou inro rs.t bt. @ir Sjnple tird
&biable tu&s fo. aLst ping n@$d.t stdl! ed drptive b.[.vior for
cbildm e eled.d, Co6nbiry bG€d ilereri@ lo bhitiaiz. chitdrE
virt lhe dvi|iMat e tmullrcd Ihc f.tegj€ b npDv. dqtrdy
3P@ rid .5eiaio ro loml! ei.tizdid e ds neFircd D
iii) R@l@Sdi6r
It6. 3..vi6 iehldc idavo ion for .p6.tr4.!suis€
&velolmdq oq+.tioml Odpy, lbEiqtprrtotogic.t Eq'' tMtal
h.rl[ @us.lios bdavid h"qg@di .rd Gap.lid.t s&itb F.irirg.
Sen .qvic.$ eiE sppt@dry spport for d@elop,ns c+sry b
pcrtum re ie r.!t d b c.D. wii! ga.i.l id,t uctio.t [@gl!l|m or th.
t9

iv) EleEonic Dcvicod
Mod.m tehDlogic.! d€vi6 heb rh. cbildra with m6t.l
rehrdation tndendoDd, Cdcdtor t rfo.n eilhD€tio ta*s c.$ettc!,
CD{ drplt.. aist d leding pa.rrgd, ed e of cd}utd |ld
o)@uielid bord b.". opa.d 'rp tdy GdE tioEl rld
(l)!!'lMicrtio D6.ibiliti6 6r'childta witb lFtd ftr.rd.lid Mediel
tctmlo$/ ha gqr idp&1oo t li6 ofcEh clild@ in ninint;"grhc
Cooplta eia.d idu.tic s dcsc.ib.d by SDirh
(198. pl66) td be grcq.d by diff.rnt nncdoN: dril
srd F..ii.., ttori.l irrn iio4 Siu.., .ibd.liG, ed
preg'lming..8y uinS ilrd".rire vid@ ialnobs/, sut
[ke b&tir& sfcty, 3[otpin& dd evig'rilg c.'euiri..
c!! bc t lght i! clalrqD r.aiDgs. Fin lty, t6sch6 @
!M .!I€ to ireg@ for i.divi

Th. .torhoriorcd r..lniqB @ b.iry .lccstuly pdric€d by
thc te.h@ rt!.gddirg reehing ed posirive b.haviou d !o elmin.lc o.
d6re@ od.siBbl€ b.havior,
2.6.4 Educr{on.t lehloloijf for Cn dM Witt Vt mt lDp.ihclt
visul inpsi@nr is th€ @N.quee of ! fiucrion l t* of visid of dy
reductior in viiurt euiry gd 6crd of vision_ vboil .c!i9 d defr.d by Hd&d
(2000r_408) is
A@(llnaroAy6elal(19,p.24).
Th. int odiion stralegid b.y b.sicslly b€ dividd D Mo
n q those which inc@ padi@le b€lwio$ lhrcugh
po3'r've or n.8.rik FirIott46r, @trrir8try
cond&ting, shlping &d 10l(6 c@nony 6d 6o6e which
.le.@ d eliDin r. urd6i6bte beh.viou thbueh
€xiitulion, tine out, puistn@i md rcspoue cost,
v') Muiq Muic is mjoylbt. to n@r childln. rr ce p|omle wial
skill.i stihularc childr@ !o u* tneir 6odi€s, rh€ir mind! ud rh.ir @liv.
€nc.g/, Mui. incl!@ stuc of rhtdm, impov.! edibry disioiMrio.
tud mmory, ddelop .aue ed .If@t lEening ed ind€e body
awa@6 ed stuory inrcgrrid. ft@ @ @dal msicd insrrdo1s
bcinS us€d !o d@u.Ae.hild@ *ill norat r.t.d.rid io m*r I nMba
Thc {biliry to cte.ty disrl8uixh folfu or ditujrdc
d.rab d ! sp{ified diltlre _ is m6u,rd by reldug tins
"l ,*T. "j.F . or dlk sFbot. roh t,lc sn.trf,
cIM. I D. khtr{ pbE* 2Ct20 vjsior doe @L d me
6l

potl. thinl, m@ pdtal vhidi it sirply indic.lB ihat .t
a dbh|e of 20 C€! lh. ct! 3 s *t!.1 . ndnaily
sil8 Gy. dould he abl. io e .t trr

as$@61 ard dedic.l di.g@rie t@ls follNilg deviG N u!.d for €d!.dion of
the vilully inpair€d childr.i.
i) Bnilq Bnillc & dsibcd by tlrins dd Mccmick (1986r.415)
...a tactu.l legug. slrld. Th. b.!ic Bdll. ui! d@[,
b6 pot€nti{ly 3ix riols in lwo @nda .rd 0E Iw.
fah ell tr . hnpny diltinE;lr$nle ni..dnot palF
Ib,t Epllml t synbol... od..mtr8rnntio of doL wirhir
a ..ll c& he sevq.l msingr, d€p.ndirg lpon its
porinon wiU n tnewo.d Br.ille ir sind with a Bnilld,
(Bnill€ Mitq) d a slale dd Btyl6, Slale is.6.id nue
lite .ldDlat€ *itb op@ilgr th. lize ofBnillc dors: rn
stjdu tu . pdnGd olrj-t u.Gd to dbos thc dolls,
Now th€ Bnilla hs bd nodif.d .nd clNctcd wirh @put r, which
ruy t tc piinl 6 well. Otr. 3t!id raown 4 Vd Bnillc U I Frrau. l.plop
contq&r d wnich 3rrd6rr @ utd nor6 dd r6t3 in cbs .rd F?G
silM6|3 &d o$d Elrld P.p.6 d hom.,
.)
Kw.il Rcidhg Mabir6r It is @Inq dai@ whi.h @nvcrt3 th.
prid.d o.rqi.b i o srdhaic Sen, od € .l$ @vdt lrim io
BBille, IX. printcd oat ri.l d hoot is plMd f@ dom above a
..al@. Th. tu&nin itsclf loclts l[e 6Er lin .rd withir ro tim€
elctqic wic bcSi$ rldilt rh€ texr
Th. @tasn (optical-to,t .tiL @nr€nd) $ d&ribed by l|a.rd
(200,D.417) b 'h sr4 hlrd-h.ld .Lcrrolic d.vie fiat @va|.
regula. priDl into a qd.bl. vibr.ling fom, ltE ontaon ocr mr
63

mvar prinr inro Bdiller bst inlo r @nfelt tion of nis€d Pia
r€9lEaring the letrd t[. .,t|m is viwing"
Spaialized LibEy &d nM paFr.avic$: ft6e sdi@s otrq
b@16 in l.rg. priDt, 6dt6 (taltinS b@k) @mpute. disk aldio
dsdption.
P@nat Conpeio: It is . devic.. qi'Eb cPoft! to hD,n mi..
voic.. h bob up relepho.. nwbs ud di.k n By uinB a
sFlhaiz.d voie it cd Fd n*E?a!d, or text b,lm.e t
ch..kb@lq tm on ad ofl lM. .pPlialB ald ldnt:in l@rd of
daily sppoinmdts.
Closed-circuit tclwision (ccTv) ad OPtical Dovicd
Itis i5 . rF1€n 1o dl..8p thc Fint fid bdt! ard olhE sitt@
d..mdi' The srltLdr sirs ir tDnt oftte Lldtuion io vi4 Finr.d
maLri.l. The size ofln€ prinl * bc .Dllrged llrcudr
A@ding to Hesdd (2000, p.421) opricd ddic: irclude .g|.s
and coda.t loB, hrll hed-h.ld teL..oPca, dtd magrifiG
Th6. ai& frcilitate visually implircd childm in sding of snall
prini or @irlg dflalt objcl! dd to catryoul itr I b.tlq w.y .1
Ori€nlstion &d Mobilitla Oridtario is the b6ld map p@pl. hav.
about their swEdjng!, sd mobility h th. ability lo nove saf€ly
ed .mci@tly ion orc pla lo eotha. For th. plrPo* ofnoving

ird.?ddatty ard 10 l!..t djder pb..., hdg c@ rrd r&lit. mrFi
d! u!€d, Ue of lo.g 6. .d t&tiL nsp pDpaly cd do 6u.h io
iact€e ind€penda. of childr.n hrving visu.l ilpsimdt, ftc
prepa w of !4&6i .lero c tuvd aid!, and sight d guide
tcctdqE my Lelp lhc paM pitb vi$al i4.i@@t rivcl ef.ly
ifhe grr! pfupq qialrtion rd nobitily rririlg.
h) Atcu: t is a Docld-sizd .lcvi6 thn rl(m cn dt@ wirh vftual
ibpdmal to p6fm dnmtd sirln€ric 6lculdi@. A@ding ro
Hding ud Mccomick (19E6, p.alD It p.mils nu.h fecr
qlculllitu lt@ e poslibl. witl| . baild o a slat€ dd stylu. A
3ihpb v6id of t!. al&u i. i[. nDbs ai4 ]nich ir u!.d ir 0r.
ttitrry srd dly iniaEcdi.! E!d6". N* rle tdling c.lcul.t6
.E .v.ilabL in lb. ort l rhrt !.'y rt oFrti@l kqy dd rt ery6
2.1 CONSTRAINTS AND
TECTINOLOGY
IM?LICATIONS OF EDUCAIIONAI,
Thcd N 6ofu e@dd @ulr!irt!' which hid6 ih. @ of cdu.rion.l
i6hmlory. the iBl'!d6:
2.?.1 AdDlnit rtivcPn.d.€
thc adnirturdive *r,up i! cde.rion.l itudnrtio4 mctimc .toc! not
pmit sn. lon of€d@stio4l &tiviti6 which qlrte dtcipline probl@ d.xirt
odin ry djsls.tid of feirF &d olhacqripndr.
65

The pel|m6r o. FNh& of idutioEl grdga. &Ni6 !d
Mini.|lre Equi.! t lot of plo.du.l @rEpood€e rtrd ldDinisrnrivc
3ppbvd!, rhich ona crate doubb {d ni6ros& berr@ rdmini.t!*io. dd
ld.h@. A! ihc tdhd & ulu.Iy nd .qe of @h typ. of Foc.durd
hiDdlE lading ro consio e tt y .void ea wilg I FIOG.I fot s'Eh
2.7.2 Cxntcdrct..g6
Ibe &r@ of cricdm dc Dt srtort ui!8 tcbmto5f. r su.t
lohftlogiol gadg.l! e popced i! th. cNicdm to &hia the cm@iv.d
objetiv€s, it may h.lp Gehd 10 p6u!d. dddd fd .duc.iiond rec!@lo$r,
Mdlovd th@ b m fi*ibility built il r!. cuEicdus, wtid m.y &@orr rt e
2.7,3 C||s@D Orgriatlor
The @ of .du.rrioEl talFloor &ddds orgdizriotr of clasMn
a@rdingly- Ite tc&hd aE @1 willing io say good-bF ro iheir tnd io!.I
clsDom 1o lebrolo5/qhlE€d d&s@m due to th€n rigid dme ad rp@
2.7.4 lqct€r P.d.gogiql Approftt€N
Morr of ihc ralF6 e Fai4d d rtqF F mrho& s rIEn rah6
ta!8ht t[d. Ilr6t tcdlgosicd qpn n6 basd or @ of ed!.trio.l
66

|ehrolo5, my nor h.lp ro ch4e! rhcn F drdon i l.{hre sr}l6.
2.7,5 nls.|l|R.otq
Filei.l @lrc m rhe Lcy to opcr nd yi6tas of LoirS lhreug! Ie
l€.hnologies. Cct of eqlipndl ic Dsint.!!rc. dd d€sigrirg of eiwe is
posibl€ ody if fimcial re$u6 e ptovid.d B pd dFxid! of thc t eh6,
s@ity of fitueid |@ut6 .!d ot!6 pioriti6 lwe out DqgF FuG
hddly o..{in8 p@b& ol.dEli@l tdrDbg/,
2.7.6 Shdng orTehrolorlc.t tuortg
To ovoromc f@cial @Bt'.i r rhsri!8 of twrc with oftd
instituti@ or aa clrsg i! rn ..e *&ol i. l@iE&nle. Bur n is lor b€'rg
F&tic.d duc !o -6.ditsIid
insalLlio4 nidwdlirg d jlsl hidils lh. inStulti,oD.
2.?.7 T..lohg of P.tur.el
.rd d.la ptur{tid d du to ft.r of d@{q srdg
ftc rhil.biliry of pag@d 10 @ irrucrio$l D€di. i! @ of Oc 64d
@nsF.ir|s i! th. cil|{.imil ildituriN Th. @ of tudiE

Apan frm th€ ,bove, el$tion ofquality gade;s &@rding to spe, ride
dd enviomenl detonds upo. th€ dperien@ offie nedia sp6ialist or le&hcr
MoEvd. sloEge, c@ &d hddling My mr b. posible wirlFul prepr i.aining
Th. pDpd ef.ly of cducdional ncdia befft dd afid use is s lrluoB
job, m6t of the educalion l nardial psniculrly $ftw@ lit , slid6, dbt5, Ulds,
CDs, vid@s, cssnes, chaft, nodels sd mapsj lhe h{dw@ liLe p@j@to6,
6mpui6 ud @esri6 if not propdly afuged dd Ftup nay caue &cidol
dd ev€n injE th. pc@n who nthandl6. Ths thc qualiry of pcriglos
presdktion nainly depends lpon th. smbling, dis6eoblins od propq
stoage of egliptu€rts. Educlto6 $Delinc do nor EIiz€ th.!. relposibiliti6 dd
thei. nesliSme cae dmase b aiuipncnr
Aencw Elial ( 1996, p.I I ) gddes .ro! Mll al$ n€ed b know epreximately
hov much rlohge sp&., pm*ing Fow.r, .rd omuic.rionr clpeiry v&iou
foos of each nedih Equirc'
Some Spqi fic Consb-dnr' Egadn8 @h o, rhe €ducariond media.
2.7.8 NoFProj.ct€d Medit
Non-pej€led m.dia iftludes Eal obj*ls, nodclr field trips, p.i.red
nalqicl, &:phics devicd u* !o dislhy visub, tike .halt bosrdE @py board..
68

pcg board., bulletin boads, clolh boards nagetic boatds, flip chans, exnibils,
Prinled natdid is ususlly witte. t epine in vicw a ceruin cnding level
dd pFrequisile knowledSe, The poor read€s lekilg jn conccived l€vel of
knowleds€ f€el difiicdty in comprdnsion l* inl@riw iexr if l@ded with
hqvy v@abuliry lcms dd sriten in ohe-way preehrarion, Moreover somelimes
iqt boks e chos widsul dmining @tully th€ 8lidelin6 {d qpq:n@s
popos€d to b€ acconnodated lo &hielc conceived objetiv€s, ed n b€ones a
m$ shen te&hs rur dph6is on m@oriarion wiihour 6npEh€6ion.
T€ehen de nol awe of$e wide vri€ty ofmalrjal tnal cm be obbined
for classmn ue at litde or no cos! 6 n is Unle bn fine c@smi.g ed Equirc
sinccrc clioft foi procrcncnr. A !€so@eful sd c@tiee lej ner nay s@*d lo
u& srch nDre.id in lhe clatu4 obviosly dosl l@hd t&k in such c.pEitis_
While uing non-pmjaled
gEphics in rhe.lassom rhcrc is
ps@d on fion srudot lo stlddt.
vnuds, sucb s F.l obje! models, chaits &d
a pos.ibihy of soilinS or d.maging 6 th€y d€
boa.d disll.y rquiE ce6n
Rep.ared display, storage. ed Eridal @ ale
atlention !o etual n $age.
69
fiinring &d plmi.g $ iltat n
Te&h6 moslly edle then

energl ,n ftsling olortul, d@Ftive pKnlaii@ ovql@ti!8 motivational ad
2.7,9 Proj.ct€d Medi.
Prcjeled visual a delined byH.inich et al. i1996, p.140) still ihag6 rc
enldsed and dialayed on a sc@n". Irr nosr popular prcj4red vis@h, which e
ued in sp€ial education, irclude ovqnc.d poj€rion, oDputs im.ge pojdtioa
slides, sund slide seb, nulti imas€ pGdtalion, nhs sfips ad opaqDe
pDjelions. For all lhe prcjdcd visurb pFprcgmmin& adve@ pr@@tion of
ftalqials, color difration of seq!€Ms, logistical mrdsflenls re necssary ro
yield @l b€neEts thrcud drrmic or inr@rive p@n1a1ion. This dmds a lot
of efons nd cdeful thi.linS disbnion i. eund, ina8s, tinks in eler,onic
$dgets, !o datened the tun p6 @nv€nljonal bd8hrns ofpbj..tio. mry cr€nl€
distubdc€, jarning, disorgdized slides ed chdge siSnals. etup of €quipnot,
synchm.ization of slid6 dd sudio rap€ hay emclin6 nat. the p@nlarjon
cuhbtume. It is expssivc to develop hulli inaee matcrial. s it Equi6
comi{terabl. tin€, expErlhe equipnal a.d hardwft, Slides dd fitftsrips m
e6 y eunnlale dur md finger pnn1s. Mobvq mutljple ue, cdels bedling
ed sioBge may lead to peme.lr damge.
2.7.10 Aldlo Medi.
Audio nedia is r€fded !o @rdins dd tre3ntuing lne hme voicc 6nd
orhq soun{k ror instDctional purpos6. tl includd audiok €s; mle .on,ollal
70

audio plstt&t. phonogdph lurdl, @np&l rlis dd audio c{rdt. The p@N
of *l*iion of audio mai.rial @ording to audisce @d lrared objrcrives dened
apprdsal of available naterial, ik modilication, pr€viN, pep@iion of nstqial
oordin8 to dviomdi leding €xp.ricn6 ed irs ulitizarion in etrrion 10
sludol3, is tfte cotruins od reqlires siiiing vdiery of audio nalerial sujling
sp{ilic sesmql of inntu donal d.risn.
2.?.ll Tb. Vid6 Fo@rl. & r.|IN
Thc vido fomars d

Gults if dqigned pedagogicdly or ii the 6ine te&her giv6 hd/his skjlltul inpul for
conpesal'ng lhe concmcd weakn€s @ording io cultul noms in the progrm.
28
CONCLUSION
Fom the ahove dission rlr Es@btr oncludes rlal educarioul
technology t dy nm, pi€ce of €quipncnt or pmduct sysren, whi€n is used to
inc|€s. hainl:in or ihpmv€ turcriond coopeltry of indivi{tuab naving
disabilily. Now a t'als €ducaiional t*hDtosy is integnling inb the cloyoon at
all levels of eildiv€ lemins &d sood tschine jn $e tom of plming Md
orgdiarion of i*hirg, note r.ling Miring sislance p,odu.tivity. ss to
rcfffice maldials, co9nive sislan@, GEadvity) instrclioEl puQoss"
dalualion of &ad4ic oulcon€s dd naknd noditicadon.
Education.l t*hnolos/ olf6 botn challensB od en@mgcoe to
educaro4 who de comitred b fostering leming. Educationat TahnoloSy is u*d
!o sppon @llaboarion monS sludentl! lqch6, pdents, pbf*ionals!
adminislrstG &d meagc6. rr helps to acquirc resue* l'06 rchote l@atios.
It is m aid !o re&h6 in sdsnenr of srudenl pogress and tne mesemdt of
Tn€ review or lit€ralnre €xpord a wid€ veiely of speific applicalions of
r6hnoloey in edu.rion of children nlving speicl ne!d!, ft.nh&ced 3peiat
slud€nls' perfomd€e, nodvation ad satisfa.tion ,tons-wi$ oth6 @demic
72

@tcon6 lNh a sid ad.iulrMq rrs cta&tid pbblm $tving srd
.olhbodriv. lffiing .!d eouagf,dl ro eirfoe
fte @bpurer si5Ld l€@i!g ed cohpul4 brscd idlrEri@ p6ar
idom.tior dtrdicdly &d in nqy f()fu, which h.tp srud.nr! having speid
n€od! ro t@me iDdqEnd@t le.mh dd m@ @nfid4t *lf_$ancrs, .Thc
corfido@ ii lh.h p€domm. tc.ds than b signifiNl imprcv.rers in $cn
b€haviou, wtich ulrihat.ty prenote pcirire atdnrdc, elf_6&cm a
Th@ @ m&y.@erirt pr&ri6 ir u!. of cd@rion l Lch$IogJf, which
h.re preva their !.!irl!B i! ithiristdtiw applic{imr infirdioit ,iSnifc.@
{d niniDi2{ior of cfrc.r3 of di.rbilirie fo lpei.l duddr' A v.!r .r.y of
lppn.dd pogr.hn. ronl@ i. rvrn.bb for itrslrucritrg $udar& mtuy of rte
cdu.{ion l ratmt%i6 d4dbcd pBioBty @ be onbin.d iogcrha d
cuilonized io ddive l4ibu t@ina Ell|t.d ba.6r! for sFi.l.bil&a. b odd
io mct ih. uiqu. €duc{iodrl !ad5 of spei.t ctildFo, rhe speislzld sdi6,
book .nd iBeudioDal matdirt in gppopride e.dia s wtt s sp*id .q!ipD@t
ed tQholo$/ id op.rating wid€ly.