A Model for the Implementation of Microcomputer Use Into a Program for the Hearing Impaired

This paper will detail the comprehensive planning for and the subsequent implementation of microcomputer use at the Clarke School for the Deaf. Several reasons can make the getting-started stage the most critical in this process. It not only sets the tone for all subsequent work in this area, but can also significantly facilitate the rate of implementation. Careful planning tends to engender positive attitudes and enthusiasm more easily as welt as reduce the amount and degree of mistakes made throughout the entire process.

If microcomputers are to become immersed in the curriculum, they need to he made available throughout the program, and the teaching staff as a whole needs to become computer-literate and computer-comfortable. Familiarity with authoring systems and the development of programming skills are seen as probable next steps for the staff.

The following strategies have been planned to meet the objectives for both students and staff: (a) establish a staff reading room containing a microcomputer system and related materials: (b) develop and conduct several in-service training sessions for the staff on computer literacy and on the effective selection and use of software: (c) develop and teach a computer literacy unit for students: id) set up several departmental microcomputer systems on movable carts; (e) create a microcomputer lab, to he supervised by a full-time coordinator: (f) arrange for programming and related courses to be taught to the staff; and (g) develop and offer extracurricular courses in programming and word processing for the students.

This process of carefully planning, coordinating, and implementing a comprehensive program for the use of microcomputers in an educational setting has been an especially valuable experience. A description of it can he of both interest and assistance to other individuals and programs involved in the education of hearing-impaired students.