Let's take a closer look. I also attached two articles, some of which this response is drawn, for further considerations and as provided the links for other information further expansion.
1. Is technology a benefit or barrier in teaching student with special needs. Provide resources that may be used to support.
Research lends support for the use of computer-assisted instruction (CAI) in teaching students with special needs, as a supplement to traditional instruction (Christmann et al. 1997).
One article discusses that it is imperative for [science] teachers to work directly with special education teachers to incorporate assistive technologies into students' science instruction based on individual needs. This is beneficial to the students and it is necessary in order to comply with the Individuals with Disabilities Education Act Amendments of 1997 (PL 105-17) (see example of the types of technology implemented for a science class below) (http://science.nsta.org/enewsletter/2003-08/ss0303_50.pdf, attached for convenience).
Example: Technology in Science class (excerpt)
Special education applications can be aligned with any content standard for students in grades 5-8 (NRC 1996). The integration of technology into science instruction for special education students is in compliance with the National Education Technology Standards for Students (ISTE 1998) as follows (notice the benefits that are listed in #3, #4, and #5):
1. Basic operations and concepts
? Students demonstrate a sound understanding of the
nature and operation of technology systems.
? Students are proficient in the use of technology.
2. Social, ethical, and human issues
? Students understand the ethical, cultural, ...
By example, this solution discusses if technology is a benefit or barrier in teaching student with special needs. References and two related articles are also provided.