Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Learning Disabilities
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Raskind, M. H.
Right arrow Articles by Higgins, E. L.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Raskind, M. H.
Right arrow Articles by Higgins, E. L.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Reflections on Ethics, Technology, and Learning Disabilities

Avoiding the Consequences of Ill-Considered Action

Marshall H. Raskind

Marshall H. Raskind, PhD, is director of research at the Frostig Center. He received his doctoral degree in education from the Claremont Graduate School. His research interests are in the areas of technology as well as of learning disabilities across the lifespan.

Eleanor L. Higgins

Eleanor L. Higgins, PhD, is a research associate at the Frostig Center. She received her doctoral degree in anthropological linguistics from the University of California, Riverside. She is currently conducting longitudinal research on persons with learning disabilities and in the area of language and technology. Address: Marshall H. Raskind, Frostig Center, 971 N. Altadena Dr., Pasadena, CA 91107.

Over the last several years, the field of learning disabilities has directed considerable attention toward the area of technology. However, there have been few discussions regarding the larger ethical implications that surround the use of technology with persons with learning disabilities. This article employs the fundamental ethical principles of beneficence, justice, and autonomy as a framework from which to reflect upon the use of technology with persons with learning disabilities to help ensure that the greatest possible rewards will be gained, while simultaneously minimizing any potential negative consequences. These principles are applied to a number of topics, including instructional/remedial, assistive, and diagnostic technology; technology and special abilities; social/psychological impact of technology; health-related concerns; technological access; and medical technologies.

Journal of Learning Disabilities, Vol. 28, No. 7, 425-438 (1995)
DOI: 10.1177/002221949502800706
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Remedial and Special EducationHome page
T. E. Heron, S. A. Martz, and H. Margolis
Ethical and Legal Issues in Consultation
Remedial and Special Education, November 1, 1996; 17(6): 377 - 385.
[Abstract] [PDF]