Buss, Alan Houseal, Ana Lyford, Mark E.Cole, Clarissa K.2024-02-122024-02-122012-01-0110.15786/13686745https://wyoscholar.uwyo.edu/handle/internal/4997https://doi.org/10.15786/13686745This literature review explores the use of interactive whiteboards (IWBs) to enhance the teaching of science to special education students. The literature on using IWBs is reviewed to determine whether this new tool will help special education science students to learn and retain science concepts. IWBs, when used properly, are not simply a large computer monitor. The IWB, when used with a projector and a computer, becomes a system which enables a teacher to involve students in their learning in ways that cannot be accomplished by a computer alone. This requires special education teachers to learn new methods of teaching. The key idea behind the future success of the IWB in the special education classroom is the willingness of special educations teachers to learn and use these new methods, as opposed to using old methods with new technology. Finding research regarding special education students and IWBs proved to be difficult, making it complicated to conclude about the possible advantages of using IWBs with special education science students. However, research does show that IWBs have many features that can assist the teacher of special education students. The interactivity of the IWB, combined with computers, animation and other features, make the boards ideal for use with visually-oriented students as well as easily distracted students.enghttps://creativecommons.org/licenses/by/4.0/thesis