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Inclusive preschool classrooms have become increasingly common in recent decades, affording opportunities for children with and without disabilities opportunities to interact and develop positive relationships. Children with disabilities may be unintentionally excluded from these interactions due to communication differences. This paper discusses one assistive technology tool, called visual scene displays (VSDs), for supporting communication and interaction between children. Specifically, the paper aims to: (a) describe VSDs; (b) discuss why VSDs are particularly well-suited for supporting social communication between young children; (c) describe how VSDs are created and introduced to children; and (d) provide examples of how VSDs may be implemented during two common preschool activities: object play and shared storybook reading. Finally, resources for creating VSDs are offered.

Inclusive post-secondary education (PSE) for students with intellectual disabilities (IDs) is becoming increasingly common in colleges and universities. A majority of these inclusive PSE programs focus on academic enrichment, socialization, independent living skills, integrated work experiences, and career skills. Thus, in inclusive PSE programs, it is important for students with ID to be able to use technology for academic, employment, independent living, and communication functions. It is also beneficial if these students are able to use different technology devices (e.g., computers, smart phones, and tablets) for multiple purposes in order to complete academic, social, recreational, and vocational tasks. Although students with ID can be taught these skills in college, students who begin PSE programs already having these technology skills are better prepared for college and adulthood. Including digital literacy skills, technology strategies, and assistive technology use and application goals in Individualized Education Program (IEP) transition plans may be very helpful in preparing high school students for multiple adult outcomes. This paper describes some of the assistive technology and digital literacy skills, strategies, tools, and goals that secondary level special education teachers should include in students' IEPs and transition plans. It also suggests how special education teachers can teach these technology skills.

Often, specialists in the field of Assistive Technology (AT) are presented with the challenge of teaching learners to utilize AT in order to increase, maintain, or improve their capabilities. Despite best efforts, rates of AT abandonment are alarmingly high. Understanding the factors that may influence an individual's choice to utilize AT may assist interventionists in designing and implementing effective interventions that prevent technology abandonment. This paper discusses some variables that may influence an individual's choice to utilize AT. Furthermore, the potential applicability of manipulating these variables to decrease the probability of AT abandonment are discussed. (Contains 1 figure.)

This paper examines federal policy, legislation, and adjudication related to assistive technology for students with disabilities. It considers the expanded mandate for assistive technology in IDEA 1997 and its implications, including costs and benefits. Recent federal court decisions, hearing decisions, and Section 504 rulings addressing assistive technology are discussed. School district responsibilities are explored and recommendations offered. (Contains references.) (DB)

This article discusses the adaptation of single switch technology and activities, found in a wide range of battery-operated toys, electrical devices, and/or computer software, for children with disabilities. Incorporation of multiple toys in the individualized education program (IEP) to enhance the rate of skill acquisition and generalization, including creativity, cognitive development and problem solving, is also described. (Contains references.) (LC)

This introductory column on assistive technology (AT) explains key concepts including what assistive technology is, the relationship between AT services and outcomes associated with AT use, the meaning of "outcome," differing outcomes for various stakeholders, and repeated measures of performance with and without AT. It also identifies Web sites for more information. (Contains 7 references.) (DB)

Since its inception, special education has historically been an underfunded federal mandate leaving states and school districts unable to offer more than a basic level of support for individuals with disabilities. The amount and frequency of time allotted for special services including Speech Therapy, Occupational Therapy, and Physical Therapy is not sufficient for making significant and lasting progress, and many parents have expressed dissatisfaction with the current service delivery model. In this paper, we explore the issue of accessibility and how technology may play a role in leveling the playing field for students who, prior to this COVID-19 pandemic, were receiving inadequate levels of intervention to make progress on goals outlined within their Individualized Education Program. We explore one teacher's experience implementing a new application in her classroom aimed at increasing writing accuracy, while addressing the need for platforms that are engaging and promote parent participation. [ABSTRACT FROM AUTHOR]

Poor employment outcomes for persons with intellectual disability (ID) persist despite legislative mandates designed to enhance access to gainful employment. Recent data suggest that only 37% of young adults with ID obtain paid employment outside of the home. Among those who do obtain employment, career options are limited and nearly half are paid below minimum wage. However, strategies such as the use of visual or auditory prompting to assist with task completion to improve employment outcomes may be provided by assistive technology (AT). The current study examined the use of readily available, inexpensive, and discrete portable electronic AT in an office setting to provide three unique modes of prompting and instruction (video, audio, and a combination of both) for three young adults with ID. Results revealed the AT was highly effective for increasing participants' ability to independently and correctly complete office-related tasks, yet the type of prompt that was provided had no effect on performance. Implications and suggestions for future research are provided. [ABSTRACT FROM AUTHOR]

As the number of students with disabilities educated in general education classroom settings increases, there is a greater need for appropriate accommodations, modifications and supports to help these students be successful. Assistive technology (AT) tools, which are designed to mediate the difficulties incurred by disabilities, are one way to help students achieve in general education classrooms. For students with learning disabilities or other difficulties with printbased skills, digital pens are an AT device that can assist with both reading and writing tasks. This article focuses on one digital pen, the smartpen, manufactured by Livescribe™. The authors outline a number of ways smartpens can be used to meet the needs of students with learning disabilities in the areas of study skills, independent work, and assessment. A classroom-based example of implementation is provided. [ABSTRACT FROM AUTHOR]

The article presents a questionnaire of the Assistive Technology survey. Some of the questions were related to accessible math software, actual objects or graphic symbols used for communication, adapted paper, adjustments to font type, size, and/or background colors, recorded messages, calculator, electronic books or books on disc/compact disc, FM amplification system, height adjustable table or cart, highlighter pens and/or colored sheet protectors, intelliKeys or other keyboard alternative and keyguard.

Individualized Education Program (IEP) teams are required by the Individuals with Disabilities Education Act (IDEA) to consider a student's need for assistive technology (AT). Despite this legal requirement, AT supports are often not available to students with disabilities. Many students with disabilities and their families have addressed the failure to consider and provide AT supports through litigation. The purpose of this article is to examine the case law pertaining to the assessment, selection, and provision of AT learning supports for students with disabilities. A legal analysis was conducted to determine litigation themes. Based on these results, several recommendations for IEP teams are proposed. [ABSTRACT FROM AUTHOR]

Developing skills for the written expression of students with moderate to severe disability can be challenging for teachers. Despite the importance of written expression to success in a variety of educational and community environments, there is little research evidence to support a set of practices for teachers to use to establish writing skills for this unique population. The current article provides a synthesis of the available research, and the author proposes a model for teaching students to develop basic sentence writing skills, as sentence writing serves a foundational component for other types of writing. [ABSTRACT FROM AUTHOR]

Assistive technology (AT)—included in the Individuals with Disabilities Education Act since 1990-supports students with disabilities. Yet, research repeatedly suggests an underutilization of AT. This study represents a secondary analysis of the National Longitudinal Transition Study-2 focused on understanding issues of AT for secondary (i.e., high school) students with disabilities. The study presents the self-reported and educator-reported rates of AT receipt by secondary students with disabilities, both aggregated and disaggregated by disability group. The results suggest low rates of self-reported and educator-reported AT access and/or use for secondary students with disabilities but higher rates of AT for secondary students with more low-incidence disabilities than students with more high-incidence disabilities. [ABSTRACT FROM AUTHOR]

The article presents a survey conducted on Special Education Staff on Assistive Technology (AT) Awareness, Use and Training. A survey on the topic of AT knowledge, use, and issues of staff development was sent to 356 special education personnel employed by a large suburban school district located in Northern California. The survey design was created to be user-friendly, given a presumed low level of awareness. Instead of asking questions such as, "Is assistive technology used in your classroom," a list of specific items was presented. Additional questions were asked, particularly about training. Respondents indicated specific AT items with which they were familiar, were available to them, were being used by students, and/or were desired.

The purpose of this article is to provide a description of procedures, considerations, and recommendations for developing an assistive technology demonstration and lending site to serve individuals with disabilities. This is accomplished through an examination of patterns of consumer use of the site within the first 3 years. We discuss demographics, utilization of resources, and professional development attendance in an effort to guide future efforts in offering assistive technology services. When looking at the data collected, we found slow and consistent growth over a 3-year period. These trends also suggest that individuals diagnosed with moderate to severe disabilities and their service providers utilize services at a higher rate than those with mild disabilities, as evidenced by high levels of communication, leisure, and daily living aids. [ABSTRACT FROM AUTHOR]

Calculators serve as general tools in mathematics classrooms; however, they also serve as a common accommodation for students with disabilities. Yet, their role as an accommodation is not without controversy. Using a single-subject design study, the researchers explored if students with disabilities solve more mathematics problems aligned to grade-level standards when they use a calculator than when they do not. The researchers also analyzed whether calculators assist students more with solving computation versus word problems. On average, students answered more questions correctly when they had access to a calculator. However, the tool was not generally an effective intervention given the low percentage of nonoverlapping data and, generally, small Tau-U for each student as well as instability and decreasing trends. The results lacked a consistent pattern of students benefiting from calculator use with regard to answering computation versus word problems. [ABSTRACT FROM AUTHOR]

The article focuses on how to monitor the progress of students who are using assistive technology (AT) to meet their instructional objectives. Topics discussed include an aim to assist Individualized Education Program (IEP) teams in defining behaviors to measure, event-based systems, and indicators of quality AT implementation. Also mentioned are the factors that contribute to a lack of quality AT implementation.

This study provides a snapshot of factors associated with assistive technology (AT) use in one large Midwestern state. Conducted about 25 years after the passage of the original Technology Related Assistance Act, the study presents results from a survey of 1,143 Michigan educators. Results of the study show that respondents use technology frequently in their personal and professional lives, but less so during the instruction of students with disabilities. AT is viewed positively and educators believe they are knowledgeable about some aspects of technology use. However, in other areas, educators provide low ratings of their knowledge of specific AT uses and functions, and have mixed impressions of the support they receive for technology use. Scores on measures of self-reported knowledge and perceived support vary significantly among different categories of respondents and are only moderate for special educators and low for general educators. Nevertheless, educators express interest in further professional development about AT. The need for additional professional development, along with better access to technology and more funding, are perceived as top barriers to more widespread AT use. Other findings include a lack of knowledge about how technology is used by students in and out of school and the low rate of participation of general educators, students, and parents in AT decisions. The article concludes with a discussion of the implications of these findings for reforming practices related to technology implementation, professional development, and research. [ABSTRACT FROM AUTHOR]

The article discusses the use of assistive technology in meeting the individualized education program (IEP) goals of the students with disabilities. It mentions several benefits of assistive technology including the creation of opportunities, promotion of independence, and encouraging empowerment for disabled students. It also presents a table which provides data on the description and purpose of various technologies including cell phone, iPad, and autocorrect feature in Microsoft Word.

Students with physical disabilities often have difficulty with writing fluency, despite the use of various strategies, adaptations, and assistive technology (AT). One possible intervention is the use of speech recognition software, although there is little research on its impact oil students with physical disabilities. This study used an alternating treatments design to compare the use of speech recognition software to word processing on first draft writing with students with physical disabilities. Areas examined were fluency, accuracy, type of word errors, recall of intended meaning, and length. The results of this study indicated that fluency and length were greater for all participants with speech recognition compared to word processing, but accuracy was lower using speech recognition. [ABSTRACT FROM AUTHOR]

The article discusses research on identifying the education technology (ET) and assistive technology (AT) literature for teacher standards and competencies. Criteria for selecting published documents include the works that relate to teacher skills and knowledge, the words standard and teacher competency in the title and works that relate to AT, ET or national policies that were searched in 10 professional electronic data bases. The study's conclusions indicated the lack of evidence that support teacher standards and competencies in the AT and ET fields.

Technology is a natural part of education for all students across a variety of subjects, including mathematics, as educators work to prepare students for tomorrow's work force and align their curriculum and teaching with national standards such those developed by the National Council of Teachers of Mathematics (NCTM, 2000). This article reviews the literature on mathematics, assistive technology (AT), and educating students with high-incidence disabilities in grades K-12 from 1996 through 2007. The results of the literature review revealed three main areas of AT in mathematics for students with disabilities: anchored instruction, computer-assisted instruction, and calculators. The review focuses on what has been done and suggests that we do know some things in terms of effective AT and mathematics education (i.e., anchored instruction). It then discusses where the field needs to go to improve its knowledge base (i.e., researching AT currently used in the teaching and learning of mathematics, and researching recent innovations in mathematics technology). [ABSTRACT FROM AUTHOR]

All students receiving special education services are entitled to the consideration of assistive technology (AT) devices and services; however, little research is available on who uses AT in schools. This study analyzed data from the National Assistive Technology Research Institute's (NATRI) Status of AT Use Survey to provide descriptive information related to students using AT. NATRI employed multi-stage, nonprobability purposive and convenience sampling, collecting usable data for 682 student AT users. The sample spanned all grades, preK-12, with the largest percentage of students receiving services in a self-contained setting (40.47%). The most common disability was multiple disabilities (27.71%). The results indicate a need for additional research to ensure that students who need AT receive access to it in a variety of educational environments. [ABSTRACT FROM AUTHOR]

Students with disabilities are guaranteed access to assitive technologies (AT) by provisions of the Individuals with Disabilities Education Improvement Act (IDEIA) (2004) and its predecessor, the Technology Related Assistance Act (Tech Act) (1988). Design and development of AT, including devices and software programs, has burgeoned to a point where availability and affordability are no longer barriers to access in schools. However, research has reported that lack of teacher expertise continues to be a significant barrier to effective access to AT and that models and strategies for improving teacher expertise are desperately needed. This study involved evaluation of preservice teachers' knowledge of, and comfort with, using AT and integrating a prototype computer-based DVD--Encyclopedia of Assisitive Technology (EAT)-- into instruction. The EAT includes innovative video based tutorials that guide viewers through the operation of AT devices and software programs. Results of pre- and post-measures indicated significant increases in comfort with AT following use of the EAT, and the results of the study, as well as teacher candidates' satisfaction with the video based tutorials, suggest it is a viable model for enhancing teacher expertise with AT. [ABSTRACT FROM AUTHOR]

Students with Duchenne muscular dystrophy (DMD) have a degenerative disease that requires ongoing changes in assistive technology (AT). The AT team needs to be knowledgeable about the disease and its progression in order to meet these students' changing needs in a timely manner. The unique needs of students with Duchenne muscular dystrophy in regard to AT and adaptations are discussed through three case studies, spanning from elementary to high school. Each case study addresses the differing AT needs for each student, how these needs changed as the disease progressed, and why some AT was rejected. The information provided in this article can assist AT teams as they develop and implement AT plans for their students. [ABSTRACT FROM AUTHOR]

While efforts have been made in the last two decades to educate professionals about the nature of assistive technology (AT) devices, successful implementation of technology is impossible without the support and provision of appropriate AT services. The current investigation, designed and conducted by the National Assistive Technology Research Institute, examined the status of AT services delivery for students with disabilities across the nation. Professionals serving students who use AT were asked to report the AT services received by their students. Survey responses from 14 states and 60 school districts revealed three themes: federally defined AT services (40.2%), unclassifiable AT services (19.6%), and services that were not AT services (40.2%). Data were also gathered on the professionals providing AT services, the top three services provided by each professional, and the degree to which school systems were seeking AT services from contracted professionals outside the school system. Findings suggest the need for training and increased awareness of AT services among teachers and other professionals working with students with disabilities. [ABSTRACT FROM AUTHOR]

The changing interpretation of laws regarding individuals with disabilities requires Web sites to be accessible by assistive technology devices. This study examined the current accessibility of university and departmental home pages. The first research hypothesis theorized that some improvement in Web accessibility for home pages of colleges in 2007 would be found when compared to data from a 2001 accessibility study by Zaphiris and Ellis. In 2001, 29.4% of colleges evaluated were accessible, and in 2007 58.8% of colleges evaluated were accessible. The second research hypothesis theorized that there would be more accessible pages for departments that focus on disability studies, such as special education and educational psychology, than would be found on general, university-wide homepages. Findings indicated that approximately half of the university-wide and special education home pages evaluated were accessible; however, only about 30% of the educational psychology home pages evaluated were accessible. These data show that university and departmental home pages still have some way to go to meet the legal requirement that 100% of all Web sites be accessible. [ABSTRACT FROM AUTHOR]

Collaboration between special educators and general education teachers is associated with academic and social success of students with disabilities who are included in the general education classroom. This study reports the findings from 96 interviews conducted with special and general education teachers regarding collaboration strategies to provide assistive technology services to students. Strategies such as collaborative consultation, problem solving, and teaming are discussed, and interview findings are provided. The results are presented as four themes that emerged during interview analysis: (a) current teacher collaboration practices, (b) teacher-reported barriers to collaboration, (c) teacher suggestions to improve collaboration, and (d) reasons why teachers do not practice collaboration. [ABSTRACT FROM AUTHOR]

The purpose of this article is to offer a review of research on the use of assistive technology for students with disabilities and some reflections on the nature of knowledge that is being produced by researchers who are examining these issues. We analyzed studies published in peer-reviewed journals between 2000 and 2006 that investigated the use of assistive technology with students served under IDEA guidelines. We located 122 studies that met our criteria. We summarize the types and age of students with whom these studies were conducted, the outcomes, the types of designs used, and the journals in which the studies were published. We conclude with a discussion of implications for research and practice. [ABSTRACT FROM AUTHOR]

The Assistive Technology Infusion Project (ATIP) was developed to distribute $9.3 million dollars of assistive technology to students with disabilities in Ohio schools and to measure the outcomes. This article describes the 2-year start-up period of the project and highlights key procedural aspects of the program's implementation. The project developed several Web-based protocols, including announcing the availability of funding, managing electronically submitted grant proposals, conducting a peer review process, and managing the provision of awards. Lessons learned in the process of implementing the ATIP are summarized to assist others in replicating the procedures on either a larger or a smaller scale. [ABSTRACT FROM AUTHOR]

The author describes the use of assistive technology as a cognitive prosthesis for students with mild disabilities. He discusses the characteristics of mild disabilities and the implications for assistive technology. He also recommends select tools that can be used to augment and enhance the academic performance of students with disabilities.

Assistive technology is guaranteed by law to be included when appropriate on individualized education plans (IEP) for young children with disabilities. Yet, the full potential of technology remains unfulfilled due to insufficient knowledge of options available, limited professional development, and a dearth of evidence on its effectiveness for particular daily routines and activities. This article describes a proactive strategy for meeting the needs of young children with disabilities through an assistive technology toolldt approach. Surveys were completed by 38 early childhood special education professionals to assess what assistive technology tools are most useful for working with young children with disabilities. Results indicated that communication and low-technology devices were considered most useful. Discussion focuses on the effectiveness of an assistive technology toolldt that supports the learning, language, and motor development of young children with disabilities. [ABSTRACT FROM AUTHOR]

Despite the emphasis on technology and the rapid proliferation of assistive technology devices, little is known about the specific uses of assistive technology with persons who vary in disability type, severity, and age. The present study conducted a comprehensive review and a systematic analysis of published reports of assistive technology and skill acquisition of persons with disabilities. Uses of assistive technology, its benefits and obstacles, are reviewed. The results provide indications why technology is often abandoned. Implications for practitioners and researchers are discussed. [ABSTRACT FROM AUTHOR]

Literacy is important not only to school success but is fundamental to skills needed to succeed in our rapidly changing technology-driven society. This article focuses on characteristics, interactions, and attitudes of parents and children related to their use of assistive technologies to build literacy skills. Interviews and observations involving parents and children using a variety of assistive technologies, along with a synthesis of research literature provide a framework for discussion. A contextual background for technology use by parents and children examines (a) specific learning characteristics of parents and children selecting and using assistive technology, (b) the impact of technology on their attitudes in the literacy process, and (c) areas of support needed by parents and students in literacy learning. Parents and children used a combination of technologies to meet specific individual learning needs. As a result, customization of the learning task through the use of technology occurred and in return provided enhanced opportunities for engagement and interaction to take place. Parents and children began to learn from each other and from the technology. [ABSTRACT FROM AUTHOR]

This study examined how children's attitudes toward a peer who used augmentative and alternative communication (AAC) were influenced by type of AAC device accessed by the child for communication. Specifically, the influence of dynamic screens vs. static screens was investigated. Two videotapes were created. In one a child used a dynamic screen voice output AAC device to communicate, and in the other the same child used a static screen voice output AAC device. Children in grades 3 and 5 viewed either the dynamic screen or the static screen videotape. Gender was as evenly distributed between groups as possible. After viewing the videotape, children completed a measure of self-reported attitudes toward children who use AAC. Results indicated effects for gender only. No main effect was found for device type. The two-way interactions of grade x device type and of gender x device type were not statistically significant. The results are discussed along with clinical implications. [ABSTRACT FROM AUTHOR]

This article addresses three emerging problems in special education: (a) new learning environments with different teaching styles, (b) equity in access to assistive technology (AT), and (c) an on-going infusion of new AT opportunities within special educational environments. Instructions for designing and creating concept maps are presented as a solution to meet the immense needs currently for AT preservice and inservice personnel preparation. Three sets of teacher/learner questionnaires as well as a new Personal Planning Protocol are introduced for integrating collaborative strategies during AT decision-making, and advocating for a culturally-inclusive model for supervision in special education. [ABSTRACT FROM AUTHOR]

While the culture of typical Millennial students, those born after 1978-82, is increasingly recognized as being different from previous generations, particularly with regard to how technology is perceived and used, relatively little is known regarding whether these same characteristics are exhibited by students with mild disabilities. This article explores three cultural dimensions of technology-use patterns by Millennial students having particular relevance to students with mild disabilities: (a) comfort with technology, (b) connectivity to the world, and (c) technology as a tool for learning. An argument is presented that current education professionals who must now consider assistive technology (AT) for these students, know little about their preferences for, choices among, and usage of common non-school technologies that may have substantive implications for AT service delivery. [ABSTRACT FROM AUTHOR]

Assistive technology consideration and implementation is often limited by the technology experience and knowledge of the education professionals involved in the process. The creation of a toolkit containing highly useful technologies may assist education professionals in this process. This article discusses a systematic method for creating a technology toolkit for use with students having mental retardation. Implications and future directions are discussed. [ABSTRACT FROM AUTHOR]

Although models have been proposed to guide the important work of school teams as they implement the assistive technology consideration process, little understanding exists as to how these models relate to recommended practices for educational assessment. This article proposes a comparison between educational assessment practices and four selected models of the assistive technology consideration process that are documented in the literature. The strengths and limitations of the assistive technology consideration models are discussed and recommendations for future research and practices are presented. [ABSTRACT FROM AUTHOR]

The article reviews the assistive technology software Kurzweil 3000 Version 9 for Windows or Version 3 for Macintosh.

The article introduces a series of articles that deal with issues about culture and diversity in assistive technology service delivery.

Discusses the use of response efficiency as a strategy to prevent the abandonment of assistive technology (AT) use by students with disabilities. Interaction of the components of response efficiency; Role of response efficiency in meeting the needs of significant others; Development of interventions involving AT.

Focuses on the assistive technology (AT) for the development of individualized education programs. Amendment made in the Individuals with Disabilities Education Act; Inclusion of training and technical support in the definition of AT; Gap between the ability level of educational personnel and the level of expertise needed to meet the AT needs.