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The use of assistive technology with students having disabilities in the 134 school systems of Virginia was researched. Questionnaires were sent to all Directors of Special Education, with a 70 percent response rate. The survey focused on responsibilities and issues pertaining to the use of assistive technology and demographic information relating to individual school systems. Survey data revealed a significant need for training, funding, and for the development of a referral and service coordination plan. The following recommendations were formulated: (1) develop and disseminate state guidelines for assistive technology devices and services; (2) develop and implement statewide preservice and inservice training in assistive technology; (3) disseminate information on local, state, and national sources of information on assistive technology services and devices; and (4) develop assistive technology funding resources. An appendix details survey responses. (Contains 10 references.) (DB)

In the College of Education and Human Development at George Mason University, we have created three independent strands or tracks--each with its own mission, its own target population, and its own connections and collaborations with external organizations and institutions. Track 1 is the Instructional Design and Development (IDD) track, serving those with educational interests primarily in government, military, business, and higher education. Track 2 is the Integrating Technology in Schools (ITS) tract, serving public and private school teachers and school divisions. Track 3 is the Assistive Technology (AT) track, serving those with disabilities in public schools and local, state, and federal agencies. Even though these tracks appear to be three unique programs, we have found a unifying center in the field of design. This paper explores the concept of design as it can be applied to understanding the teaching/learning enterprise regardless of context, goal, and audience. It then discusses how this concept informs curriculum and processes in each track. [For the complete volume, "Educational Media and Technology Yearbook, Volume 34," see ED602586.]