books about assistive technology in education

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Assistive Technology

• Emily C. Bouck - Michigan State University, USA
• Description

Succinct, yet comprehensive, Assistive Technology is designed to help educators better understand assistive technology and how it can support students with disabilities from early childhood through the transition into adulthood. This practical book is organized around the purpose of technology and the support it can provide rather than a student’s disability categorization. Grounded in research and filled with engaging case studies and activities, author Emily C. Bouck offers an unbiased depiction of the advantages and limitations of technology. Readers are exposed to a full range of assistive technology including  up-to-date coverage of low- and high-technology, as well as free and for-purchase options that can be used to support students with disabilities.

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The open-access Student Study Site includes the following:

• Carefully selected, video links feature relevant interviews, lectures, personal stories, inquiries, and other content for use in independent or classroom-based explorations of key topics.
• Web resources are included for further research and insights. 
• Mobile-friendly eFlashcards reinforce understanding of key terms and concepts that have been outlined in the chapters.
• Mobile-friendly web quizzes allow for independent assessment of progress made in learning course material.

Password-protected Instructor Resources include the following:

• A Microsoft® Word® test bank is available containing multiple choice, true/false, short answer, and essay questions for each chapter. The test bank provides you with a diverse range of pre-written options as well as the opportunity for editing any question and/or inserting your own personalized questions to effectively assess students’ progress and understanding.
• Editable, chapter-specific Microsoft® PowerPoint® slides offer you complete flexibility in easily creating a multimedia presentation for your course. 
• Sample course syllabi for semester and quarter courses provide suggested models for use when creating the syllabi for your courses.
• The Instructor Teaching Site includes complete answers to all in-text questions .
• Carefully selected, web-based video links feature relevant interviews, lectures, personal stories, inquiries, and other content for use in independent or classroom-based explorations of key topics. When relevant, related questions for discussion are included.

“Practitioner oriented with many great resources”

“Breakdown of topics is logical and useful”

“Well written, good solid foundational information related to AT”

We will use this as reference for our course and to support students looking for intervention strategies.

A very handy and comprehensive text; the associated website is also very useful

KEY FEATURES:   

• An emphasis on using existing mainstream technology for assistive technology reflects the TPACK (Technological Pedagogical Content Knowledge) framework.
• Case studies provide real-life examples of assistive technology used by teachers to support students.
• Perspective sections in every chapter focus on a range of different facets, such as Research-to-Practice of a particular technology, developing a Technology Mind Set, and connecting the technology to a curriculum.
• Extension Activities encourage further exploration, such as watching a video – in class or on their own – that is relevant to the technology presented in the chapter.
• Hands-on Application Activities encourage readers to engage with the different technology resources referenced in each chapter.
• Suggestions for Web 2.0 and app-based assistive technology inform readers to a range of assistive technology options to consider given the current (and predicted future) trend toward more mobile and personalized technology.

Sample Materials & Chapters

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The Ultimate Guide to Assistive Technology in Special Education Paperback – April 1, 2011

Purchase options and add-ons.

• Print length 232 pages
• Language English
• Publisher Prufrock Press
• Publication date April 1, 2011
• Dimensions 7.25 x 0.75 x 10.75 inches
• ISBN-10 1593637195
• ISBN-13 978-1593637194
• See all details

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About the author, product details.

• Publisher ‏ : ‎ Prufrock Press; 58569th edition (April 1, 2011)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 232 pages
• ISBN-10 ‏ : ‎ 1593637195
• ISBN-13 ‏ : ‎ 978-1593637194
• Item Weight ‏ : ‎ 1.1 pounds
• Dimensions ‏ : ‎ 7.25 x 0.75 x 10.75 inches
• #4,026 in Computers & Technology Education
• #10,919 in Special Education (Books)

About the author

Joan l. green.

Joan L. Green, MA CCC-SLP is a nationally known speech-language pathologist, technology tutor/specialist, author, presenter and mother of 4 young adults. She was raised in Buffalo, NY and received her undergraduate as well as graduate education at Northwestern University. Since 1986, she has provided forward-thinking, speech therapy services to individuals of all ages who have a wide variety of learning, cognitive, communication and literacy challenges. After spending time working in hospitals, rehabilitation centers, and home care, she formed Innovative Speech Therapy in 1992, so that she could provide top quality services using her unique approach combining cutting-edge technology with individualized action plans and speech therapy.

How can you learn more about something that you may not even realize exists? Have you searched the app store or Google for "apps for learning" or "speech therapy apps" and become instantly overwhelmed with figuring out what to do next? That concept is what motivates Joan to keep reaching out to share what she knows as she tries to reach families who struggle with challenges related to ADHD, dyslexia, dysgraphia, aphasia, apraxia, Autism Spectrum Disorders, specific language disabilities and other neurogenic and developmental communication, learning and cognitive differences and disorders. Joan Green specializes in integrating everyday computer, tablets and mobile phones into engaging activities to promote communication, literacy, executive functioning and learning. She offers local and online technology-based training, consultation and coaching for professionals, schools, rehabilitation and educational programs and families. She is also the creator of the TheyMayNotKnow.com free webinar series and the administrator of the free private IST Tech Savvy Solutions Facebook Group. Both were created to support families as well as professionals as they strive to learn to use technology to support communication and learning. In addition, she received the highest "Meritorious" award from ASHA for her Poster at ASHAConnect 2018 titled, "Free Technology Tools to Help Your Clients Thrive."

Joan is passionate about sharing what she has learned along the way with others! Her most recent well-received publication was published in May 2018, Assistive Technology in Special Education, 3rd Edition: Resources to Support Literacy, Communication, and Learning Differences. She has received several awards for her uniquely effective practical approach to helping stroke and head injury survivors, students with language and learning challenges, people of all ages with attention and productivity related issues, individuals with Autism spectrum disorder and intellectual disabilities. She is actively involved with many local, online and international groups and associations. Joan is ASHA certified and licensed in MD, VA and DC. She is also the mother of 4 wonderful young adults.

Joan is a frequent presenter for local and national organizations. Her presentations are constantly updated to reflect the forever changing world of affordable technologies.

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In This Article Expand or collapse the "in this article" section Assistive Technology

Introduction.

• Comprehensive Reviews on Assistive Technology
• Significant Reports on Assistive Technology
• Online Assistive Technology Resources
• Guidance and Support Services
• Definitions and Conceptions of Assistive Technology
• The Question of Abilities
• Access and Success with Assistive Technology
• The Assistive Technology Assessment Process
• The Need for Assistive Technology Assessment
• Availability and Accessibility of Technology
• Attitudinal Barriers and Adaptation to Change
• Curriculum Adaptation and Technology Integration
• Training Students and Acknowledging Expectations and Attitudes
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Assistive Technology by Fouzia Khursheed Ahmad LAST MODIFIED: 28 July 2021 DOI: 10.1093/obo/9780199756810-0282

Considering the vicious cycle of exclusion that students with special needs are often trapped in— lacking the means for equal participation in education, society, and mainstream development programs—assistive technology has proven to have great potential in providing to all learners the ability to access the general education curriculum. Approaches in the use of assistive technology basically focus on facilitating individuals in their interaction with their environment. Assistive technology is a generic term that includes assistive, adaptive, and rehabilitative devices that might be used to compensate for lack of certain abilities, in order to participate in the activities of daily life. With assistive technology individuals have the option of approaching and completing their tasks with greater ease and independence, since it helps in removing functional barriers that inhibit their individual performance. With the emergence of the social model of disability, it is increasingly being argued that inaccessible environments have been the greatest barrier to the inclusion of students with special needs. Research on the successful implementation of inclusive education in developing countries identifies the ineffective and inefficient use of assistive technologies, citing this as the major obstacle hindering inclusion. Since it has been widely acknowledged, that the success and applicability of an assistive device is governed by its acceptance and actual usage by its users considering their perception, expectations, satisfaction, and their level of access and success with the technology when interacting with their environment; approaches in the use of technology therefore have to be needs-based; inexpensive to produce, purchase, and maintain; and be easy to use and effective in addressing an identified need. This can be ensured by the direct involvement of potential users at each stage of the planning and implementation process to help overcome barriers that inhibit the efficient use and applicability of assistive technology devices in different contexts. Moreover, although assistive technology is seen to have a major role in remediating and compensating the performance deficits experienced by students with special needs, it should not be viewed merely within a rehabilitative or remediative context, but as a tool for accessing curriculum and exploring and drawing out means to help learners achieve positive outcomes. Researches on the use of assistive technology point toward the distinct need to identify ways to encourage the development of tools and strategies for effective technology integration, and to work together on issues surrounding the use of technology, ensuring that the same high standards of instruction and need-based assistance is available to all despite the difference in their functional abilities.

General Overviews

Every individual is different. And this difference is particularly characterized by, and is a virtue of, the abilities they have and the way they exercise them. Inclusion in education, emphasizing education for all as an all encompassing concept, is therefore stressed in UNESCO 1994 to ensure the right of all to a meaningful education based on their individual needs and abilities as opposed to their disabilities, since any individual may experience a special need during the course of their educational years. Inclusive education as such is seen as what contributes to the increasing participation in learning, cultures, and communities and reducing exclusion from education and from within education by addressing and responding to the diversity in needs of all learners. Within this aspect, technology has considerably facilitated providing ease in access and participation in learning to all, complimenting diverse learning needs, while also offering room for creative abilities in completing a task that may otherwise appear difficult to accomplish, as noted in Ahmad 2015a ; Edyburn 2003 , 2005; Rose, et al. 2005 ; and Zabala 2005 . Recently, the concept of Universal Design for Learning (UDL) has also received considerable attention in this regard (see Edyburn 2005 ); while comparing it to the use of assistive technology in facilitating learning, Rose, et al. 2005 reasons both approaches to be two sides of the same coin. Considering critical decisions to remediate or compensate for lack of certain abilities as highlighted in Cook and Hussey 2002 and King 1999 , compensatory approaches are often used in education since there is often simply no other way to complete a task, while Edyburn 2002 and Edyburn 2005 assert that the provision of technology tools and support is seen to considerably aid in the successful completion of such tasks. Assistive technology therein, through suitable enhancements or changed methods of interaction with the technology, has shown to assist individuals by removing or minimizing previously insurmountable barriers that tend to inhibit or limit their abilities, as illustrated in the works of Ahmad 2015a , Ahmad 2015b , Day and Edwards 1996 , Edyburn 2002 , Edyburn 2005 , Edyburn 2007 , and Zabala 2005 . These works examine and discuss considerably the need and significance of assistive technology, as well as the future direction and the resulting implications concerning technology use or its abandonment.

Ahmad, Fouzia Khursheed. 2015a. Use of assistive technology in inclusive education: Making room for diverse learning needs . Transcience 6.2: 62–77.

This paper highlights the significance of assistive technology in supporting diverse learning needs and enhancing the learning experiences of students with special needs in a common learning setup. Discussing why these technologies are not accessible to every student with special needs, the paper draws attention to the steps required to overcome these barriers for ensuring effective technology use in order to help assist learners in improving their learning outcomes.

Ahmad, Fouzia Khursheed. 2015b. Teaching strategies and effective educational interventions for students with learning disabilities. Transcendence 1.1: 45–66.

Discusses the possible teaching strategies and educational interventions that can help assist students with learning disabilities, particularly through the use of assistive devices and suitable reforms like restructuring the learning environment for a need-based learning experience, as well as the use of varied methods of presentation, practice, and evaluation of educational content.

Cook, A. M., and S. M. Hussey. 2002. Assistive technology: Principles and practices . 2d ed. St. Louis, MO: Mosby.

The book outlines the fundamentals of assistive technology, and discusses the assistive strategies needed to make clinical decisions to help improve the quality of life for people with disabilities within specific contexts. The 3rd and 4th editions of the book are also available and accessible.

Day, S. L., and B. J. Edwards. 1996. Assistive technology for postsecondary students with learning disabilities . Journal of Learning Disabilities 29.5: 486–492.

DOI: 10.1177/002221949602900503

The article lists the types of assistive technology suitable for students with learning disabilities at postsecondary level and discusses how assistive technology can enhance learning achievement.

Edyburn, D. L. 2002. Remediation vs. compensation: A critical decision point in assistive technology consideration (An essay) .

Discusses the remediation versus compensation issue in the assistive technology consideration process, reasoning how the best course of action may be decided, and the resulting implications therein.

Edyburn, D. L. 2003. 2002 in review: A synthesis of the special education technology literature. Journal of Special Education Technology 18.3: 5–28.

DOI: 10.1177/016264340301800301

This comprehensive one-year research synthesis on special education technology discusses the implications of the work in this field on future research, development, and practice. Similar reviews for the years 2000, 2001, and 2003 by the same author can be found in the 16th, 17th, and 19th volumes respectively of the same journal.

Edyburn, D. L. 2005. Universal design for learning. Special Education Technology Practice 7.5: 16–22.

This article discusses the significance of Universal Design for Learning (UDL) in promoting access through the application of technology for students with disabilities in the general education classrooms to help facilitate learning.

Edyburn, D. L. 2007. Technology-enhanced reading performance: Defining a research agenda. Reading Research Quarterly 42.1: 146–152.

DOI: 10.1598/RRQ.42.1.7

Outlines the issues fundamental to understanding the efficacy of technology for enhancing reading performance, and also proposes recommendations that illustrate future directions that could help in operationalizing a research agenda concerning the use of technology for enhancing functional reading performance.

King, T. W. 1999. Assistive technology: Essential human factors . Boston: Allyn & Bacon.

The book offers a comprehensive understanding of the human factors in assistive technology through real clinical experiences and discusses the critical issues on the human factors that need to be considered in clinical practice by professionals, clinicians, and educators in the choice of the assistive devices they recommend, select, purchase, design, or use with their clients and students.

Rose, D. H., T. S. Hasselbring, S. Stahl, and J. Zabala. 2005. Assistive technology and Universal Design for Learning: Two sides of the same coin. In Handbook of special education technology research and practice . Edited by D. Edyburn, K. Higgins, and R. Boone, 507–511. Whitefish Bay, WI: Knowledge by Design, Inc.

The paper compares assistive technology and Universal Design for Learning, reasoning that both approaches, being essential and complimentary, can ultimately help improve the lives of individuals with disabilities. Also available online .

UNESCO. 1994. The UNESCO Salamanca Statement and Framework for Action on Special Needs Education . UNESCO, Paris.

The Salamanca Statement and Framework for Action on Special Needs Education (UNESCO 1994), within a rights-based perspective on education, calls for accommodation of all children regardless of their physical, intellectual, emotional, social, linguistic, or other conditions, and to respond flexibly to the circumstances and the needs of all learners in order to attract and retain children from marginalized and excluded groups.

Zabala, J. S. 2005. Ready, SETT, go! Getting started with the SETT framework . Closing the Gap 23.6: 1–3.

The article highlights the significance of the SETT framework and states that, using it as a guide, it is possible from the start to address and overcome the many obstacles that students with disabilities encounter in the use of assistive technology which leads to their marginal inclusion, dissatisfaction, and, as a result, device abandonment.

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Assistive technology for the inclusion of students with disabilities: a systematic review

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• Published: 10 June 2022
• Volume 70 , pages 1911–1930, ( 2022 )

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The commitment to increase the inclusion of students with disabilities has ensured that the concept of Assistive Technology (AT) has become increasingly widespread in education. The main objective of this paper focuses on conducting a systematic review of studies regarding the impact of Assistive Technology for the inclusion of students with disabilities. In order to achieve the above, a review of relevant empirical studies published between 2009 and 2020 in four databases (Web of Science (WoS), Scopus, ERIC and PsycINFO) was carried out. The sample consists of 31 articles that met the inclusion criteria of this review, out of a total of 216 identified. Findings of this study include that the use of Assistive Technologies is successful in increasing the inclusion and accessibility of students with disabilities, although barriers such as teacher education, lack of information or accessibility are found.

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Introduction

In the educational field, students with disabilities face a set of barriers that limit their learning and achievement in different activities that take place in the classroom setting. It is essential that these students have access to the same opportunities to participate in society as their peers. In this context, digital technologies are a tool to access the curriculum. In this regard, evidence has shown that digital technologies (computers, laptops and mobile devices) have changed many students’ lives (Bond, 2014 ). Despite these changes affecting education, little attention has been paid to how students with disabilities have incorporated technologies into their daily lives (Passey, 2013 ; European Schoolnet, 2014 ). This is not surprising, given that existing research on children with disabilities is scarcely developed (McLaughlin et al., 2016 ), while generic research often excludes this sector of the student population (Connors & Stalker, 2007 ). This may be a challenge in terms of ensuring equal opportunities to access and benefit from digital technologies.

This concern to ensure equality and equity is evidenced in most of the international initiatives over the past decade, for example the UNESCO-Weidong Group project “Harnessing ICTs for Education 2030” which will, over four years, support participating Member States in harnessing the potential of ICTs to achieve ODS 4 by 2030. The United Nations also adopted, during its General Assembly on 13 December 2006, the resolution drafted by the International Convention on the Rights of People with Disabilities, in order to promote measures for research and development of disability-friendly technologies and their availability and use, including specific technical devices designed to improve the daily lives of people with disabilities.

Conceptualization

“Assistive Technology” (hereinafter AT) according to the World Health Organization (WHO), is a generic term that designates all systems and services related to the use of assistive products and the performance of services (WHO, 2001 ). Generally and according to the Assistive Technology Act of 1998, in the U.S. it is defined as “any item, piece of equipment or system, whether acquired commercially, modified, or customized, that is commonly used to increase, maintain, or improve the functional capabilities of people with disabilities” (Buning et al, 2004 , p. 98). For Lewis ( 1993 ), AT has two main purposes: on the one hand, to increase a person’s capabilities so that his or her abilities balance out the effects of any disability. And second, to provide an alternative way of approaching a task so that disabilities are compensated.

AT is proposed as an alternative for the interaction between students with disabilities and new digital devices (Emiliani et al., 2011 ), which:

Refers to the technologies (devices or services) used to compensate for functional limitations, to facilitate independent living, to enable older people and people with activity limitations to realise their full potential. Some technologies, even if not purposely designed for people with activity limitations, can be configured in such a way as to provide assistance or assistive functions when needed. The term AT covers any kind of equipment or service capable of meeting this definition. Examples include wheelchairs, prosthesis, communicators and telecommunication services. In eInclusion, AT includes, for example, equipment and services for access to information (e.g., for seeing, hearing, reading, writing), interpersonal communication and control of the environment. (p. 102)

AT is divided into low technologies, which do not use programming, such as magnifiers and pencil holding devices, and high technologies, which use programming, such as computers (McCulloch, 2004 ). Authors such as Cook and Hussey ( 1995 ) and Bryant & Crews ( 1998 ) also classify AT into two types: low or simple technology and high and complex technology. Low or simple technology has been described as equipment that is most often low cost and easy to create or obtain. These require a simplified process for operation (pencils, calculator loupes, paper communication boards, wheelchairs, etc.). Complex technology concerns equipment that has electronic technology (computers, electronic communication boards, electric wheelchairs, etc.).

To understand the role of AT regarding people with disabilities, it becomes necessary to review the concept of disability as well. In this regard, it must be said that disability has had different readings depending on the era and the predominance of health models. The contexts have been varied and even complementary, so explaining disability is a difficult task. The International Classification of Functioning, Disability and Health (ICF), published by the World Health Organization (WHO, 2001 ), is a bridge between the medical and social models, since it understands disability as the interrelationship between a person’s health condition and the environmental factors that affect his/her lifestyle. Thus, disability is understood as the circumstance of negative aspects of the individual’s interaction and its contextual factors, activity limitations and participation barriers. In the traditional medical model, a “disability” is defined as any form of impairment or limitation placed on an individual’s normal functioning, so “impairment” implies a reduction or weakening of normal functioning, and “limitation” implies a reduction of normal activity. In this way, we understand limitation as the multiple barriers that limit student learning and participation (Echeita, 2013 ).

AT is the basis for creating inclusive education systems in which students with disabilities enjoy the same training and learning as their peers who are not limited in their daily activities.

The scientific literature reports both the benefits of AT for students with disabilities and the barriers to teaching and learning processes. Regarding the possible benefits, authors such as Angelo ( 2000 ) studied how specialized technologies contribute to the development of skills that provide stimulation and support to this group of students. For Murray & Rabiner ( 2014 ), AT is able to fit instantly to a student’s level and provide instant feedback for improved learning. In addition, they support students with disabilities in performing tasks or functions that they would otherwise be unable to do (Sullivan & Lewis, 2000 ). For their part, Nelson et al., ( 2013 ) focused on improvements in academic performance and language development. Howard-Bostic et al., ( 2015 ) conducted research on the use of Multimedia Assistive Technology (MAT), finding that these tools improve the performance of university students.

NcNicholl et al., ( 2019 ) in a systematic review of AT use for students with disabilities in higher education identified four analytical themes: AT as a facilitator of academic engagement; barriers to effective AT use can hinder academic participation; the transformative possibilities of AT from a psychological perspective; and AT as a facilitator of participation. In this regard, other studies conclude that the potential use of AT for students with disabilities will promote inclusion and decrease stigma (De Witte et al., 2018 ; Asongu et al., 2019 ).

In relation to potential barriers, Byrd and Leon (2017) focused on three main aspects that prevent the inclusion and approach of students with disabilities in the use of so-called specialized Assistive Technologies: 1- AT is not available or accessible to students with disabilities. 2- High costs and precarious financing represent a limitation for the placement of AT for students with disabilities. 3- Lack of training in the use of virtual devices and platforms is the most prevalent barrier to the development of students with disabilities.

Copley & Ziviani ( 2004 ) identified limitations to their use in the field of education for people with disabilities. These include lack of suitable training and support for teachers, negative attitudes, insufficient assessment and planning processes, inadequate funding, difficulties in managing equipment and time-related barriers. Along these lines, there are many studies that have highlighted the lack of teachers’ training in the application of Assistive Technology programs (Murray & Rabiner, 2014 ; Howard-Bostic et al., 2015 ).

Purpose and research questions

AT aims to help people with disabilities overcome their limitations (Sauer et al., 2010 ). Due to the rapid development of technology, there is a need to update research results on the impact of AT for the inclusion of students with disabilities. Therefore, the purpose of this research is aimed in two directions: on the one hand, to assess the overall state of AT research to improve the inclusion of students with disabilities. On the other hand, to investigate the themes and future lines of research in this field.

The specific research questions addressed are:

Q1. What are the trends in scientific production on assistive technology for students with disabilities in the field of education? Q2. What are the findings on the use of Assistive Technology for students with disabilities between 2009 and 2020 in education? Q3. What are the limitations on the application of Assistive Technology among students with disabilities in education? Q4. What are the main lines of research in this field according to the keywords of the reviewed papers in the field of education?

A systematic review of bibliographic analysis has been carried out using analytical screening techniques and document quantification (Fernández-Batanero, Reyes-Rebollo & Montenegro-Rueda, 2019 ) in accordance with the guidelines and standards for systematic reviews of the PRISMA Statement (Preferred Reporting Items for Systematic reviews and Meta-Analyses) (Liberati et al., 2009 ), as an effort to locate all relevant scientific studies that aim to assess the impact of AT on improving the inclusion of students with disabilities. Likewise, social network analysis techniques have been used (Knoke & Yang, 2008 ) using visual representation with the VOSviewer software. This methodology enables the quantification of scientific output related to inclusion and assistive technology.

Data sources and search strategy

To carry out this review of the literature, four databases have been used to find eligible studies on Assistive Technology for students with disabilities. The databases included were Web of Science, Scopus, ERIC and PsycINFO. Consequently, the main reasons for choosing these four databases were their scientific impact and internationally recognized prestige in the academic community of the social sciences and education fields.

To obtain the articles, we applied an advanced search model using the following descriptors in the title, summary or key words fields: assistive technology (AT), inclusion and disability. To give greater accuracy to the study, Boolean operators “AND” and “OR” were incorporated into the different searches. We also tracked reference lists from relevant papers. Searches for studies were limited from 2009 to 2020, in order to extract the most current research in this field. The bibliographic search was carried out in March 2021, and obtained 741 results. After the elimination of duplicate studies, 321 articles remained for eligibility screening.

Eligibility criteria

Firstly, the PICO strategy (Population, Intervention, Comparison, and Outcome) was used to define the eligibility criteria. In this regard, we followed the recommendations of Pertegal-Vega, Oliva-Delgado and Rodríguez-Meirinhos ( 2019 ): population, phenomenon of interest, context, and study design.

The procedure for the selection of publications, in order to obtain in-depth evaluation about the validity of all included studies, was carried out through a double screening using the inclusion-exclusion criteria. Articles were restricted to peer-reviewed journal articles in the last decade. The following inclusion and exclusion criteria were used to identify study articles (Table  1 ):

Process flow of the systemactic review

Using these inclusion and exclusion criteria, we filter the publications following the recommendations for systematic reviews and meta-analyses. Figure  1 shows the PRISMA flow diagram followed for search, identification, screening, eligibility and inclusion processes (Moher et al. 2009). To increase reliability, all authors of the manuscript participated in the selection of the studies to include.

A first initial search, based on a combination of the different selected descriptors, identified 188 articles in the four selected databases. It was also completed with a manual search by reviewing the reference lists of the identified articles, selecting 28 articles. In total, 216 articles have been selected.

After a first reading of titles and abstracts, duplicate articles were removed, resulting in the elimination of 86 items. Subsequently, an exhaustive verification of the remaining 130 articles was carried out, assessing the established selection criteria, and 99 items were deleted for the following reasons: type of document (52) or inadequate context (47). Finally, 31 articles were obtained (Fig.  1 ).

Sample selection flowchart

Coding procedures and data analysis

To analyse the 31 selected studies, a data extraction table was developed to facilitate the review, which included (a) identification of authors and year of publication, (b) participants’ information, (c) methodological design of the study, (d) results and AT included in the study, (e) number of citations of article, and (f) country, resulting in a database that has subsequently been presented descriptively (Appendix 1).

This section reports the results, both quantitative and qualitative, obtained in this study. The data are shown in the following sections in response to each of the research questions stated above.

Overview of research on Assistive Technology for students with disabilities

This systematic literature review has drawn 31 articles from the different databases analysed. The review focused on scientific articles produced between 2009 and 2020, which aimed to evaluate the impact of the use of assistive technology in the education of students with disabilities. As see in Fig.  2 (below), where the distribution of the relevant studies published during this period is shown, there is an increasing trend in research in this field. Looking at the analysis of the year of publication of these studies, it is shown that the publication trend starts from the year 2017 to the present. Between the years 2009–2016 there was a small number of articles published. However, from 2017 onwards, an increase in the number of publications on this topic can be observed.

Distribution of articles by year

Figure  3 displays the number of studies provided by each country. Looking at the location of the countries where these studies analysed were carried out, we can show that they were mainly carried out in the USA (n = 16), followed, although less substantially, by Brazil (n = 4) and Turkey (n = 3). The figure shows that research attracts interest in countries all over the world.

Distribution of the articles analysed by country

The analysis of the study design used does not provide an overview of how research in this field is being approached. These data indicate that, in terms of study design, 58.06% of the studies are conducted qualitatively. Quantitative studies are less common (38.71%), while only one study reviewed is classified as mixed (3.23%) (Fig.  4 ).

Type of methodology used

Research into the use of assistive technology applied to any stage of education has been undertaken. Thus, the data show that the educational level with the highest application of assistive technology is secondary education (41.94%), followed by primary education (38.71%). Studies aimed at the university stage are lower (12.90%). In the case of Early Childhood Education, there are very few (6.45%).

Citation analysis is one of the types of research that determine the impact of publications in scientific processes (Cañedo Andalia, 1999 ). In this way, the quality and impact of the research in this field is not yet relevant, because most of the publicationshave received between 0 and 5 citations (70.97%), 19.35% between 5 and 10 citations and only 9.38% have received more than 10 citations.

Benefits of using Assistive Technology for students with disabilities

Among the type of Assistive Technology used for this group of students, we find a wide variety of tools. Among them, the use of Web 2.0 stands out (28.57%), such as the use of social networks, websites, browsers…; mobile learning (25%), among which we find the Tablet, the iPad or the mobile phone; or the use of hardware or software (21.43%) (Fig.  5 ).

Main Assistive Technology for student inclusion

Considering the articles reviewed, these tools are being used mainly with visually impaired students (25%), followed by hearing impaired students (21.43%) and physically impaired students (14.29%). Students with autism (10.71%), intellectual disability (7.14%) or behavioural disorder (3.57%) are less likely to be used. The rest of the publications (17.86%) do not specify the type of disability (Fig.  6 ).

Students using assistive technology

AT provides students with a set of benefits such as inclusion (20.95%) and accessibility (20.95%) to school, as stated by the articles selected in this review. Among other benefits, we find that they improve the teaching-learning process (13.51%), the development of autonomy and independence (18.92%), the acquisition of social skills (11.49%), the participation (9.46%) and the motivation (4.73%) of students (Fig.  7 ).

Benefits of the use of Assistive Technology

Limitations of the use of Assistive Technology with students with disabilities

All the articles reviewed point out the importance of the use of Assistive Technology as a required tool for students with disabilities at school. However, there are still different challenges that schools must overcome in order to apply these tools with their students. Among the main difficulties found, there are mainly the need for teacher training and education (42.86%), as well as the difficulties of access to them (32.14%) (Fig.  8 ).

Difficulties in the use of Assistive Technology

Lines of research on the use of Assistive Technology with students with disabilities

In order to analyse the research topics addressed in the literature in this field, an analysis of the relationships between the automatically extracted keywords or Key Words Plus (KW+) from the 31 studies analysed was carried out using the VOSviewer programme. Using the process of analysing the network map, three main themes were identified through analysis in the data. These were: “AT as an enabler of inclusion and participation” (cluster 1), “barriers to effective use of AT” (cluster 2) and “possibilities and benefits of AT” (cluster 3).

Therefore, a total of 45KW + has been extracted. In Fig.  9 , the 3 groups or clusters can be clearly observed, which have been generated according to the similarity between them. The size of each node and their distance from each other sets the relationship between them.

Labelled bibliometric map

The 3 thematic clusters that defined the main research topics in this field are:

Cluster1: identified in red, this is the main theme on which this study focuses, i.e. the impact of Assistive Technology on the inclusion and accessibility of students with disabilities. It can be noted that this cluster includes terms such as assistive technology, inclusion, technology, resource, impact, software, web, tablet, support, social technology, and robotic.

Cluster 2: it appears in blue, and it is related to the barriers or obstacles that hinder the application of Assistive Technology in education. In this group some of the most prominent elements are teacher training, education, higher education, society, school, context, training, and evidence.

Cluster 3: is shown in green. This group stands out for the benefits of applying these tools to students with educational needs. It also refers to the possibilities offered by Assistive Technology to make accessible education for all. It highlights items such as: autonomy, participation, social skill, access, assistant teacher, inclusive education, motivation, disability, and skill.

On the other hand, we include the bibliometric density map where it is shown the relevance of the analyzed keywords. Therefore, the following cores can be highlighted (Fig.  10 ):

In the middle zone of the map (yellow color) are placed, due to their importance and co-occurrence, those most relevant keywords in the scientific production about Assistive Technology for students with disabilities (student, disability, assistive technology, teacher).

In the peripheral zone of the map (colors that tend to green), evidence shows less interest and level of co-occurrence in the current scientific production (impact, inclusive education, social technology, experience, assistant teacher).

Bibliometric map tagged

Discussion and conclusions

This review explores the impact of scientific production related to Assistive Technology on the inclusion of students with disabilities published between 2009 and 2020. According to our findings, these tools emerge as suitable instruments for both accessibility and inclusion of students, as well as for meeting their educational needs during their learning process (Clouder et al., 2019 ; Satsangi et al., 2019 ).

Thus, among the papers reviewed, several noteworthy findings will be discussed, in response to the research questions proposed in this study. First, considering the first question on trends in scientific production over time (RQ1), we can mention that there are possible trends and indications that suggest an increase in the use of AT in education in the last few years. Research in this field over the last decade is not very relevant; however, from 2017 to the present, a progressive increase has taken place. We can also highlight that the impact and repercussion of these studies is not very high, since most of the articles have a very low citation rate. The more frequently a paper is cited, the more often the scientific community recognises the influence or impact of the cited topic (Cañedo Andalia, 1999 ). The scarce existence of scientific literature and its low impact is one of the main problems that may hinder the implementation of these tools in the classroom, because this field is underdeveloped. Similarly, the limited existence of scientific literature on the use of AT for the care of students with disabilities makes it difficult to answer the research questions posed. Even so, the findings help us to lay the foundations for working to improve the education of these people, both by offering technological solutions and by working on training and awareness-raising in this regard (Molero-Aranda et al., 2021 ).

With respect to the countries that concentrate the greatest scientific production in this field, it should be said that AT is of world-wide attention, so that AT research has been developed in different countries, mainly in the United States, followed by Brazil and Turkey. This fact enables a reflection on future research in order to know if the country and its context affect the use of these technologies for the inclusion of students.

In relation to the research designs that prevail in the studies analyzed, it should be noted that these mainly show a qualitative approach, with observation and interviews prevailing as data instruments, followed by quantitative ones.

The second research question (RQ2), related to the results of using AT with students with disabilities, aims to synthesise the positive impacts in terms of the improvements or benefits they bring to students. AT has a significant impact on academic engagement. The use of these tools was found to improve the academic performance of students with disabilities (Fortes Alves & Pereira, 2017 ; Tamakloe & Agbenyega, 2017 ; Bouck et al., 2020 ; Sivakova, 2020 ). Some articles also reported the benefits of AT for the development of autonomy and participation (Harper et al., 2017 ; Mercado de Queiroz & Presumido Braccialli 2017 ; McNicholl et al., 2020 ). The results show an increase in the acquisition of social skills (Ari & Inan, 2010 ; Murry, 2018 ). Finally, it is worth mentioning that these tools promote motivation and increase students’ attention (Paula, 2003 ; Arpacik et al., 2018 ; Bondarenko, 2018 ). The results analysed point out that there are different types of Assistive Technology used according to the functionality that they want to provide, highlighting mainly the use of Web 2.0. Although there are still digital gaps, most schools and teachers have access to the Internet which means that they can use this available and low-cost resource, and it can support both student inclusion and learning (Lyner-Cleophas, 2009; Kamali Arslantas et al., 2019 ; Ok & Rao, 2019 ). Mobile learning also stands out (25%), including the iPad or smartphone. These devices are very useful because they are small and portable, and they enable the installation of relevant applications for these students (Ismaili & Ibrahimi, 2017 ; Brinsmead, 2019 ), a fact that has resulted a trend in the use of these tools in recent years, agreeing with previous studies (Fichten et al., 2014 ). In this way, we can outline that the most generic resources are mainly used (McNicholl et al., 2020 ). The use of other useful resources to encourage the participation of this group of students using hardware or software should also be highlighted (21.43%) (Emcarnaçao et al., 2017 ).

These tools are mainly relevant for visually impaired students, followed by hearing impaired and physically handicapped students (Quinn et al., 2009 ; Ferreira et al., 2013 ; Ismaili & Ibrahimi, 2017 ). Thus, it can be stated that AT is successful and necessary to ensure the inclusion of this population in the classroom; however, although it has many benefits for all students, its use also involves challenges and barriers associated with the use of AT in the classroom. These barriers can hinder the effective use of AT.

In this regard, in response to the third research question (RQ3), all articles identified situations where AT cannot be used effectively. These include inadequate training in the use of ATs with learners with disabilities by teachers or difficulties in accessing these tools (Copley & Ziviani, 2004 ; Johnstone et al., 2009 ; Coleman et al., 2015 ; Alammary et al., 2017 ; Ismaili & Ibrahimi, 2017 ; Byrd & León, 2017 ). Teacher training in AT is related to improved student academic performance by being able to select the most appropriate tool to meet the needs of their students (Jones & Hinesmon-Matthews, 2014 ; Laloma, 2005 ; Malcolm & Roll, 2017 ; Yankova, 2019 ). Difficulties of access hinder the implementation of AT in education. These are mainly associated with economic factors, lack of adequate supports or lack of funding (McNicholl et al., 2019; Atanga et al., 2020 ).These tools may effectively support student inclusion by providing adaptations, but their high cost, because some resources such as the iPad are quite expensive, limits their access to wealthier consumers (Flanagan et al., 2013 ; Koch, 2017 ; Brinsmead, 2019 ). As a result, it is clear that rural areas have less resources and greater difficulties to access them than urban areas (Davis et al., 2013 ).

The main research topics in this field (RQ4) taking into account both the review of the articles and the analysis of the bibliometric maps helped to identify the different main topics involved within this field of research. Firstly, the importance of the use of AT as a facilitating element for school inclusion is highlighted, providing access for all students to education, including those with some kind of disability or educational need. Secondly, it highlights the benefits of implementing Assistive Technology with students with disabilities. Finally, it is related to the barriers or obstacles that hinder the application of Assistive Technology in the education of students with disabilities. As well as the possibilities offered by Assistive Technology to access education for the whole population. Research and applications of the use of assistive technology with learners with disabilities have been conducted around the world. However, despite these efforts, it has not been possible to integrate the appropriate tools to satisfy the main needs of these students. This review has identified important directions for future research and possible ways in which schools should consider integrating AT into the learning of students with disabilities. Teachers have a primary role in promoting the use of ATs, therefore, in order to achieve inclusion of students with disabilities, teacher need to acquire the necessary skills and competences (De Sousa, 2014 ; Roque, Perreira, Neto & Macario, 2018 ; Ahmed, 2020 ; Viana & Fontoura Teixeira, 2019 ; Arori, Al Attivah, Dababneh & Hamaidi, 2020 ). The results show that many of the generic devices (smartphones, digital board...) are used as AT, due to the fact that many offer accessibility features. Looking ahead, it is a need to integrate universal design into teacher technology training to maximise the benefits for all learners (Messinger-Willman & Marino, 2010 ).

Implications for further research

The limitations found have been addressed taking into account the results of this review because, although it has been possible to note how current research in this field is developing worldwide, it would be useful to identify the most appropriate AT to meet the needs of students according to their disabilities, as well as to promote training plans for teachers in order to implement these tools properly in the classroom.

In this way, researchers should explore the use of AT in relation to the type and degree of disability of learners. In this sense, it is also necessary to investigate effective teaching and learning strategies for these learners. In order to do so, it is necessary for teachers to have an adequate level of training, so that they can apply these tools in the classroom.

Limitations

A limitation of this paper is that the selection of the articles analyzed is restricted to the databases selected by the authors, although they are the most important for the educational scientific community. Therefore, in future research it would be desirable to study this topic with a wider and more extensive scope, including other articles from journals indexed in other databases with less scientific recognition, but which may include good practices.

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Fernández-Batanero, J.M., Montenegro-Rueda, M., Fernández-Cerero, J. et al. Assistive technology for the inclusion of students with disabilities: a systematic review. Education Tech Research Dev 70 , 1911–1930 (2022). https://doi.org/10.1007/s11423-022-10127-7

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Inclusive Education with Assistive Technology

Faith Zwarych

[email protected]

Ontario Tech University

Assistive technology allows individuals with unique needs to succeed in tasks they may not be able to do regularly. There is a rise in implementing assistive technology into the classroom, as it helps educators create an inclusive environment for their students. The following review examines the literature surrounding the benefits of including assistive technology in education. There needs to be more data surrounding the perspectives of individuals who use assistive technology to succeed in education. Recommendations include further research on these perspectives, getting educators training on assistive technologies available, and the need to continue improving existing assistive technology. Looking ahead, fostering a culture of inclusivity, and promoting awareness about the benefits of assistive technology in education is crucial. Reviews such as these will help advocate the efforts to help create an environment where assistive technology is embraced, reducing stigma and encouraging widespread adoption.

assistive technology, education, inclusive environment, stigma,

Introduction

In today’s diverse and inclusive educational landscape, assistive technology has emerged as a powerful tool in fostering an inclusive classroom environment. By breaking down barriers and providing tailored support, assistive technology ensures that students with varying abilities can actively participate and thrive alongside their peers. This chapter investigates the benefits of incorporating assistive technology into educational settings, focusing on its impact on individuals with unique needs. A review of some existing literature on the advantages of using assistive technology in education will be conducted to accomplish this aim. The focus will be on analyzing studies that highlight the positive outcomes associated with its implementation. Overall, this chapter will contribute to the existing body of knowledge by shedding light on the benefits of integrating assistive technology in education while emphasizing the importance of considering the perspectives of those who rely on such technology. By promoting understanding and awareness, this chapter aims to support the development of inclusive educational practices that leverage assistive technology to empower individuals with unique needs.

Background Information

Forgrave (2022) examines the diverse range of assistive technology tools and devices used in education to support students with learning disabilities, emphasizing their positive impacts, such as improved academic performance, increased independence, enhanced self-confidence, and a more inclusive learning environment. While the article contributes valuable insights to the existing literature, it needs to fully address external factors that can hinder the implementation of assistive technology, such as availability and societal stigma, potentially leaving educators unprepared to navigate these challenges. Nevertheless, the article underscores the significance of integrating assistive technology into educational practices to foster inclusivity and empower all students, irrespective of their abilities.

Parette and Scherer (2004) delves into the complex challenges faced by individuals who use or require assistive technology, highlighting the significant barriers, particularly the social stigma surrounding its use. The authors emphasize that while assistive technology can enhance the abilities of individuals with disabilities, its visibility can lead to societal judgments, misconceptions, and prejudices, potentially causing embarrassment, self-consciousness, and being perceived as different or less capable by others. To mitigate this stigma, careful consideration of factors such as device aesthetics, gender and age appropriateness, social acceptability, sublimation, and professional deference, as well as teachers’ acceptance of disability (Parette & Scherer, 2004) becomes crucial when selecting appropriate assistive technology for educational purposes. This scholarly contribution enriches the existing literature on assistive technology by recognizing the negative impacts associated with its use, even when aligned with learning goals. Acknowledging the enduring social stigma and offering guidance to educators, this article provides insights for creating an inclusive classroom environment, such as teacher training on both the preservice and in-service levels regarding the choices of available assistive technology (Parette & Scherer, 2004). However, a notable limitation of the article lies in the absence of qualitative research to substantiate the claims made by Parette and Scherer. While they effectively highlight the negative consequences of assistive technology use and propose strategies to mitigate stigma, their recommendations would be strengthened with empirical evidence. The authors conclude by underscoring the need for further research to explore the current and ongoing effects of stigma associated with assistive technology.

Hasselbring and Williams-Glaser (2000) delve into the substantial benefits of computer technology in revolutionizing the educational experiences of students with special needs, countering the adverse effects of societal stigma and the limitations of traditional educational approaches. The authors accentuate the advantages of personalized learning, as computer technology empowers students with special needs to receive individualized instruction tailored to their distinct learning styles, paces, and abilities (Hasselbring & Williams-Glaser, 2000). This personalized approach fosters a more inclusive and supportive learning environment. Furthermore, computer technology significantly enhances accessibility by offering a range of assistive devices, including specialized keyboards, touch screens, and eye-tracking technology, enabling students with physical disabilities to access educational content and actively engage with it (Hasselbring & Williams-Glaser, 2000). While the article could benefit from a deeper exploration of the barriers to implementing assistive technology, it underscores the importance of supporting students with special needs in their learning pursuits to establish a truly inclusive classroom environment.

While examining the use of assistive technology to create meaningful art experiences, Coleman and Cramer (2015) shed light on the barriers that students with disabilities often encounter in art education, highlighting the inherent limitations of hands-on artistic activities and the need for inclusivity. The authors present a range of assistive technologies that empower these students to engage in artistic expression, promoting creativity, communication, and overall well-being. For instance, Switches are discussed as an example for students with physical disabilities, allowing them to control artistic tools such as paintbrushes or sculpting materials, enabling alternative methods of art creation (Coleman & Cramer, 2015). This article contributes to the existing literature on assistive technology in education by providing specific examples that educators can incorporate into their curriculum planning to support students with unique abilities. However, a notable critique is the need for empirical data to substantiate the recommendations. Qualitative research exploring students’ experiences with and without assistive technology in art classes would have strengthened the article’s claims regarding the effectiveness of assistive technology. Nevertheless, the article underscores the importance of finding suitable assistive technology solutions to ensure the inclusion of all students within the art curriculum, thus fostering an inclusive classroom environment.

Ayon and Dillon (2021) explore the multifaceted nature of assistive technology within the educational context. They conceptualize assistive technology as a socio-technical design challenge, emphasizing the dynamic interplay between technology and social factors during its development and implementation. The authors advocate for viewing assistive technology as a socio-technical system encompassing the interaction between technology, users, and the educational environment (Ayon & Dillon, 2021). They underscore the need to consider assistive technology’s social and cultural aspects, including the roles of teachers, students, and stakeholders, alongside broader educational policies and practices (Ayon & Dillon, 2021). The article highlights the importance of inclusivity in assistive technology design, advocating for a user-centered approach that actively involves individuals with disabilities, educators, and stakeholders in the design process. The authors stress the significance of user participation to ensure that assistive technology effectively addresses specific needs and enhances educational experiences (Ayon & Dillon, 2021). The article contributes to the existing literature by discussing the positive effects of implementing assistive technology and emphasizing the ongoing evaluation and assessment necessary in educational settings. The impact and effectiveness of assistive technology should be evaluated holistically, considering academic outcomes and social, emotional, and psychological factors. The authors acknowledge the need for long-term studies and user feedback to refine and improve assistive technology solutions. While the article presents a comprehensive perspective on assistive technology in education, a critique lies in the need for more data illustrating the improvements resulting from the presented classroom design. Comparative analysis and evidence-based support would enhance the authors’ claims regarding the effectiveness of their proposed inclusive classroom approach.

Zascavage and Winterman (2009) aims to equip middle school educators with essential knowledge about assistive technology (AT) and universal learning design (UDL) to support diverse student needs in inclusive classrooms. The article introduces AT as tools, devices, and strategies that enhance the functional capabilities of students with disabilities, emphasizing that AT encompasses specialized devices and low-tech solutions, software, and digital resources. UDL is a framework that guides instructional design by offering multiple means of engagement, representation, and action/expression to optimize student learning opportunities (Zascavage & Winterman, 2009). The article contributes to the existing literature by emphasizing the benefits of integrating AT and UDL in middle school classrooms. It highlights their role in promoting independence, communication, and active engagement for students with disabilities and catering to diverse learning needs. However, a critique of the article is the need for novel recommendations on specific assistive technologies to implement in the classroom. While text-to-speech and speech recognition programs are mentioned as examples, there may be more suitable options for individual student needs. Overall, the article provides valuable insights for educators in creating universally inclusive classrooms with assistive technology.

Applications

Based on the above literature, there are many implications related to assistive technology in education. For instance, there is a significance when implementing assistive technology in the classroom. Some of the instructional design advantages include accessibility, personalized learning, increased communication and expression, skill development, integration and collaboration, empowerment, and independence. These findings support existing literature on assistive technology in education. They also contribute new ideas and examples of assistive technology for educators. For example, on top of popular assistive technology choices such as speech-to-text or text-to-speech devices, they also offer switches used in art and word prediction software for writing activities. These new perspectives and examples help to understand the advantages of assistive technology that help educators create an inclusive classroom for all students and their abilities.

Recommendations

Based on the literature discussed, the following recommendations can be made regarding the implementation of assistive technology in education:

Conduct Needs Assessment

Conduct a thorough needs assessment to identify the specific requirements of students with disabilities. Understand their unique challenges, learning styles, and preferences to determine the most suitable assistive technologies for their needs.

Provide Educator Training

Ensure that educators receive comprehensive training on available assistive technologies and their effective integration in the classroom. Educators should have the knowledge and skills to support students in utilizing assistive technologies and optimizing their educational experiences.

Foster an Inclusive Classroom Environment

Promote a culture of inclusivity within the classroom by raising awareness about the benefits of assistive technology and debunking misconceptions or stigmas associated with its use. Encourage open dialogue and understanding among students to create an accepting and supportive environment.

Involve Students in Decision-Making

Actively involve students with disabilities in selecting and implementing assistive technologies. Their input and feedback are invaluable in ensuring that the chosen technologies align with their specific needs and preferences.

Continuously Evaluate and Improve

Regularly assess the effectiveness of assistive technologies in meeting students’ needs and desired outcomes. Seek feedback from students, educators, and other stakeholders to identify areas for improvement and refine the assistive technology solutions accordingly.

Explore a Range of Assistive Technologies

Recognize that assistive technologies encompass many tools, devices, software, and digital resources. Consider both high-tech and low-tech options to accommodate diverse learning styles and preferences. Continuously explore emerging technologies and stay updated on the latest advancements in the field. Some examples of assistive technologies discussed in the above literature include:

• Text-to-Speech Software: These tools convert written text into spoken words, helping students with reading or visual impairments access and comprehend written content more effectively.
• Speech Recognition Software: Speech recognition software allows students to dictate their thoughts and ideas, converting spoken words into written text. This technology supports students with difficulties in writing or typing.
• Graphic Organizers and Mind Mapping Software: These tools help students organize their thoughts and visually represent information. They can be especially beneficial for learners with executive function challenges or those who benefit from visual representations of concepts.
• Augmentative and Alternative Communication (AAC) Devices: AAC devices assist individuals with communication impairments by enabling them to express themselves through symbols, pictures, or speech-generating devices. AAC tools are handy for students with speech and language disorders.
• Electronic Braille Displays: Electronic Braille displays provide tactile feedback by transforming digital text into Braille characters. They are designed for students with visual impairments, allowing them to access digital content and participate in computer-based activities.
• Assistive Listening Devices: These devices enhance sound quality and reduce background noise, benefiting students with hearing impairments. Assistive listening devices include personal FM, loop, and amplified classroom sound systems.
• Adaptive Keyboards and Mouse Devices: These assistive technologies modify standard keyboards and mice, accommodating students with motor or physical disabilities. Examples include large-key keyboards, one-handed keyboards, or joystick-controlled mice.

Collaboration and Partnerships

Foster collaboration and partnerships between educators, specialists, parents, and other relevant stakeholders to ensure a comprehensive approach to assistive technology implementation. Leverage collective expertise to identify innovative solutions and provide holistic support to students.

Consider Universal Design for Learning (UDL)

Incorporate Universal Design for Learning principles into instructional design to accommodate learner variability. Provide multiple means of engagement, representation, and action/expression to optimize learning opportunities for all students, including those with disabilities.

By following these recommendations, educators can effectively integrate assistive technology into education, creating inclusive environments that support all students’ diverse needs and abilities.

Conclusions

The potential for assistive technology to further enhance inclusive education is vast. It is essential to continue exploring new possibilities and implementing future recommendations to capitalize on its benefits. First and foremost, there is a need for ongoing research and development to improve existing assistive technologies and create new solutions. Professional development and training programs should also be offered to educators to enhance their knowledge and skills in utilizing assistive technology effectively in the classroom. By investing in research, accessibility, training, and advocacy, we can harness the power of assistive technology to break down barriers, promote equal opportunities, and ensure that every student has the tools they need to succeed in their educational journey. Through its seamless integration into educational settings, assistive technology is revolutionizing how educators approach inclusive education, promoting equal opportunities and enhancing the overall educational journey for all students.

Ayon, V., & Dillon, A. (2021). Assistive Technology in Education: Conceptions of a Socio-technical Design Challenge. The International Journal of Information, Diversity, & Inclusion, 5 (3), 174–184. https://www.jstor.org/stable/48644451

Coleman, M. B., & Cramer, E. S.(2015). Creating Meaningful Art Experiences With Assistive Technology for Students With Physical, Visual, Severe, and Multiple Disabilities. Art Education , 68 (2), 6–13. http://www.jstor.org/stable/45154660

Hasselbring, T. S., & Candyce H. Williams Glaser. (2000). Use of Computer Technology to Help Students with Special Needs. The Future of Children, 10 (2), 102–122. https://doi.org/10.2307/1602691

Parette, P., & Scherer, M. (2004). Assistive Technology Use and Stigma. Education and Training in Developmental Disabilities, 39 (3), 217–226. http://www.jstor.org/stable/23880164

Forgrave, K. E. (2002). Assistive Technology: Empowering Students with Learning Disabilities. The Clearing House, 75 (3), 122–126. http://www.jstor.org/stable/30189719

Zascavage, V., & Winterman, K. G. (2009). What Middle School Educators Should Know about Assistive Technology and Universal Design for Learning. Middle School Journal, 40 (4), 46–52. http://www.jstor.org/stable/23047401

Technology and the Curriculum: Summer 2023 Copyright © by Faith Zwarych is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Assistive Technology in The Classroom Empowers Students with Disabilities

Micah Castelo is a web editor for  EdTech: Focus on K-12 . Her experience includes education and community news coverage for the  Syracuse Post-Standard  and international news reporting for the Pulitzer Center on Crisis Reporting. 

When the Academy of Whole Learning, a K–12 private school in Minnesota for students with autism spectrum disorder and individual learning needs, introduced virtual reality technology in their classrooms, students could not contain their excitement.

Using  Lenovo  VR headsets and Google Expeditions, they took a tour across the world — from the Great Barrier Reef to the North Pole — without ever having to leave their classroom.

Kade Drechsler, a middle school teacher at the school,  tells  EdTech  that the immersive VR experience helped students stay focused and engaged during their lessons. The experience blocked out any classroom distractions and made students feel as if they were actually in the environment they were exploring.

It also gave students an opportunity to practice social skills. “It’s great to see how they build friendships through these virtual experiences,” Drechsler says.

This is just one example of how technology can give students who think and learn differently a more personalized and accessible learning experience.

Referred to as assistive technology, these tools are “any type of equipment or software that helps people to work around the challenges they have, whether that be with learning, communication or mobility,” explains Kara Ball, an elementary science and STEM education specialist for Baltimore City Public Schools and a special education expert at Understood , a nonprofit organization providing support for people with disabilities and their families.

But what types of assistive technology tools are out there? And how can educators best use them in a modern learning environment to help students of all abilities reach their full potential?

MORE ON EDTECH:   Read about the 2020 ed tech trends that focus on equity and tech accessibility.

Examples of Assistive Technology in the Classroom

Nearly 7 million students in the U.S. — almost 14 percent of all students — received special education in the 2017–2018 school year under the Individuals with Disabilities Education Act (IDEA), according to the most recent figures from the  U.S. Department of Education .

To ensure those services are provided and that instruction is inclusive of all learners, school districts are increasingly integrating assistive technology tools in general education classrooms.

Ball categorizes them into two areas: high tech and low tech. High tech refers to devices or equipment with digital or electronic components, such as augmentative communication devices, alternative keyboards and power wheelchairs. It also includes software or built-in accessibility features on devices such as text to speech, word prediction and optical character recognition. Low tech refers to simple adaptive tools such as timers, graphic organizers and flexible furniture.

“Assistive technology really gives students the ability to access grade-level content and allows them to be independent,” Ball says.

READ MORE:   Discover how immersive technology sparks critical thinking, communication, collaboration and creativity.

Adopting Assistive Technology in a Modern Learning Environment

As schools increasingly embrace  modern learning environments  and integrate technology into classrooms and the curriculum, they must also be mindful about potential barriers of technology in special education.

Here are a few ways educators can use digital tools in the classroom to meet the individual needs of their students and help them through learning challenges:

• For students who are blind or visually impaired:  Today, many devices such as  Google  Chromebooks come with audiovisual assistance. For example, Chromebooks have a built-in screen reader called  ChromeVox , which reads content out loud for users on the Chrome browser. Chromebooks also have features that make on-screen content easier to read, such as screen magnifiers, high-contrast mode and select-to-speak. Teachers can also plug in or pair a Braille keyboard with Bluetooth if students need Braille support. Popular cloud-based applications such as G Suite for Education and  Microsoft  Office 365 also have dictation capabilities, allowing students to type by using their voice.
• For students who are deaf or hard of hearing:  Ball says she uses FM systems — wireless devices that directly transmit sounds to a hearing aid — to communicate clearly with students who have hearing loss, even in a noisy classroom. For teachers using video technology in the classroom, there are educational apps such as  Flipgrid  with closed-caption features, as well as videoconferencing tools such as Microsoft Teams, which comes with live captioning and subtitles.
• For students with speech disabilities:  Speech-to-text software and word prediction tools can assist students with speech disabilities in communicating with their teachers and peers. For example, Office 365 applications have Dictate, an AI-enabled add-in that allows students to speak into a microphone and have their speech converted into text on the computer.
• For students with learning, cognitive and developmental disabilities:  Besides creating VR experiences for students with autism, tools such as memory aids, audio books and text-to-speech systems are especially helpful for students who need assistance with learning, attention and organization. One particular tool is Microsoft’s Immersive Reader, which was specifically designed to support students with dyslexia and dysgraphia. With the Immersive Reader, students can have text read out loud and broken into syllables — even in other languages. Microsoft’s Tell Me feature allows students to access commands on Office 365 applications without having to remember them. There are also downloadable fonts such as OpenDyslexic, which can enhance readability and reading speed for students with dyslexia, Ball says. Plus, there are handy smart tools such as the  Livescribe Echo Smartpen , which acts as an all-in-one microphone, speaker and storage device.
• For students who need mobility assistance:  One way teachers can optimize their classrooms for all students is by adopting flexible furniture, a key component of a modern learning environment.  Standing desks ,  wobble stools  and even exercise balls give students more freedom and comfort to move around in the classroom, Ball says. Another example is having students use  interactive displays or touch-screen monitors  if they aren’t physically able to use a keyboard or computer mouse.

With assistive technology, schools can create more inclusive classrooms and empower students with disabilities to participate in the general education curriculum.

“If I’d had any of those options available to me, I probably would have been a very different student,” says Ball, who has dyslexia and dyscalcula. “Being able to give students these resources to help them be independent is really the benefit of these technologies.”

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Examples of Assistive Technology in the Classroom Changing How Education Works

Students with disabilities, from deafness and blindness to ADHD , have the legal right to a free and appropriate K-12 education in the United States, as well as reasonable accommodations in their post-secondary education . Schools often meet these requirements with assistive technology, which, according to Cynthia Curry, refers to technology “intended to support the function of the individual.”

Curry is the director of the National Center on Accessible Educational Materials and the Center on Inclusive Technology & Education Systems . 

Popular assistive technologies for blind students, for instance, include refreshable Braille displays and screen readers, which “read aloud all the content on the screen, as well as buttons, links, menus [and] images, if the images have alternative text on them,” she said.

What Is Assistive Technology?

Assistive technology (AT) is the use of devices and software to improve the experience of learning or going about daily life. AT can range from Braille displays and books to text-to-speech software or wheelchairs. The beauty of assistive technology is that it can be anything that improves life and learning. To qualify as assistive, though, a technology has to meet the individual user’s needs. In other words, it’s inherently personal. 

Curry’s interest in assistive technology in the classroom is personal too. It started during her days as a middle- and high-school science teacher. Although she was well-versed in the subject due to her previous work as an engineer, Curry was bowled over by the variety of learners in her classroom.

Assistive Technology Definition

“I really had difficulty with learner variability,” she said. “Particularly [with] students who didn’t think like I thought. I was working about 16 hours a day trying to make up for my lack of education and training, creating my own materials, and trying to work individually with students.”

Curry’s students came from different cultures and spoke different languages. They had different class backgrounds. They also had various levels of physical and cognitive ability. 

Supporting kids with disabilities felt essential to Curry, whose sister has disabilities. Legislation like the Individuals with Disabilities Education Act, or IDEA, had made that support mandatory, but it also felt more “straightforward” than “trying to accommodate student variability in language or race or ethnicity, or even gender.” 

In other words, equal access for disabled students has a practical component. It can be engineered into existence, in part, with assistive technology.

All Technology is Assistive 

Some critics argue that it’s silly to categorize some technology as “assistive” and other technology as simply “technology.” All technology assists its users, whether we classify them as “disabled” or not. As Sara Hendren wrote in Wired :

“Honestly — what technology are you using that’s not assistive? Your smartphone? Your eyeglasses? Headphones? And those three examples alone are assisting you in multiple registers: They’re enabling or augmenting a sensory experience, say, or providing navigational information. But they’re also allowing you to decide whether to be available for approach in public, or not; to check out or in on a conversation or meeting in a bunch of subtle ways; to identify, by your choice of brand or look, with one culture group and not another… [A]re you sure your phone isn’t a crutch, as it were, for a whole lot of unexamined needs?”

Not only is mainstream technology assistive, technology designed for those with legally protected disabilities often helps those without them. Or, more generally, improving accessibility for one group improves accessibility for all, in ways we can’t always predict. That’s the foundational principle of Universal Design .

One famous example are curb cuts, the ramp-like dips in sidewalks. Originally designed for people in wheelchairs, they turned out to benefit parents with strollers, rollerbladers and a host of other users. 

Universal Design for Learning , or UDL, shifts Universal Design’s ideas into the classroom. “It’s based on research on how humans learn,” Curry said. The UDL philosophy goes that lessons designed with accessibility in mind often— “though not always” —work best for everyone, accommodating varied learning styles. 

According to a framework first laid out in the 1990s , UDL lessons should represent information in multiple ways. That can be simple enough — think closed caption videos, which make dialogue comprehension easier for the hard of hearing, English language learners and anyone who’s absorbing unfamiliar vocabulary. Evaluation should also let students demonstrate what they know in various ways — in an audio recording, for example, or in writing.

Lessons designed to meet UDL specifications often incorporate, or integrate easily with, assistive technology. Let’s take a look at some examples of assistive technology and the companies behind it. 

Here are 10 tools changing the way assistive technology in the classroom is being used.

Related Reading Inclusive Design Takes Many, Many Forms

Examples of Assistive Technology in the Classroom

Speechify is a text-to-speech software that captures text and translates it into audio format. This is particularly useful for textbooks, PDF reading assignments and more. The software is compatible with the Chrome browser as well as iPhones, Macs and Androids. Speechify is commonly used by learners and students with ADHD and dyslexia. 

Kurzweil 3000

Kurzweil Education ’s Kurzweil 3000 is a literacy support system for Macs and various browsers, which comes equipped with a variety of assistive technologies. The speech-to-text and text-to-speech functions, which work in 18 languages, help students with vision impairments and ADHD, among other conditions. Meanwhile, a font designed for dyslexic readers, called OpenDyslexic , alleviates letter confusion with its bottom-heavy characters.

Google Classroom

Google Classroom has become popular with the surge of online learning and it also offers a host of tools for executive function and speech-to-text capabilities that improve accessibility and learning. The platform is compatible with Kurzweil 3000 as well as Hāpara Student Dashboard, which helps students organize their tools in one streamlined place. In the upcoming editions of Classroom, Google plans to deploy features like video tutorials, guided lessons and automated hints. 

The TactPlus is a Braille printer. Often used by educational institutions, the portable printer precision-heats a specialty foamed paper to create a page of Braille (or other 3D images) in one to two minutes. The printer is also outfitted with audio instructions, to aid visually impaired users. 

The Seeing AI app from Microsoft is designed for the low-vision community and offers audio guidance in a vast array of situations. It reads text aloud as soon as it appears in a smartphone’s camera viewfinder. It also identifies products by barcode when shopping and describes surrounding scenery and its colors. Over time, it learns to recognize the user’s friends and describe their facial expressions.

More on Edtech Big Data in Education: 10 Companies Delivering Insights to the Classroom

Clicker from Crick Software is a writing and reading platform that’s outfitted with a whole suite of assistive features . Its mapping feature , for instance, lets elementary-age students create webs of words and emoji-like pictograms, or diagram entire projects. That helps visual learners tackle reading and writing projects.

Co:Writer , a tool created by Don Johnston Learning Tools , can transcribe speech and predict intended words and phrases — a boon to students with a wide variety of special needs. Produced in partnership with Google for Education, Co:Writer’s built-in prediction engine grasps the fundamentals of grammar and free association, unearthing writers’ meaning even when they misspell words and conjugate verbs incorrectly. 

Dragon is a smart speech recognition software. Though it’s marketed as a business productivity tool, it’s also a widely used accessibility technology for students with disabilities that make mouse use and typing difficult. Equipped with deep learning capabilities, the software can transcribe natural speech at speeds of up to 160 words per minute. 

MathTalk is a speech recognition software designed for students with ADHD and physical disabilities that preclude keyboard use. An add-on to Dragon, this software comprehends technical vocabulary and transcribes in mathematical notation appropriate for trigonometry, algebra, calculus and even PhD-level courses.

Tobii Technology

Tobii offers eye-tracking devices that turn the human gaze into a hands-free mouse. To use the technology, students with limited motor skills and verbal difficulties simply need to look at their screen, and a mix of infrared projectors, cameras and machine-learning algorithms will detect their point of focus. 

The Future of Assistive Edtech

Going forward, assistive technology in the classroom has room to grow. Curry sees potential in two particular areas: artificial intelligence and mapping apps.

AI, she said, already has transformed life for people with disabilities. However, “it’s not quite accurate yet under all conditions,” and she worries that accessibility programs over-rely on it, especially when working with those who are hard of hearing.

Right now, AI often generates wonky automated closed captions, or live captions for talks. (It might translate “Pokemon” as “bro give mom,” for example.) AI needs "human monitoring and human vetting" to really work, Curry said.

Once it can work reliably on its own, though, it will transform daily life for people with a wide array of disabilities. Higher-quality AI could not only hear “Pokemon” correctly, but also generate useful tools for people with Autism who have difficulty understanding facial expressions.

Many students with Autism — though not all — struggle with that, Curry notes. Facial recognition technology , a branch of AI, could help them match a peer’s facial expressions with a feeling and guide them in knowing “how to interact with the individual,” Curry said. 

Another opportunity for improvement lies in digital mapping. Maps apps already offer users spoken navigation instructions and a highly granular sense of their surroundings nearly everywhere in the world. The maps of the future, however, could support blind people in new ways.

Many blind people memorize the layouts of their neighborhoods and schools and can navigate them without assistance, Curry says. However, unfamiliar environments pose problems. Mapping technology can’t specify which streets have uneven sidewalks and which have no sidewalks. It also can’t guide users through unfamiliar buildings — not yet, anyway. 

“Augmented and virtual reality could help [blind students] orient themselves in new environments,” Curry said. “And that can be true in smaller spaces, like a learning environment. So students who come into schools — maybe they’re transferring from one district to another, or transitioning from middle school to high school — can more quickly and independently navigate their environments.”

Of course, that mapping technology would only qualify as assistive for students seeking independent navigation skills in the first place. Assistive technology has to meet the individual’s needs, not the needs that outsiders project onto them. 

In that spirit, the ultimate assistive classroom technology in the classroom might be a teacher who asks, “How can I help you?”

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• 23rd August 2023

Assistive Technology in Education: Tools for Disabled Students in the Classroom

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Students can experience a wide variety of challenges during their educational journey from early years through to further education. This is often amplified for disabled students who find particular tasks or activities more difficult to complete.

However, the introduction of assistive technologies in the classroom has brought about vital changes to improve accessibility in education . With the technology ever improving, it has provided a variety of essential benefits to level the playing field. This article will discuss what assistive technology is and how it is used in schools and the benefits they provide to students. If you enjoy reading this article, be sure to check out our closely related blog:  Assistive technology in special education .

What is Assistive Technology?

Assistive technology in education refers to a range of tools, devices, software, and equipment that are designed to support and enhance the learning experience of students with disabilities or learning challenges. These technologies aim to remove barriers to education and provide students with equal access to educational opportunities.

Assistive technology can be used to address various types of physical, cognitive, and learning disabilities. Assistive technology can help with dyslexia , autism , ADHD and other conditions. You can learn more about who needs assistive technology here.

What are the Benefits of Assistive Technology in Schools?

Assistive technology in schools offers numerous benefits for students with disabilities and the overall educational environment. By leveraging various tools, devices, and software, assistive technology helps remove barriers to education and fosters inclusivity in the learning process.

One of the most significant advantages of assistive technology is the increased access to education it provides for disabled students. These tools cater to individual needs, ensuring that all students can access the educational materials on equal footing. By personalizing the learning experience, assistive technology supports diverse learning styles and abilities, leading to improved academic performance and heightened engagement.

Additionally, assistive technology empowers students with disabilities to foster more independent learning. By offering tailored support, these tools reduce the reliance on constant assistance from the teaching staff and provide the students with the confidence they need.

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Assistive Technology in Education/Early Childhood

Early childhood [ edit | edit source ], emergent literacy [ edit | edit source ].

Emergent literacy is defined as the early stages of development that begins at birth and continues until children learn to read and write conventionally. It progresses through a variety of phases that includes oral language, early experiences with print, picture books and writing. Young children learn literacy skills in a variety of ways as they play, handle books, observe adults using print materials, and interact with others during storybook reading. One of the keys to successful achievement of literacy is the active participation of children in literacy activities. Children need to be actively involved in handling books and interacting with family members and teachers during reading time. Although active involvement of children in literacy may seem natural, active participation may be a challenge for children with disabilities. Children who have physical and cognitive limitations may miss valuable opportunities to develop literacy in the same ways as other children (Robinson, 2006). [1]

Children who are nonverbal or have physical disabilities may have limited opportunities to learn to read, may have little interaction with others during literacy activities, and may be given fewer opportunities to read and write than their peers without disabilities. Technology-based literacy activities can provide modifications and adaptations that support children who are nonverbal or who have physical disabilities to be successful in instructional process (Beck, 2002). [2]

Early communication development requires that children participate actively in their environment. This becomes extremely challenging for children who have significant social, cognitive, motor, and sensory disabilities. They often cannot independently interact with people and objects in the environment due to hearing, vision, or motor difficulties, do not present the ability to become fully independent communicators, and are not provided with multiple opportunities to engage in communicative-rich environments with a variety of capable partners (Dell,Newton, Petroff, 2008). [3] Many times, children with disabilities are viewed as illiterate and are not afforded the opportunity to exercise communication through reading and writing. To counteract this, it is important to use simple technology to help these children communicate and participate in literacy activities.

A rising number of studies have looked at the significance of assistive technology and its appropriate implementation for students with special needs. Using intervention strategies with both high-tech and low-tech devices have helped children with disabilities succeed with developmentally appropriate activities. There are many products available to assist students with learning and literacy development. This portion of the book will focus on one of the assistive technology curriculums that are available that promotes literacy development at its earliest stages. The MEville to WEville: Early Literacy and Communication Development Curriculum created by AbleNet and Don Johnston is a product that offers students with multiple physical and cognitive disabilities the opprtunity to participate in literacy instruction. It is an example of a research-validated curriculum that supports early literacy research findings.

MEville to WEville [ edit | edit source ]

Meville to weville curriculum [ edit | edit source ].

The MEville to WEville curriculum is the first ever research-based literacy program that meaningfully and systematically integrates reading, writing, speaking, augmentative communicating, and listening for elementary students with disabilities in the moderate to severe range. Lesson activities are written based on the understanding of the early literacy learning as described in the reports and additional research readings, such as National Reading Panel [4] , Preventing Reading Difficulties in Young Children [5] , and Rand Reading Comprehension Reports [6] .

MEville to WEville was specifically developed for students with disabilities who have difficulties learning to read and write through traditional instructional methods. The instructional approach used in MEville to WEville supports integrated literacy and communication learning through a series of different activities that offer the opportunity for students to learn skills through repetition with variety. Rather than repeating the same skill until it is learned to a predetermined level of mastery, students are taught to apply skills across contexts. The intended result is increased comprehension and the ability to apply the new skills when and where appropriate (Erikson, Clendon, Abraham, Roy, & Carr, 2005). [7]

Students with disabilities often have difficulties learning to read and write using traditional instructional methods. The MEville to WEville curriculum provides step-by-step instructions that clearly illustrate how to integrate these important skills into a teacher’s instructional activities. In addition, the systematic approach and organizational structure of the units allows the educator to spend more time focused on students’ individual needs as the lessons are all planned out.

Designed to build a classroom community that encourages a sense of belonging, each unit offers students a new and different perspective on themselves, their families, and their school. MEville to WEville teaches reading, writing, listening, and speaking while using augmentative communication for students with communication disorders within the structure of its well designed curriculum.

Each unit contains a teacher’s manual with 75 lessons and extension activities. An “Action Dictionary” that serves as a guide for differentiating instruction for a range of needs and specific recommendations for making adaptations for assistive technology users is included in each unit. A separate story book, along with a host of reproducible activities designed to make consistent implementation in a demanding environment a reality is also incorporated into the curriculum. The lessons in each unit are broken down into five categories: language development, reading and listening comprehension, writing, reading, and literacy experience.

Lessons that are in the units involve:

Learning New Words: Students identify new words and develop expressive language skills through saying words, singing songs, and using words in high-interest activities

Vocabulary Activities: Students practice using the vocabulary words in engaging activities designed with repetition and variety to promote the understanding of each word

Word Wall Words: Students learn high frequency words needed in reading and writing through activities such as clap/chanting, writing, and word identification

Literacy Lessons: Students engage in lessons using literature books and real life experiences to practice choice making, direction following, and giving a personal response

Writing Lessons: Students make decisions about individual and group writings and express themselves through book making and other structured writing projects

The MEville to WEville curriculum can be presented in instructional units as small as 30 minutes, or several lessons can be presented over the course of the day, increasing the student’s literacy experience to one that is comparable to those of non-disabled peers. The lessons and activities are designed to actively engage the student in the reading and writing experience, presenting hands-on participation that is differentiated for all levels of ability. In addition, many of the lessons offer the opportunity for parents to become involved as students share information about themselves and their families across the curriculum.

This resource systematically targets literacy skills that research has shown are critical to literacy learning success while incorporating content area goals and objectives. All lessons support the following literacy skills and are filled with fun and engaging lessons relating to the ME, MY FAMILY, and MY SCHOOL themes.

Literacy Learning Areas:

Word Identification

Print Concepts

Oral Language

Phonological Awareness

Character Education and Community Building Outcomes: Students will further develop a sense of "Who I Am"

Students will experience a sense of belonging

Students will learn to acknowledge and celebrate accomplishments, contributions, and differences

Students will experience a valued role as they learn "What we do for each other is important"

Every student's voice will be heard

Including students with severe disabilities is easy. The Action Dictionary references every action verb that is used in the MEville to WEville curriculum. These action verbs are words presented in bold throughout the manual. The Action Dictionary describes various ways in which students' actions may be adapted or modified to enable active participation in the lesson. Also included is the Assistive Technology Quick Set Up Guide, which provides the information you'll need to set up the assistive technology recommended in the MEville to WEville curriculum.

MeVille to WEville makes collecting student data easy too. The Student Data Collection Charts are provided for you to easily record and share your students' growth and progress with others. Use these charts to keep track of the ongoing participation and progress of your students. These charts can also be used to capture baseline information prior to starting the program. [8]

To view a demonstration of this curriculum, click on the following link:

http://www.ablenetinc.com/LinkClick.aspx?link=298&tabid=132

You can also view sample lessons from the MEville to WEville curriculum, click on the following link:

http://www.spectronicsinoz.com/downloads/general/meville-1-me-sample.pdf

Download an informational sheet for MEville to WEville including pricing and order information for all three units:

http://www.ablenetinc.com/SupportDocuments/33.pdf

MEville to WEville with Start to Finish Literacy Starters Program [ edit | edit source ]

Recently, AbleNet, and Don Johnston created The MEville to WEville with Literacy Starters Program. This new product expands the original MEville to WEville curriculum with the addition of Start-to-Finish Literacy Starters book sets for each of the three units. The new addition to the curriculum builds on the original program, adding further enrichment with the addition of three more instructional areas: word study, comprehension, and writing. There is an additional teacher’s manual which contains lessons to support the implementation of the Start-to-Finish Literacy Starters content.

Each of the Start-to-Finish Literacy Starters sets contains three different content related books per unit. The books are distinguished as “Enrichment” “Transitional” and “Conventional”. The enrichment book contains the most words and the richest language. They are written to teach students about language and to help them develop concepts of print. The transitional books are written to encourage beginning readers to focus on the illustrations and the print contained in a book. Transitional books have fewer words than enrichment books and support the student to use print and picture cues in order to learn to read independently after several repeated readings. The conventional books contain the simplest text and the fewest words, many of them high frequency words. The student is given assistance in order to eventually be able to read the books independently for the purpose of developing fluency and increasing understanding. The books have a soft cover and contain photographic illustrations depicting real people engaged in the stories. The content and text is appropriate for all students including those in middle school and beyond. A CD-ROM is included with each set of books that enables the stories to be displayed and read aloud on the computer in a format that is identical to the soft cover books. Being able to view and read the books on the computer ensures access for all students as the books are switch accessible as well. The stories can be read aloud by the computer or the read-aloud feature can be turned off so that the student can read them independently.

Sample Lesson Plan from MEville to WEville with Start-to-Finish Literacy Starters:

http://web.archive.org/web/20110703144758/http://www.donjohnston.com/pdf/start_to_finish/MEtoWE_Sample_Lesson_Set.pdf

Recommended Assistive Technology Tools [ edit | edit source ]

In order to use the MEville to WEville curriculum to its highest potential, Ablenet recommends some assistive technology devices that are available through their company. Depending on the needs of the child, some of these tools can be purchased for the children to use in conjunction with the program.

Click on the Headings to learn more about the tools!

MEville to WEville Research [ edit | edit source ]

In 2004, Dr. Karen Erickson from the Centre for Literacy and Disability Studies at the University of North Carolina at Chapel Hill completed a research study to evaluate the effectiveness of the MEville to WEville program. Initial results indicated: children initiated more communication and interaction during the program, children developed stronger social relationships with their peers in special and general education, children became more socially responsive, and teachers were able to spend more time addressing communication and literacy. Dr. Karen Erickson called MEville to WEville “the first ever research-based literacy program that meaningfully and systematically integrates reading, writing, speaking, augmentative communicating and listening for elementary students with cognitive disabilities in the moderate to severe range” (Spectronics, 2009). [9] Research was conducted on three classroom teachers and their 23 students with significant developmental disabilities. The study was conducted over 8 weeks as the MEville to WEville curriculum was implemented. Although the results of this study wer positive, further research would need to be conducted in order to gain a full understanding of the implications of implementing this curriculum into your reading program.

To read the research reports click the following links:

http://store.ablenetinc.com/meville/xecSummary.pdf

http://www.spectronicsinoz.com/downloads/thirdparty/MeVille-to-WeVille-Research.pdf

Conclusion [ edit | edit source ]

For schools and teachers that are constantly struggling to find ways to teach all children to read, including those students with the most challenging learning requirements, MEville to WEville offers a complete, age- appropriate means to accomplish this result. It is a program that is worth investigating if you are looking to include a literacy program designed for children with special needs.

References [ edit | edit source ]

• ↑ Robinson,L.(2006). Adapting Literacy Activities for Young Children. Retreieved July 14, 2009, from http://www.wiu.edu/thecenter/articles/adaptlit.html .
• ↑ Beck, J. (2002). Emerging literacy through assistive technology. Teaching Exceptional Children 35 (2), 44-48.
• ↑ Dell, A., Newton, D.A., Petroff, J.G. (2008). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities. Upper Saddle River, New Jersey: Pearson Education, Inc.
• ↑ National reading Panel. (1998). Report of the National Reading Panel: Teaching children to read. Retrieved August 3, 2009, from http://www.nationalreading panel.org/Publications/publications.htm
• ↑ Snow, C.E., Burns, M.S., (1998). Preventing reading difficulties in young children: Executive Summary. Retrieved August 3, 2009 from http://stills.nap.edu/html/prdyc/
• ↑ Rand Corporation. (2004). Reading for understanding: Toward a program in reading comprehension. Retrieved August 3, 2009, from http://www.rand.org/multi/acheivementfor all/reading/readreport.html
• ↑ Erickson, K.A., Clendon, S., Abraham, L., Roy, V., & Van de Carr, H.(2005). Toward positive literacy, outcomes for students with significant developmental disabilities. Assistive Technology Outcomes and Benefits, 2 (1), 45-55
• ↑ http://www.ablenetinc.com/Home/Curriculum/MEvilletoWEville/Howdoesitwork/tabid/257/Default.aspx
• ↑ http://www.spectronics.co.nz/catalogue/meville-to-weville-early-literacy-and-communication-supplemental-curriculum

• Book:Assistive Technology in Education

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