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This up-to-date book shows how assistive technology can be used in all kinds of classrooms, at all grade levels, to enhance the teaching and learning of students with a wide range of disabilities. The emphasis is on the integration of assistive technology into the curriculum. It addresses the challenges teachers face when using assistive technology to teach new skills to students with disabilities, to increase their independence and productivity, and to provide them with access to the general education curriculum. The text discusses disability categories within the context of school-related tasks and technology-based solutions to avoid misleading readers into simply pairing a certain diagnosis with a certain tech tool. The new edition of Assistive Technology in the Classroom keeps readers abreast of relevant new developments in mobile devices and assistive technology through a new chapter on how to use assistive technology to create visual supports and promote positive behavior, chapter updates on available mobile devices, expanded information on Universal Design for Learning, and additional ideas and discussion on how to match technology tools to a student’s specific needs and strengths. The Enhanced Pearson eText features embedded videos.
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0134170415 / 9780134170411 Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities, Enhanced Pearson eText with Loose-Leaf Version -- Access Card Package
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Amy Dell is Professor and Graduate Coordinator of Special Education programs at The College of New Jersey. She has been teaching courses on assistive technology for 25 years, from the early days of Apple IIe computers with 5 ¼” floppy disks and adaptive firmware cards, through the early Macintosh and Windows days of 3 ½” disks and CD-ROM’s, to the present day of iPads, apps and “the cloud.” She has directed several state and federally funded projects focused on assistive technology, including the Central New Jersey Assistive Technology Program for Individuals who are Blind or Visually Impaired (funded by the NJ Commission for the Blind and Visually Impaired) and the Adaptive Technology Center for NJ Colleges (funded by the NJ Commission on Higher Education). She also directs the college’s Center on Assistive Technology and Inclusive Education Studies (CATIES), which provides trainings and assistive technology evaluations to P-12 schools in the state.
Deborah A. Newton is the interim Associate Dean of the School of Education at Southern Connecticut State University (SCSU) in New Haven, Connecticut. As a professor in the Department of Special Education and Reading at SCSU, she served as the department chairperson and coordinator of the master’s-level concentration in assistive technology. For many years she was an assistive technology specialist at a nonprofit center in Whippany, New Jersey, and before that, an elementary school. She holds a doctorate in curriculum and instruction from the University of Cincinnati, a master’s degree from The College of New Jersey, and a bachelor’s degree from the State University of New York at New Paltz. Dr. Newton presents frequently at assistive technology conferences and remains active as an assistive technology consultant.
Jerry G. Petroff is a professor in the Department of Special Education, Language and Literacy at The College of New Jersey. He serves as director of the New Jersey Center on Complex and Sensory Disabilities, the Career and Community Studies Program for young adults who have intellectual disabilities, and the Work Skills Prep Program, a residential summer program to improve work skills of 20 students who are blind/visually impaired and have multiple disabilities. Dr. Petroff has over 38 years of experience working on behalf of children, youth, and adults with disabilities. Holding a doctorate in psychological studies in special education and a master’s degree in speech pathology and audiology, he teaches courses and consults with local school districts on inclusive education, teaching students with complex disabilities, and the transition of students with disabilities from school to adult life.
Part 1: Benefits of Technology Use in Special Education 1
Chapter 1 Introduction to Assistive Technology 3
Chapter 2 Assistive Technology to Support Writing 22
Chapter 3 Assistive Technology to Support Reading 47
Chapter 4 Technology to Support Universal Design for Learning and Differentiated Instruction 77
Chapter 5 Technology Tools to Teach Math 93
Chapter 6 Assistive Technology to Enhance Communication 109
Chapter 7 Assistive Technology to Create Visual Supports and Support Positive Behavior 126
Part 2: Access to Computers 133
Chapter 8 Providing Access To Computers And Mobile Devices: Using What You Have 135
Chapter 9 Assistive Technology for Access to Computers and Mobile Devices 146
Part 3: Augmentative Communication 169
Chapter 10 Selecting and Designing a Student’s Augmentative Communication System 171
Chapter 11 Assistive Technology Approaches to Teaching Early Communication and Emergent Literacy 195
Chapter 12 Integrating Augmentative Communication in the Classroom, Home, and Community 213
Part 4: Putting it all Together and Making it Happen 233
Chapter 13 Issues in Selection of Assistive Technology 235
Chapter 14 Implementation of Assistive Technology in Schools 250
Chapter 15 Implementation of Assistive Technology in Transition Planning 266