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PART I: Benefits of Computer Use in Special Education
Chapter 1: Introduction to Assistive Technology
Focus Questions
Introduction
What Is Assistive Technology?
The Legal Basis for Assistive Technology
Individuals with Disabilities Education Improvement Act of 2004
Section 504 of the Rehabilitation Act of 1973
Americans with Disabilities Act (ADA)
Brief History of Assistive Technology
Assistive Technology Decision-Making Process
Universal Design
Universal Design for Learning
A Note on Language
Conclusion
Chapter 2: Assistive Technology to Support WritingFocus Questions
The Context–Process Writing
Problems Students with Disabilities Have with Writing
Technology Tools That Support the Writing Process
Pre-Writing: Graphic Organizers
Drafting
Editing
Reviewing
Sharing or Publishing
Technology Tools that Support Notetaking
Portable Word Processors
Portable Braille Notetakers
Notetaking Services for Deaf/Hard of Hearing Students
Capturing Devices
Technology Alone Will Not Improve Students’ Writing
Instruction on Technology Tools for Writing
Putting It All Together
Chapter 3: Assistive Technology to Support Reading
Focus Questions
Introduction
What We Know About Teaching Children to Read: Evidenced-Based Strategies
Findings of the National Reading Panel: Topic Areas
Reading Problems in Students with Disabilities
How Technology Can Address These ProblemsLearning to Read: Computer as a Remediation Tool
Reading to Learn: Computer as a Compensation Tool
Technology Tools to Access Alternate Formats
Decision-Making: Instructional Tool or Compensatory Tool?
Chapter 4: Technology to Support Universal Design for Learning (UDL)
and Differentiated Instruction
Focus Questions
Introduction
UDL Principle 1: Multiple Means of Representation
Provide Multiple Means of Representation
What Multiple Means of Representation Looks Like in a Classroom
UDL Principle 2: Multiple Means of Action and Expression
Provide Multiple Means of Action and Expression
What Multiple Means of Action and Expression Look Like in the Classroom
UDL Principle 3: Multiple Means of Engagement
Provide Multiple Means of Engagement
What Multiple Means of Engagement Looks Like in a Classroom
Web Accessibility
Chapter 5: Computers and the Internet for Teaching Math
Focus Questions
Introduction
Addressing the Needs of Students with Disabilities
Features of Technology-Based Learning Activities
Selecting Activities: Focus on Math
Automaticity and Fluency
Visual-Spatial or Motor Control Difficulties
Math Concepts, Skills, and Problem Solving
Software for Math Skills, Concepts and Problem Solving
Authoring Software
Chapter 6: Assistive Technology to Enhance Communication
Focus Questions
Introduction
The Importance of Communication–Part 1
Problems Students Who Are Deaf or Hard of Hearing Have with Communication
Problems Resulting from Communication Problems
Technology Tools That Address Communication Problems for Students Who Are Deaf/Hard of Hearing
Hearing Lectures with Assistive Listening Devices
Types of Assistive Listening Devices
Interacting with Teachers and Peers Outside Class
The Importance of Communication–Part 2
Problems Students with Physical Disabilities or Autism Have with Communication
Problems Resulting from Communication Problems
Technology Tools That Address Communication Problems for Students Who Cannot Speak: Augmentative Communication
PART II: Access to Computers
Chapter 7: Providing Access to Computers: Using What You Have
Focus Questions
Introduction
Universal Design
Flexibility in Use
Accessibility Features for Users with Disabilities
Keyboard Modifications and Mouse Control
Modifications for Students with Sensory Impairments
Chapter 8: Assistive Technology for Computer Access
Focus Questions
Introduction
Low-Tech Adaptations for Computer Use
Keyboard Labels
Selecting/Pointing Devices
Keyguards
Moisture Guards
Alternate Input Devices
Mouse Alternative
Keyboard Shortcuts
Trackballs
Joysticks
Touch Screens
Head Pointing Systems
Eye Gaze Systems
Alternate Input: Alternative Keyboards
Expanded Keyboards
Mini-Keyboards
One-Handed Keyboards
On-Screen Keyboards
Customizable Keyboards
Single Switches for Scanning and Morse Code
Speech Recognition.
Alternate Output Options
Screen Magnification
Screen Readers
Refreshable Braille
Braille Embossers
Chapter 9: Issues in Selection of Access Method(s)
Focus Questions
Introduction
Consideration of Assistive Technology During IEP Development
Hallmarks of Exemplary Assistive Technology Decision-Making and Assessment
Use of a Team Approach in Assistive Technology Assessment
Focus on Student Needs and Abilities
Examination of Tasks to Be Completed
Consideration of Relevant Environmental Issues.
Trial Use of Assistive Technology
Providing Necessary Supports
Viewing Assessment as an Ongoing Process
Resources to Guide Assistive Technology Consideration and Assessment
Quality Indicators for Assessment of Assistive Technology Needs
Education Tech Points for Assistive Technology Planning
SETT Framework
Summary
Suggested Activities
PART III: Augmentative Communication
Chapter 10: Selecting and Designing a Student’s Augmentative Communication System
Focus Questions
Introduction
Considerations in System Selection and Design
Myths and Realities
Who Should Assess? Collaborative Team Assessment Approach
How Should the Team Assess? Features of the Collaborative Assessment Process
Features of the Process of Selecting AAC Systems
What Components Must Be Identified? Symbols, Vocabulary and Access Method
Evaluating the Efficiency and Effectiveness of a Student’s Augmentative Communication System
Conclusion
Chapter 11: AT Approaches to Teaching Early Communication and LiteracyFocus Questions
Introduction
What Is Communication?
How Do Communication and Language Develop?
What Factors Promote Communication and Language Development?
Problems Students with Disabilities Have with Early Communication Development
Technology Tools That Support Early Communication Development
Types of Switches to Promote Early Communication
Determining the Use of Switches for Early Communication
Examples of Switch Technology for Early Communication in the Classroom
Emergent-Conventional Literacy
Chapter 12: Integrating Augmentative Communication in the Classroom, Home, and CommunityFocus Questions
Introduction
Supportive Environments for Augmentative Communication Users: The Teacher’s Role
Curriculum Issues
Ongoing Skill Development in Communication
Importance of Selecting Appropriate Vocabulary
Use of Peers as Communication Facilitators
Other Strategies
Need for Teacher Training
Not Everything Is High-Tech
Infusing Communication Development Within the IEP
Transition from School to School and Teacher to Teacher
Home and Community Use
Using Augmentative Communication in the Community
PART IV: Making It Happen
Chapter 13: Implementation of Assistive Technology in Schools
Focus Questions
Introduction
Legal Basis for Assistive Technology
Integrating Assistive Technology into the IEP
Specially Designed Instruction
Supplementary Aids and Services, and Related Services
Critical Issues in Assistive Technology Implementation
The Digital Divide
Culture
Assistive Technology Consideration Misunderstood
Educational Professionals’ Lack of Knowledge and Skills
Information Technology Policies
Funding
Implementing Assistive Technology Recommendations
Chapter 14: Implementation of Assistive Technology in Transition Planning
Focus Questions
Preparation for Transition from High School to College
Problems Students with Disabilities Face in College
Typical Accommodations at College That Meet These Needs
There Are No IEPs in College
Reasonable Accommodations
Procedures for Obtaining Assistive Technology in College
Legal and Procedural Differences Between ADA and IDEA
Importance of Transition Planning in High School
Assistive Technology Skills
Self-Advocacy skills
Assistive Technology for Transition from High School to Home, Workplace, and Community
Technology to Teach Functional Skills
Instructional Software to Teach Functional Skills
Authoring Computer-Based Activities to Teach Functional Skills
Technology to Provide Visual Supports
Computer-Generated and Video-Based Social Stories
Simple Technology for Self-Care and Leisure Activities
Planning for Transition to Home, Workplace, and Community
Index
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