Although AT consideration has been mandated since 1997 (Individuals with Disabilities Education Act Amendments of 1997) and subsequently echoed in IDEIA 2004, there is no consensus in the field regarding how education professionals approach the task of making decisions about AT devices that can support the instructional process. Numerous models and frameworks have been proposed to provide guidance in the consideration of AT (e.g., Blackhurst, 2005; Bowser & Reed, 1995; Center for Technology in Education, Johns Hopkins University; and Technology & Media Division [TAM] of the Council for Exceptional Children, 2005; Chambers, 1997; Edyburn, 2000, 2005; Melichar & Blackhurst, 1993; Parette & VanBiervliet, 1990, 1991; Zabala, 1993). More recent clarifications of this process have been presented (Parette et al., 2007). However, at Illinois State University, we have developed an approach used in our undergraduate preparation program that has been effective in helping future teachers understand this process and more effectively make decisions about appropriate AT solutions for students with disabilities. The following sections present an overview of this process, preceded by an introduction to the role of tools in our society.
Parette, H. and Peterson-Karlan, G. (2010), "Chapter 5 Using assistive technology to support the instructional process of students with disabilities", Obiakor, F., Bakken, J. and Rotatori, n. (Ed.) Current Issues and Trends in Special Education: Research, Technology, and Teacher Preparation (Advances in Special Education, Vol. 20), Emerald Group Publishing Limited, Bingley, pp. 73-89. https://doi.org/10.1108/S0270-4013(2010)0000020008Download as .RIS
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