TY  - CHAP
AB  - 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.
VL  - 20
SN  - 978-1-84950-955-8, 978-1-84950-954-1/0270-4013
DO  - 10.1108/S0270-4013(2010)0000020008
UR  - https://doi.org/10.1108/S0270-4013(2010)0000020008
AU  - Parette Howard P.
AU  - Peterson-Karlan George R.
ED  - Festus E. Obiakor
ED  - Jeffrey P. Bakken
ED  - nthony F. Rotatori
PY  - 2010
Y1  - 2010/01/01
TI  - Chapter 5 Using assistive technology to support the instructional process of students with disabilities
T2  - Current Issues and Trends in Special Education: Research, Technology, and Teacher Preparation
T3  - Advances in Special Education
PB  - Emerald Group Publishing Limited
SP  - 73
EP  - 89
Y2  - 2024/09/18
ER  -