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Book part
Publication date: 3 February 2015

Dianne Chambers and Richard G. Berlach

This chapter focuses on the increasing use of both assistive technology (AT) and teacher assistants (TAs) to support students with disabilities within the inclusive classroom, and…

Abstract

This chapter focuses on the increasing use of both assistive technology (AT) and teacher assistants (TAs) to support students with disabilities within the inclusive classroom, and why it is vital that teacher assistants have appropriate training in the area of AT. A description of assistive technology and its role in inclusion of students with special needs is provided along with a description of training in assistive technology that was undertaken with teacher assistants. Implications for training and support of teacher assistants in the area of assistive technology are also discussed.

Details

Working with Teaching Assistants and Other Support Staff for Inclusive Education
Type: Book
ISBN: 978-1-78441-611-9

Keywords

Book part
Publication date: 10 June 2015

Carl J. Dunst and Deborah W. Hamby

The effectiveness of different types of adult learning practices for promoting practitioner and parent use of different kinds of assistive technology and adaptations with young…

Abstract

The effectiveness of different types of adult learning practices for promoting practitioner and parent use of different kinds of assistive technology and adaptations with young children of 18–105 months of age was the focus of a research synthesis described in this chapter. Six operationally defined adult learning methods and between two and five practices for each method were used to code and analyze the results for both adult (practitioner and parent) and child outcomes. The assistive technology and adaptations that were the focus of training included speech generative devices (e.g., CheapTalk), computers (e.g., adapted keyboards), and switch-activated devices and toys. Results showed that a combination of five or six of the most effective adult learning method practices were associated with the largest differences in both adult and child outcomes, but that few studies included the most effective practices. The relationship between the number of practices and the study outcomes was moderated by the type of training (individual vs. group) and whether the training included in vivo use of the devices with children with disabilities. The results point to at least several factors that explain non-use of assistive technology with young children with disabilities and highlight the need for better designed and implemented training.

Book part
Publication date: 10 June 2015

Margaret E. Bausch, Melinda Jones Ault and Ted S. Hasselbring

In this chapter, we present the findings of the National Assistive Technology Research Institute (NATRI). The institute was funded in October 2000 as a cooperative agreement with…

Abstract

In this chapter, we present the findings of the National Assistive Technology Research Institute (NATRI). The institute was funded in October 2000 as a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs to take a comprehensive look at the factors related to the planning, development, implementation, and evaluation of assistive technology (AT) services in schools. We present the data from seven research areas: (1) the status of AT use in schools, (2) policies and procedures in the development and delivery of AT services, (3) AT decision-making by IEP teams, (4) integration of AT use in learning environments (facilitate instruction, access to curriculum), (5) effects of AT use on academic, social, functional performance of students, (6) training and technical support needed by persons implementing AT, and (7) the extent to which institutions of higher education (IHEs) were developing AT knowledge and skills. In each area we summarize the lessons learned as a result of the research to assist policy-makers, researchers, and practitioners in improving AT services and delivery systems.

Details

Efficacy of Assistive Technology Interventions
Type: Book
ISBN: 978-1-78441-641-6

Keywords

Book part
Publication date: 2 February 2023

Stacy M. Kelly

Technology is present in classrooms today in many ways that it never has been before. Technology, and more specifically assistive technology, can be used to provide students with…

Abstract

Technology is present in classrooms today in many ways that it never has been before. Technology, and more specifically assistive technology, can be used to provide students with visual impairments with equal access and engagement in learning. Best practices for using technology to enhance learning for students with visual impairments includes, but is not limited to, collaboration among all stakeholders involved, individualized instruction, and specialized training on behalf of students with visual impairments and their teachers. The heterogeneity of the population of learners with visual impairments must be explicitly addressed by educational teams taking into account the high prevalence of additional disabilities among students with visual impairments and other unique characteristics of this population. Stakeholders (i.e., students, families, caregivers, educators, administrators, and policymakers) need to work together and continue working together as education evolves to make this access and engagement a reality for all learners including those who are blind or have low vision.

Details

Using Technology to Enhance Special Education
Type: Book
ISBN: 978-1-80262-651-3

Keywords

Article
Publication date: 1 June 2008

Ann Aspinall

TATE [Through Assistive Technology to Employment] was a three‐year research project European funded through the second round of the Equal Communities Programme, which ended in…

105

Abstract

TATE [Through Assistive Technology to Employment] was a three‐year research project European funded through the second round of the Equal Communities Programme, which ended in December 2007. The project researched the use of existing and innovative technologies to remove or reduce barriers to accessing employment or independence for people with learning disabilities. The processes of the project and the involvement of the beneficiaries (adults with learning disabilities) in the research have been documented (Aspinall et al, 2007; Aspinall, 2007; Aspinall, 2008). This paper describes the outputs from the project.

Details

Journal of Assistive Technologies, vol. 2 no. 2
Type: Research Article
ISSN: 1754-9450

Keywords

Book part
Publication date: 10 June 2015

Brian W. Wojcik

Online communities of practice offer the potential for the development of a shared understanding regarding knowledge and skills related to a particular field or practice. Online…

Abstract

Online communities of practice offer the potential for the development of a shared understanding regarding knowledge and skills related to a particular field or practice. Online communities of practice also offer researchers a means to analyze discussions to determine themes related to practices within a given field. This chapter presents two studies that have examined discussions that have occurred among members of a large assistive technology (AT) Listserv. The purpose of the studies was to identify and examine themes grounded in the conversations and experiences of those individuals actively engaged in AT service delivery. Findings are presented and implications of using online communities of practice within research as well as a means for knowledge and skill development are discussed.

Details

Efficacy of Assistive Technology Interventions
Type: Book
ISBN: 978-1-78441-641-6

Keywords

Article
Publication date: 31 August 2021

Meng Ee Wong and YingMin Lee

This study explored in-service educators' experience of using the Wisconsin Assistive Technology Initiative (WATI) for assistive technology (AT) decision-making within Singapore…

Abstract

Purpose

This study explored in-service educators' experience of using the Wisconsin Assistive Technology Initiative (WATI) for assistive technology (AT) decision-making within Singapore schools.

Design/methodology/approach

The study adopted a qualitative design. Eight educators across both mainstream and special education schools were introduced to the WATI framework which they subsequently employed as a trial experience for a student under their care. Written feedback gathered from participants was analysed to identify common issues and themes regarding the use of the WATI framework for AT decision-making.

Findings

The comprehensive consideration of a broad scope of different factors, provision of a structured process for AT decision-making, as well as a common language for use by different stakeholders emerged as key benefits of implementing the WATI. Challenges encountered include administrative struggles in gathering different stakeholders together, time and resource constraints and difficulties in loaning AT devices for trial use.

Practical implications

Based on educators' feedback, recommendations to facilitate the adoption of the WATI for AT decision-making within Singapore schools are discussed and considered. This study also highlights the need for greater AT instruction within both preservice and in-service teacher preparation programmes in Singapore.

Originality/value

Schools in Singapore currently rarely adopt any frameworks in place to guide educators through a systematic process of AT consideration. It is anticipated that this study will spearhead and drive the adoption of systematic frameworks such as the WATI for better AT decision-making within Singapore schools.

Peer review

The peer review history for this article is available at: https://publons.com/publon 10.1108/JET-03-2021-0015

Details

Journal of Enabling Technologies, vol. 15 no. 4
Type: Research Article
ISSN: 2398-6263

Keywords

Book part
Publication date: 30 October 2001

Jeffrey P. Bakken

Students, regardless of disability type can benefit from the implementation of different assistive technologies. The difficulty is that assistive technology devices are as diverse…

Abstract

Students, regardless of disability type can benefit from the implementation of different assistive technologies. The difficulty is that assistive technology devices are as diverse as the needs and characteristics of the children and families who will be using them. Professionals are now responsible for helping children and families select and acquire assistive technology devices and equipment as well as instructing them in their use. In addition, these professionals may lack training in the uses, adaptations, and integration of assistive technology in a variety of activities. This chapter will review past literature that was located addressing assistive technology needs of teachers and the results that have currently been discovered. Next, a study that was implemented with general and special education teachers in regards to their knowledge and perceptions of assistive technology will be discussed. Finally, implications for the future addressing assistive technology will be suggested.

Details

Technological Applications
Type: Book
ISBN: 978-1-84950-119-4

Book part
Publication date: 24 October 2016

Stacy M. Kelly

This chapter outlines the progression in the development of educational settings and services for students with visual impairments over the past several hundred years. Information…

Abstract

This chapter outlines the progression in the development of educational settings and services for students with visual impairments over the past several hundred years. Information is provided that explains how the education systems have advanced to the present state for students who are blind or have low vision. An explanation of the professionals who support the unique disability-specific needs of students with visual impairments in inclusive settings is also presented. This chapter concludes with a discussion of current issues related to the inclusion of students with visual impairments including personnel shortages, technological developments, and unemployment rates.

Details

General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
Type: Book
ISBN: 978-1-78635-541-6

Keywords

Book part
Publication date: 14 December 2015

Patrick Timony

This chapter explores the roles of maker spaces in promoting accessibility for and inclusion of library patrons with disabilities. The maker movement is a cultural trend toward…

Abstract

Purpose

This chapter explores the roles of maker spaces in promoting accessibility for and inclusion of library patrons with disabilities. The maker movement is a cultural trend toward creativity, and the disability community can gain both accessibility and innovation solutions from the maker movement.

Methodology/approach

This chapter is a case study, examining the development, outreach, partnership, engagement, and programing activities of the District of Columbia Public Library to establish an inclusive maker space. This library brings users and developers together to share information and innovate solutions for patrons with disabilities.

Findings

The maker space has been an important part of the suite of services for patrons with disabilities. The Adaptive Technology Program influences the application and implementation of assistive technology in the community through the maker movement, bringing innovative technology support, training, and events that act as models for further innovation in the community.

Originality/value

This chapter offers many ideas for inclusion and empowerment of patrons with disabilities through maker spaces, assistive technologies, and related programs and services. These ideas can be applied in other public libraries and in any other types of libraries wishing to use innovative technologies to serve patrons with disabilities.

Details

Accessibility for Persons with Disabilities and the Inclusive Future of Libraries
Type: Book
ISBN: 978-1-78560-652-6

Keywords

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