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Book part
Publication date: 4 February 2015

Meaghan M. McCollow, Jordan Shurr and Andrea D. Jasper

A shift from a medical model to a social model of including learners with disabilities has occurred over the past 25 years (Stella, Forlin, & Lan, 2007). This shift has…

Abstract

A shift from a medical model to a social model of including learners with disabilities has occurred over the past 25 years (Stella, Forlin, & Lan, 2007). This shift has impacted both preservice teacher preparation and in-service teacher professional development. This chapter utilizes a conceptual framework built on the work of Forlin and colleagues (Forlin, Loreman, Sharma, & Earle, 2009; Sharma, Forlin, Loreman, & Earle, 2006; Stella et al., 2007) to guide teacher preparation and professional development. This conceptual framework provides a model for (1) addressing attitudes and perceptions; (2) increasing knowledge of disability policies, laws, and evidence-based practices for providing instruction in inclusive settings; (3) and increasing experiences with individuals with disabilities, including experiences within inclusive settings. In addition, the framework incorporates aspects of the context within which inclusion is to occur. Implications include recommendations for teacher training and professional development to improve inclusive education for learners with LID.

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Including Learners with Low-Incidence Disabilities
Type: Book
ISBN: 978-1-78441-250-0

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Content available
Book part
Publication date: 4 February 2015

Abstract

Details

Including Learners with Low-Incidence Disabilities
Type: Book
ISBN: 978-1-78441-250-0

Book part
Publication date: 4 February 2015

Abstract

Details

Including Learners with Low-Incidence Disabilities
Type: Book
ISBN: 978-1-78441-250-0

Book part
Publication date: 25 September 2020

Emily Bouck and Rajiv Satsangi

Mathematics can be a challenging content area for all students and especially for students with disabilities. Assistive technology can support the access, participation…

Abstract

Mathematics can be a challenging content area for all students and especially for students with disabilities. Assistive technology can support the access, participation and achievement of students with disabilities in mathematics in general and in inclusive mathematics settings in particular. In this chapter, assistive technology to academic and functional mathematics will be discussed; particularly, manipulatives, calculators and other technology-mediated mathematics interventions (e.g., apps or computer programs) will be highlighted.

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Assistive Technology to Support Inclusive Education
Type: Book
ISBN: 978-1-78769-520-7

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Book part
Publication date: 30 July 2014

Emily C. Bouck and Sara Flanagan

The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with…

Abstract

The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with disabilities and special education across the globe. The chapter presents technological advances that benefited students with disabilities in developed countries as well as potential technologies to support students with disabilities in developing countries. The scant exiting literature on developing countries suggests some universal themes regarding technology for students with disabilities including access and training. Additional attention and research is needed on assistive technology to support students with disabilities in both developed and developing countries, with recognition that what works is developed counties may not work in developing.

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Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects
Type: Book
ISBN: 978-1-78441-045-2

Article
Publication date: 1 October 2003

Jerry Fjermestad and Nicholas C. Romano

Electronic customer relationship management (eCRM) has become the latest paradigm in the world of customer relationship management. Recent business surveys suggest that up…

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Abstract

Electronic customer relationship management (eCRM) has become the latest paradigm in the world of customer relationship management. Recent business surveys suggest that up to 50 per cent of such implementations do not yield measurable returns on investment. A secondary analysis of 13 case studies suggests that many of these limited success implementations can be attributed to usability and resistance factors. The objective of this paper is to review the general usability and resistance principles in order to build an integrative framework for analyzing eCRM case studies. The conclusions suggest that if organizations want to get the most from their eCRM implementations they need to revisit the general principles of usability and resistance and apply them thoroughly and consistently.

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Business Process Management Journal, vol. 9 no. 5
Type: Research Article
ISSN: 1463-7154

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Book part
Publication date: 2 January 2013

Carrie Anna Courtad and Emily C. Bouck

Students with learning disabilities are ever-present in schools today and so is the technology to support these students. Assistive technology supports students with…

Abstract

Students with learning disabilities are ever-present in schools today and so is the technology to support these students. Assistive technology supports students with learning disabilities (LD) in terms of access and success in general education and special education settings. This chapter will discuss the challenges students with learning disabilities may face in school and the assistive technology educators can use to help address these challenges. Specifically, this chapter pays particular attention to assistive technology to support core content areas (e.g., literacy and mathematics) as well as organization and self-management.

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Learning Disabilities: Practice Concerns And Students With LD
Type: Book
ISBN: 978-1-78190-428-2

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