Search results for assistive technology
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Journal: Assistive Technology (AT)
ISSN: 1040-0435 26 Issues (2004–2013)
ISSN: 1938-727X 8 Issues (2004–2012)
Conference Proceedings: Annual Conference of the Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) (ACREATSNA)
Conference Proceedings: Conference of the Florida Assistive Technology Impact and the Technology and Media Division of the Council for Exceptional Children (CFATITMDCFEC)
Conference Proceedings: Florida Assistive Technology Impact and the Technology and Media Division of the Council for Exceptional Children Annual Conference (FATITMDCFECAC)
Conference Proceedings: Annual Florida Assistive Technology Impact Conference & Conference of the TAM Division of the Council for Exceptional Children (AFATICCTDCFEC)
TechACCESS of Rhode Island
Dr. Dalton directs special program and grant development at TechACCESS of RI. She is principal consultant for Dalton Education Services International (DESI), specializing in curriculum and program development, Universal Design for Learning (UDL), and technology accessibility. Currently, she consults for Broadband RI and ALL Access in the Libraries (IMLS demonstration project), and recently worked with the American Institute for Research (AIR) in developing education standards for the United Arab Emirates. Previously, she was Assistant Professor of Special Education at Rhode Island College, and Coordinator of Assistive Technology and UDL for the Paul V. Sherlock Center in Disabilities. In 2010, she was post-doctoral fellow in Universal Design for Learning (UDL) & Leadership at Boston College and CAST, Inc. Earning a PhD in Education from the University of Rhode Island (2009), she received Outstanding Doctoral Dissertation in Education Award of Kappa Delta Pi (RI) for “The Relationship between Assistive Technology State Standards for Teachers, Assistive Technology Implementation, and Student Performance in the Context of Evidence-based Practice”. Dr. Dalton presents on UDL and technology regionally, nationally, and internationally, and recently was president of the Special Education Technology Special Interest Group of ISTE (2013-14). She serves on the editorial boards of the Journal of Research on Technology in Education (ISTE) and Journal of the International Society for Technology in Education (IASE). Dr. Dalton’s background experience includes counselor/advisor for non-traditional students at the community college level, special education teacher in RI public schools, teacher at a Montessori school, and adaptive aquatics instructor for United Cerebral Palsy and Special Olympics. Professionally, her interests include educational standards, competencies for teacher preparation, infusion of UDL into practice, global perspectives in education, and linking assistive technology and educational technologies through system change. Learn more about Dr. Dalton’s work at www.linkedin.com/pub/elizabeth-dalton/1/71/9aa/
University of Rhode Island
I have been in the field of special education for more than 35 years - at K-12, higher education, and adult education levels. My areas of focus in the field are Universal Design for Learning, inclusion, equity of access, effective technology use - including Assistive Technology, and online learning. BA: Psychology, URI; M.Ed: Curriculum/Special Education, Rhode Island College; Ph.D: Education, URI; Post-Doc: Universal Design for Learning, Boston College/CAST.
University of North Florida
Dr. Terence Cavanaugh is an associate professor in the Department of Leadership, School Counseling, and Sport Management at the University of North Florida’s College of Education and Human Services and am a Fulbright Specialist. His areas of expertise include curriculum design, instructional technology, assistive technology, ESOL education, and teacher education. He has degrees in science education and instructional technology. He has been a university teacher educator since 1998, specializing in instructional technology, science, and science education. He was a 6-12 classroom teacher for 16 years. His teaching includes experience in middle and high schools and higher education. He taught science and technology in the US, China, the Middle East, and the Caribbean.
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4883–4890
Abstract: The student population makeup and laws concerning education, inclusion and special needs students, such as IDEA are changing the makeup, structure and design of the "standard" classroom, as teachers are today likely to have students from a ...
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3621–3624
Multimedia technologies can enable teachers to create meaningful learning opportunities for students. With the advent of Web 2.0 and Cloud Computing programs, teachers have ready access to a multitude of programs that could be used as cognitive...
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4341–4342
This roundtable will focus on the use of handheld technology as assistive technology. StoryMaker, an app for creating social narratives and Social Stories, will be presented along with selected research finding on the use of this app in elementary...
Technology and Engineering Teacher Vol. 72, No. 7 (April 2013) pp. 26–31
The need for assistive technology--technology that assists persons with disabilities--is great. At no time has there been a greater need to provide assistive technologies than to assist the thousands of military veterans returning home from the...
@?Views on assistive@technology (2000) pp. 1–133
The field of education has been confronted with an expansion in the use of technology over the last decade. This expansion has made technology beneficial to individuals who possess disabilities, allowing them more independence by capitalizing on the ...
Journal of Special Education Technology Vol. 16, No. 3 (2001) pp. 19–26
The goals of the National Assistive Technology Research Institute are discussed, as well as ongoing research projects that address the status of school-based assistive technology (AT), AT policies and procedures, AT decisions made by Individualized...
Journal of Developmental Education Vol. 31, No. 3 (2008) pp. 36–37
In this article, the author discusses Assistive Technology (AT) for writing. AT provides access and assistance for students with disabilities (Swd) who might not otherwise have success with writing. Still, having access is not enough. Swd need to be ...
Universal Journal of Educational Research Vol. 2, No. 3 (2014) pp. 219–222
Educators and caregivers now have the opportunity to individualize and differentiate instructions with many technological devices never before available. Assistive Technology is being introduced in the classroom at all levels as a tool for teachers...
Assistive Technology Vol. 21, No. 1 (2009) pp. 28–34
This study compared Hispanics' awareness of services available to acquire assistive technology and whether they actually sought help to the findings from a national sample. The study assists the field by providing information on a group largely...
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 2236–2237
Currently in the USA about 150 million people are impacted by cognitive or physical disabilities in some form. And, according to some researchers, approximately half of the entire planet's population, which is an estimated three billion people, are...
TEACHING Exceptional Children Vol. 35, No. 2 (2002) pp. 44–48
This article discuses how assistive technology affected the emergent literacy of 10 preschoolers (age 3) with multiple disabilities. The children used picture communication symbols, adapted books, a BIGmack, and a computer with Intellikeys,...
Education and Training in Developmental Disabilities Vol. 39, No. 3 (2004) pp. 217–226
Issues related to stigma and its impact on assistive technology (AT) use with persons having developmental disabilities are addressed. While stigma has been known to be associated with presence of disability for many years, relationship between...
Intervention in School and Clinic Vol. 32, No. 2 (1996) pp. 104–12
This article stresses the importance of family involvement in the assistive technology assessment process and offers a model which considers such issues as expenditures/funding for technology, travel practices and transportation, and satisfaction...
Topics in Language Disorders Vol. 26, No. 1 (2006) pp. 70–84
Assistive technology (AT) has the potential to support the literacy skills of students with disabilities as they participate in the general education curriculum. Empirical evidence is presented to support the use of AT, at least for some students. A ...
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3646–3649
Assistive technology (AT) is described as low or high-tech tools that provide individuals with disabilities supports in learning, communication, or behavior. While AT has noted positive impacts, it is also important to know how to best prepare...
(2008) pp. 1–185
The purpose of this study was to identify the primary predictor variables that may influence general education and special education teachers of students with severe disabilities to integrate computer-based assistive technology into their teaching...
Montessori Life Vol. 20, No. 1 (2008) pp. 30–35
The Montessori philosophy advocates that the classroom be a reflection of the home, the community, and the world. Now, a century after Maria Montessori founded her Casa dei Bambini, the world is becoming a high-technology society, with computers a...
(2010) pp. 1–120
The study surveyed a sample of K-12 teachers who had used assistive technology (AT) in the classroom to determine answers to five research questions. These were, (1) why the teachers adopted AT, (2) their attitudes and perceptions about its value, ...
Educational Leadership Vol. 63, No. 4 (2006) pp. 72–75
Although approximately half of the six million students receiving specialized services for an identified disability are learning disabled, research shows that assistive technologies are far more commonly used with students who manifest physical or...
Reading Matrix: An International Online Journal Vol. 12, No. 1 (April 2012) pp. 98–101
Twenty-first century teachers working with diverse readers are often faced with the question of how to integrate technology in reading instruction that meets the needs of the techno-generation. Are today's teachers equipped with the knowledge of how ...
Annual Meeting of the Mid-South Educational Research Association 2002 (November 2002)
This paper discusses the development of an assistive technology (AT) toolkit for special education teachers to use in integrating assistive technology with general curriculum standards for students with high incidence (mild) disabilities....
Assistive Technology Vol. 23, No. 2 (2011) pp. 65–75
Many different sources of input are available to assistive technology innovators during the course of designing products. However, there is little information on which ones may be most effective or how they may be efficiently utilized within the...
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3946–3949
For many years, assistive technology (AT) was considered only for students with significant disabilities. For these students, AT was a primary means to access curriculum and instruction in the classroom. The high cost of the devices, complex...
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 2844–2847
Assistive technology uses for young children in the regular classroom are presented. These technologies are helpful to the regular classroom teacher and all young children, not just those with special needs. Several assistive technology devices...
Journal of Special Education Technology Vol. 15, No. 1 (2000) pp. 45–55
This paper presents an overview of family and cultural issues relevant to planning for assistive technology (AT) for students with disabilities. The potential for interactive multimedia in helping teams and families make AT decisions is reviewed. It ...
Focus on Exceptional Children Vol. 32, No. 9 (2000) pp. 1–24
This article reviews research, policy, and practice related to the use of assistive technology by students with mild disabilities. It addresses the potential of technology for individuals with disabilities, consideration of assistive technology in...
Education and Training in Developmental Disabilities Vol. 42, No. 4 (December 2007) pp. 387–397
This article discusses an evolving understanding of the relationship of assistive technology (AT) to student achievement. Clarifying the compensatory nature of AT and its role in creating a "floor of opportunity" for students with disabilities, the...
Preventing School Failure Vol. 43, No. 3 (1999) pp. 113–17
Provides an overview of assistive technology for students with disabilities in inclusive settings and legal considerations regarding assistive technology. Recommendations are given to help teachers maximize assistive technology to facilitate...
Community & Junior College Libraries Vol. 9, No. 1 (1999) pp. 47–56
Asserts that there is a need for immediate attention to be given by librarians to assistive and enabling devices that may be acquired and installed on computer and other high-tech devices that will ensure full use of technology by disabled users....
Kappa Delta Pi Record Vol. 45, No. 4 (2009) pp. 172–175
Over the past 10 years, the numbers of students with physical disability who are being educated in inclusive or universal design for learning (UDL) classrooms have been increasing steadily. These students are expected to complete grade-level...
Reading Research Quarterly Vol. 42, No. 1 (2007) pp. 153–160
To gain meaningful access to the curriculum, students with reading difficulties must overcome substantial barriers imposed by the printed materials they are asked to read. Technology can assist students to overcome these challenges by enabling a...
Exceptionality Vol. 22, No. 4 (2014) pp. 226–236
Developing special education programs that confer a free appropriate public education (FAPE) for students with disabilities has been a challenge for local education agencies since the Individuals with Disabilities Education Act (IDEA) was first...
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 95–102
Individuals with visual impairments attending graduate schools have to work with data sets, including reading, interpreting and sharing findings with others in their field, but if the students have visual impairments they may be able prohibited from ...
Intervention in School and Clinic Vol. 30, No. 2 (1994) pp. 70–83
This article reviews the legislative history of assistive technology, discusses its benefits to and applications in learning environments for students with mild disabilities, outlines pertinent issues, and makes suggestions for selecting and using...
Reading and Writing Quarterly: Overcoming Learning Difficulties Vol. 20, No. 2 (2004) pp. 219–223
Assistive Technology--as defined by the ?"Tech Act?" (Technology-Related Assistance for Individuals with Disabilities Act, Public Law 100-407)?is any item, piece of equipment, or product system that is used to increase, maintain, or improve...
TEACHING Exceptional Children Vol. 40, No. 2 (2007) pp. 28–34
Building the capacity of education professionals to make effective assistive technology (AT) decisions requires varying supports. One effective approach used in Central Illinois is to develop and maintain user groups comprising skilled practitioners ...
Conference of the Florida Assistive Technology Impact and the Technology and Media Division of the Council for Exceptional Children 1995 (Mar 02, 1995)
This conference paper describes the cooperative learning structure; presents the elements of cooperative learning; discusses how to plan, implement, and evaluate using the cooperative learning structure; introduces assistive technology services for...
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3950–3953
Abstract: This paper will discuss the importance of assistive technology used with persons with disabilities. Critical to the success of students with mild to moderate disabilities, who are included in general education, is the use of assistive...
Annual Florida Assistive Technology Impact Conference & Conference of the TAM Division of the Council for Exceptional Children 1995 (March 1995)
Recent efforts to develop Spanish-based adaptations for alternate computer input devices are considered, as are their implications for Hispanics with disabilities and for the development of language sensitive devices worldwide. Emphasis is placed on ...
New Directions for Student Services Vol. 64 (1993) pp. 89–102
Provides student services administrators and staff with information concerning the basic computer access needs of students with disabilities. Explores issues like training and support for students, faculty, and staff; funding; purchase and...
Science Teacher Vol. 74, No. 3 (March 2007) pp. 34–38
Federal legislation requires that supplementary aids and services be provided to students with diagnosed disabilities to assist them in accessing the general-education curriculum. Such modifications to the curriculum may include assistive technology ...
Journal of Access Services Vol. 6, No. 1 (2009) pp. 12–35
When the Americans with Disabilities Act passed in 1990, it was estimated that 43 million Americans were living with a disability. This number continues to grow. According to the U.S. Department of Health and Human Services, there are now over 54...
Infant-Toddler Intervention: The Transdisciplinary Journal Vol. 8, No. 2 (1998) pp. 185–206
Discusses a family-centered assessment and intervention approach that empowers and enables families in the selection and use of assistive technology by young children with disabilities. It considers key characteristics of parent/professional...
Journal of Special Education Technology Vol. 18, No. 2 (2003) pp. 60–64
This column examines issues associated with measuring assistive technology outcomes in writing. Following an introduction to assistive technology and writing, it looks specifically at design, measurement, analysis, and decision making factors in the ...
Journal of Special Education Technology Vol. 18, No. 1 (2003) pp. 39–43
This discussion of assistive technology for children with AIDS considers management in the school setting, functional limitations related to HIV/AIDS, and the use of assistive technology to address HIV/AIDS- related bodily, mental, sensory, and...
Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 1009–1011
Brianna Stegall Quinn; Michael Behrmann; Margo Mastropieri; Margaret E. Bausch; Melinda Jones Ault; Yoosun Chung
Journal of Special Education Technology Vol. 24, No. 1 (2009)
All students receiving special education services are entitled to the consideration of assistive technology (AT) devices and services; however, little research is available on who uses AT in schools. This study analyzed data from the National...
Clearing House: A Journal of Educational Strategies, Issues and Ideas Vol. 75, No. 3 (2002) pp. 122–26
Discusses three technological innovations that hold promise for middle and high school students with learning disabilities in reading and writing: speech synthesis programs (text-to-speech); organizational software; and voice recognition software....
Remedial and Special Education Vol. 24, No. 3 (2003) pp. 141–53
This article presents the knowledge and skills determined by the Council for Exceptional Children to be necessary for assistive technology specialists. These competencies are designed to provide guidelines for districts as they seek to employ a...
AACE Journal Vol. 10, No. 1 (2002) pp. 27–31
This paper will address definitions, services, leve ls of technology and application of assistive technology concepts as they relate to education. An overview of the NCATE and ISTE guidelines concerning assistive technology, and the current...
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