Using Assistive Technology to Support Science Instruction in the Inclusive Elementary Classroom

被引：4

作者：

Taylor, Matthew S. ^{[1
]}

Lohmann, Marla J. ^{[2
]}

Kappel, Alexandria ^{[3
]}

机构：

[1] Coll New Jersey, Special Educ Language & Literacy, 2000 Pennington Rd, Ewing, NJ 08628 USA

[2] Colorado Christian Univ, Special Educ, Lakewood, CO USA

[3] Indiana Univ Penn, Commun Disorders Special Educ & Disabil Serv, Indiana, PA 15705 USA

来源：

JOURNAL OF SPECIAL EDUCATION TECHNOLOGY | 2022年 / 37卷 / 01期

关键词：

assistive technology; technology perspectives; augmentative; alternative communication; inclusive education; educational perspectives; EDUCATION; STUDENTS; ENDREW;

D O I：

10.1177/0162643420947826

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

In 2004, the Individuals with Disabilities Education Act outlined specific considerations for students with individual education programs in relation to their needs and application of assistive technology (AT) devices and services used to access school curriculum. Teachers will interact with a variety of assistive technologies during their career and must have an understanding of how their individual students are accessing lessons and school-based activities. This practitioner article presents a vignette about a hypothetical second-grade teacher and two of his students using AT during a science lesson. Steps the teacher should consider in understanding and embedding AT are presented, as well as discussion about how future technologies may play into students' access to curriculum.

引用

页码：143 / 150

页数：8

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