Helping teachers make informed decisions when selecting assistive technology for secondary students with disabilities

被引：11

作者：

Satsangi, Rajiv ^{[1
]}

Miller, Bridget ^{[2
]}

Savage, Melissa N. ^{[3
]}

机构：

[1] George Mason Univ, Special Educ, Div Special Educ & disAbil Res, Fairfax, VA 22030 USA

[2] Univ South Carolina, Early Childhood Sci & Engn Educ, Columbia, SC 29208 USA

[3] Univ N Carolina, Frank Porter Graham Child Dev Inst, Chapel Hill, NC 27515 USA

来源：

PREVENTING SCHOOL FAILURE | 2019年 / 63卷 / 02期

关键词：

Age-appropriate; assistive technology; secondary; MANIPULATIVES; INSTRUCTION; EDUCATION;

D O I：

10.1080/1045988X.2018.1483314

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The use of assistive technology in special education has grown over the past four decades. In inclusive settings, assistive technology plays a vital role in providing access to academic content for students with disabilities. As the role of assistive technology in secondary classrooms expands, concerns regarding student autonomy, personal preferences, and the societal implications associated with certain tools increase in significance. This article outlines important considerations for teachers to factor in when making assistive technology selections and identifies three decision-making evaluation tools to aid in the selection process for secondary students with disabilities.

引用

页码：97 / 104

页数：8

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