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Since the passing of the Higher Education Opportunity Act in 2008, more students with intellectual disability are being admitted to inclusive postsecondary education programs at U.S. colleges and universities. One of the challenges many students with intellectual disability face when arriving on a college campus is learning to navigate their new surroundings independently. We share how postsecondary education programs can use an assistive technology, Google My Maps, to customize maps to address each student's unique needs in independently navigating the college campus and the surrounding community. Also discussed are ways to infuse person-centered planning into Google My Maps. Implications for practice and future research directions are discussed.

Assistive technology (AT) is a critical in providing students with visual impairments (VI) access to classroom information. However, little is known about how the fluid and diverse experiences across core-content classrooms that impact the nature of AT use among students with VI. We conducted three classroom observations of 10 secondary-age (i.e., 6th through 12th grade) students with VI in core-content classrooms (i.e., math, English, social studies, or science). Wide variations in AT use suggest that AT needs are individualized. Additionally, writing tasks, reading tasks, and independent instructional groupings were associated with the highest rates of AT usage. However, students receive little support for using their AT in classrooms. We offer implications and recommendations for research and practice aimed at increasing AT use in core-content classrooms.

Assistive technology (AT) is critical for students with disabilities to access and engage in the general education curriculum, but research has consistently reported a lack of AT knowledge among general and special education teachers. This synthesis reviewed the literature on AT instruction in teacher preparation programs. A total of 14 studies were selected using specific selection criteria. Findings indicated that after receiving AT instruction, pre-service teachers showed positive gains in self-reported AT skills/knowledge, assessed AT skills/knowledge, and attitudes/perspectives toward AT, regardless of modality, incorporated instructional methods, or measurement. Despite the promising effects of AT instruction, this synthesis highlights the scarcity of research in the realm of such instruction within teacher preparation programs and emphasizes the need for more robust research methodologies in this area.

The Journal of Special Educational Technology (JOSET) has been a leading journal in the domain of technology application in special education since 1978 (Journal Searches, 2023; Resurchify, 2022; SCI Journal, 2023; Scopus, 2022). In this bibliometric study, we examined JOSET's growth, publication trends, contributions, and international collaborations using descriptive, intellectual, conceptual, and social structure analyses. Documents (i.e., articles, editorials, errata, letters, and notes) published in JOSET from 1996 to 2021 were retrieved from the Scopus database and analysed using Biblioshiny embedded in R studio. Co-citation and co-word analyses identified five and two clusters, respectively. The analysis of the collaboration structure in JOSET reveals a positive relationship among authors, with over 75% of publications resulting from collaboration. The results further suggest that the journal continues to keep pace with global trends and contemporary issues, which can enhance its impact and readership and drive the growth of its annual publication number.

This systematic review explores the benefits and difficulties of using technology for the learning of university students with disabilities in both face-to-face and distance learning. Three databases were searched: ERIC, Scopus and Web of Science. The review included 14 articles that met all the inclusion criteria. All the included articles were qualitative studies involving 240 students and 143 faculty members. The data were analyzed using an inductive system of categories and codes. The results are organized around five themes: characteristics of the studies, technological resources most commonly used in university teaching, benefits of technology for learning, difficulties in using technology, and valuation of virtual teaching environments. The discussion and conclusions highlight the positive aspects of technology in the learning of students with disabilities, and warn of the need to improve faculty training and inclusive policies to ensure an effective and accessible use of technology.

Inclusive preschool classrooms have become increasingly common in recent decades, affording opportunities for children with and without disabilities opportunities to interact and develop positive relationships. Children with disabilities may be unintentionally excluded from these interactions due to communication differences. This paper discusses one assistive technology tool, called visual scene displays (VSDs), for supporting communication and interaction between children. Specifically, the paper aims to: (a) describe VSDs; (b) discuss why VSDs are particularly well-suited for supporting social communication between young children; (c) describe how VSDs are created and introduced to children; and (d) provide examples of how VSDs may be implemented during two common preschool activities: object play and shared storybook reading. Finally, resources for creating VSDs are offered.

This study examined the use of a wearable smartwatch-based intervention to support the executive functioning needs of college students with intellectual disability and autism spectrum disorders. The study was designed to address the universal design for learning guidelines and checkpoints for Provide options for Executive Functions. Three students with intellectual disability, two on the autism spectrum, participated in this multiple-probe across participants with an embedded ABAB design to determine whether a causal relationship exists between the smartwatch intervention and the percentage of tasks completed independently. Students were taught to use a wearable smartwatch device to enter novel appointments for the coming week and the associated tasks. All students self-operated the wearable device to enter appointments, attend appointments on time, and complete associated tasks. Results are discussed in the context of applying new technology applications to assist individuals with intellectual disability and autism to self-manage technological supports to learn new skills, set reminders, and enhance independence.

The purpose of this study was to explore preservice special education teachers' experiences within an instructional material development project for students with disabilities during a semester-long technology integration course. Data were collected from 61 preservice special education teachers through an open-ended questionnaire, instructional design reports, and instructional materials. The findings indicated that working with students with disabilities in a real-life environment helped the preservice teachers realize the importance of assistive technology in education to support these students' needs. This experience also helped the teachers to ascertain what barriers may exist to assistive technology use in education, such as insufficient technology knowledge and skills, and inadequate infrastructure of classrooms, etc. The preservice teachers emphasized that following an instructional design process facilitated the development of effective instructional materials. They also stressed that the instructional material development project contributed to their professional development in different ways, such as practical skills through real-life experiences and technology-related skills.

Computer-assisted instruction (CAI) gives students with visual impairment (VI) immediate access to information and enables direct collaboration with sighted educators and peers. This systematic review examined interventions addressing the impact of CAI interventions on school-age children with VI. Twenty-eight studies examined CAI interventions implemented with 339 students with VI. The CAI interventions fell into five categories: digital texts, word processors, haptic simulations, educational platforms, and serious games. Findings from this review highlight the need for: (a) addressing students' preparation or mastery for technology skills needed to participate in CAI; (b) more diverse recruitment of participants with VI; and (c) incorporating educators as implementers of CAI. Implications for practice and research are also addressed.

Inclusive post-secondary education (PSE) for students with intellectual disabilities (IDs) is becoming increasingly common in colleges and universities. A majority of these inclusive PSE programs focus on academic enrichment, socialization, independent living skills, integrated work experiences, and career skills. Thus, in inclusive PSE programs, it is important for students with ID to be able to use technology for academic, employment, independent living, and communication functions. It is also beneficial if these students are able to use different technology devices (e.g., computers, smart phones, and tablets) for multiple purposes in order to complete academic, social, recreational, and vocational tasks. Although students with ID can be taught these skills in college, students who begin PSE programs already having these technology skills are better prepared for college and adulthood. Including digital literacy skills, technology strategies, and assistive technology use and application goals in Individualized Education Program (IEP) transition plans may be very helpful in preparing high school students for multiple adult outcomes. This paper describes some of the assistive technology and digital literacy skills, strategies, tools, and goals that secondary level special education teachers should include in students' IEPs and transition plans. It also suggests how special education teachers can teach these technology skills.

In the current investigation, we evaluated the effects of technology-based instructional prototype in teaching eight students with extensive support needs to construct sentences. We employed a concurrent multiple probe research design and determined that the package was effective for seven of the participants. Further, teachers reported favorable perceptions of the prototype. Limitations and areas for future research are discussed.

The challenges teachers face with virtual learning existed previously but were heightened by the quick move from in-person to virtual learning caused by the pandemic. Researchers have investigated virtual learning for students with disabilities and have made recommendations including supplemental online resources for individualization and incorporating what we know works for students with disabilities, such as explicit instruction and assistive technology. Another recommendation for virtual learning, and the focus of this article, is the use of scaffolding. Since we know scaffolding is a high-leverage practice for students with disabilities, we can take what we know about scaffolding in face-to-face instruction and transform it to work in virtual settings. This article offers vignettes of a science classroom as two teachers plan for scaffolded instruction to support reading, which is critical in science learning.

Despite the enactment of the Americans with Disabilities Act and its amendments, there are still barriers to successful employment for people with intellectual and developmental disabilities (IDD). Known barriers include lack of accommodations; negative stigma; and lack of investment in education, on-the-job training, and work experiences. Although many young adults with IDD want to fully engage in community-based employment, they often require supports that employers are unable or unwilling to provide. Wireless or wearable technologies in the workplace have the potential to provide necessary supports to employees with IDD and their employers. In the present study, we conducted a web-based survey of employees with IDD (n = 66), service providers (n = 54), and family members (n = 19) to determine which technologies individuals with IDD use in the workplace, and how these technologies influence their employment experiences. We analyzed survey data using quantitative and qualitative descriptive analyses. All survey respondents endorsed the use of technology in the workplace to enhance employment outcomes for individuals with IDD. The three groups of respondents varied in their identification of barriers; however, the most commonly identified barriers to effective technology use at work were Lack of Knowledge and Instruction on Device Use/Adaptations and Employer-imposed Barriers. Study findings have the potential to influence workplace decisions and training for people with IDD and their employers, families, and other service providers.

This study utilized the Simple View of Reading (SVR) model cognitive subtypes to determine the impact of text-to-speech (TTS) software on the reading comprehension of 94 grade 8 students with reading difficulties. Method: paired samples t tests for all four SVR groups were conducted to examine reading comprehension scores under TTS and no-TTS conditions. Results: only those participants with a dyslexic profile (listening comprehension greater than decoding skills), demonstrated significant gains in reading comprehension in the TTS compared to the no-TTS condition; a large effect size (1.58 grade level increase) was found. Furthermore, this group's literal comprehension improved much more than their inferential comprehension when utilizing TTS. Implications: a one-size fits all approach for the selection of TTS for struggling readers is not recommended. SVR subtyping incorporated into psychoeducational assessments can inform appropriate assignment of TTS to struggling readers.

This exploratory study examined the usage of speech recognition (SR) technology by students with high incidence disabilities in grades 4-8 and student and teacher perceptions of using SR as part of the writing process. The study also examined factors contributing to students' use of SR and barriers to using this technology. Results indicated that students across all grades had positive perceptions about using SR, but younger students tended to use it more often. SR was especially helpful for students who struggled with spelling and supported some, but not all, students with drafting text. The study illustrated the importance of taking student variability into account in relation to affinity for SR usage. By integrating opportunities for using SR as part of writing instruction and guiding students to reflect on whether the technology is useful for their individual needs and preferences, teachers can help students with disabilities make choices to use SR in ways that are the most useful for their individual needs.

School-based speech-language pathologists (SLPs) are increasingly confronted with opportunities to use screen-based devices. In order to fully investigate how technology impacts therapeutic efficacy, it is imperative to first understand how and why SLPs utilize technology. This study explores: (a) the frequency with which SLPs use eight types of screen-based devices during direct intervention; (b) how student and SLP characteristics impact device use; and (c) the clinical rationales supporting device use. Using a self-administered, online questionnaire, 261 SLPs reported that technology use contributes to perceptions of increased clinical effectiveness. Results indicate tablets are the most frequently used device; however, student age, specific communication disorders, and service delivery model significantly impact the type and frequency of device use. Furthermore, academic materials and traditional activities continue to be the predominant format of intervention activities. Findings provide insight into how SLPs balance the allure of screen-based devices with student needs, professional characteristics, and the educational environment.

This manuscript describes an early childhood educator working collaboratively with a speech language pathologist and using an augmentative and alternative (AAC) device (iPad™ application) to label target vocabulary during shared book reading as an inclusive practice. The child throughout the vignettes includes a young boy identified with autism spectrum disorder who has limited verbal communication. The focus of this manuscript is using traditional wh- questions within level one of dialogic reading paired with an AAC device during shared book reading sessions. Step-by-step procedures that can be used widely including adaptations and considerations for individualizing instructions are provided. Resources and additional supports are discussed.

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.

Virtual reality (VR) technology has improved in access and availability in the area of K-12 instruction, increasingly being cited for its promise to meet the varied learning needs of individuals with disabilities. This descriptive review of 25 research studies conducted in K-12 settings examined the defining characteristics of immersion levels associated with VR, the purpose and application of the augmented reality intervention, the outcomes associated with the current use of VR, and the possibility of generalization beyond VR. The results of the review reveal that a majority of studies are utilizing nonimmersive screen-based simulations. While still considered under the VR domain, these technologies do not take advantage of the features of semi- and fully immersive VR which make it an appealing intervention for students with disabilities. Based on the results of this review, we provide recommendations to establish a strong research base on emerging VR technology and its use for students with disabilities in the K-12 classroom.

Assistive technology can benefit students with disabilities in terms of independence and performance. Yet more research is needed regarding usage of assistive technology. Using the National Longitudinal Transition Study 2012 database, the authors explored reported use regarding assistive technology by secondary students with disabilities. Overall, the authors found low rates of assistive technology reported use among students with disabilities aggregated, although there were large ranges across disability categories (e.g., 14.5%-74.0% for use of assistive technology). Disability category had a statistically significant relationship with reported assistive technology use for secondary students.

Young adults with intellectual and developmental disabilities (IDDs) are at an increased risk of developing mental health disorders. Mindfulness may be one strategy that can help support the mental health needs of this particular population; however, those with (IDDs) may need additional support in cultivating the practice. The purpose of this study was to investigate the use of a wearable device designed to provide neurofeedback to help promote state mindfulness in young adults with (IDDs). Additionally, attention and affect mechanisms were examined, as well as the social validity of using the wearable device. Using an A-B-A-B single-subject study design, five ("age range" = 18-25) students completed 20 sessions that consisted of listening and not listening to neurofeedback. Results provide some support for the positive effect of neurofeedback on state mindfulness, paying attention to the breath, and positive affect. All five students reported acceptability of using the device.

Understanding how to appropriately choose, implement, and utilize assistive technology (AT) for students on an individualized education program (IEP) is imperative to success within a school setting and has been shown to improve with preservice teachers' (PST) training. This study investigated the impact that a training session in which PST were exposed to a variety of AT devices/software in one university's AT lab and given direct instruction in the Student Environment Tasks Tools (SETT) framework for selecting appropriate AT by working through a training case study would have on PST knowledge of AT and its selection. Sixty-eight PST participated in this study, and the results demonstrate that the training increased their ability to name specific AT items on a presurvey (M = 3.56, SD = 14.88) compared to the postsurvey (M = 9.57, SD = 25.14). The increase of number of devices and software named pre- and postsurvey was significantly greater than chance, t(67) = -7.64, p < 0.01). Most notably, participants could name the components of SETT on the postsurvey (94.12%) and apply the SETT framework to a hypothetical student, improving the quality and quantity of recommendations for the student. This study provides further evidence for inclusion of AT in teacher preparation programs.

Smartwatches may provide a natural, portable, and unobtrusive strategy by which to support directive-following for individuals with autism spectrum disorders (ASD). A mentor can send visual supports (e.g., photographs, videos, text) "just-in-time" (JIT) to a learner's smartwatch. This may reduce the need for extraneous face-to-face intervention within social and educational settings and thereby preserve the naturalness of interactions for individuals with ASD. In this article, the following questions are explored: (1) Will some children with ASD with limited functional speech tolerate wearing a smartwatch after receiving only spoken instructions? (2) Can children with ASD who did not initially tolerate wearing a smartwatch increase their tolerance for wearing a smartwatch after they view video models within a visual schedule? and (3) Will children with ASD who tolerate wearing a smartwatch attend to, and follow, scene cue text messages received on the watch? Results provide preliminary evidence for the feasibility of using a smartwatch with children with ASD. Limitations of this study are addressed and implications for future research are posited.

Emerging trends and advancements in technology allow educators to develop dynamic learning environments to support their students' academic and behavioral needs. The study documented the lived experience of special educators using assistive technology (AT) to support behavioral challenges in students with disabilities and the environmental factors that support educator's use of AT. Fifteen educators who worked in K-12 schools participated in semi-structured interviews and completed a researcher-developed Assistive Technology Treatment Integrity Checklist (ATTIC). This exploratory study indicated that participants had limited experiences using AT to target challenging behaviors. However, participants used technology to support evidence-based interventions or customized instructional technologies to manage students' needs. Our findings also indicated that school structures impacted AT-related attitudes and eventual use. The findings from this study add to the literature on technology supports for students with challenging behaviors. Implications for practice and future research are also discussed.

Students with disabilities (SWD; e.g., learning disabilities) often struggle with slower processing speed and poor working memory skills, which reduce the quality of their notes. This study evaluated the effects of a note-taking intervention using the researcher-created smartpen strategy in conjunction with the assistive technology of the Livescribe™ Smartpen to assess the effects of students' overall notes and lecture comprehension. Both SWD and without disabilities in ninth-grade English Language Arts classes participated in this study. The note-taking intervention was designed to assist SWD to take notes using the smartpen assistive technology, aid students in identifying key vocabulary content, amend their notes for errors or missed information, and establish a summary of the lecture. Results from the data analysis found that SWD in the experimental group recorded more words in their notes, as well as an increase in word count on the immediate free recall assessment.

Despite the rapid growth in development of technology, such as software or hardware devices, its implementation among stakeholders working with individuals with autism spectrum disorder (ASD) is slow. This suggests that there might be a number of challenges that hinder technology adoption or its continued usage. The current project aimed to investigate stakeholders' perceptions on potential barriers in adopting technology. We involved 17 stakeholders, including parents of children with ASD, service providers, and administrators of ASD organizations, in interviews. Thematic analysis yielded three themes: (a) making the right choice, (b) apprehension and concern about uptake, and (c) external obstacles to implementation. This project was the first study to involve key stakeholders to determine components that take place in utilization and adoption of technologies in the field of ASD.

This study examined the effects of a treatment package that combined technology-based supports and systematic instruction on the comprehension skills of elementary-aged students with moderate intellectual disability. Researchers used a multiple probe across participants design. Specifically, researchers examined the effects of constant time delay and a system of least prompts on both generating and answering questions about science electronic texts (e-texts) for student participants. A functional relation was demonstrated for both generating questions using an iPad and answering comprehension questions. All three students demonstrated an ability to correctly answer questions about an e-text read aloud via text-to-speech by either saying an answer from memory or independently searching the e-text and replaying the target text to find the correct answer. A functional relation also was demonstrated between constant time delay instruction and the points earned accurately generating questions using an iPad. Skills transferred to a third-grade general education classroom environment.

Assistive technology (AT) helps bridge the gap between students with learning disabilities (LD) and their peers without LD. However, this implies a need for teachers to become well-trained and proficient in the use of AT. There are established AT competencies for educators, and AT services professionals must be knowledgeable about AT to select and recommend specific technology to individual education program teams. Professionals should also be well-versed with AT to be able to train students in its use. There is a significant need for research on teachers' knowledge and perceptions of AT (i.e., interest in using it and barriers to incorporating it) as well as the best ways to provide AT training. To investigate these areas, a survey was administered to teachers of students with LD at the elementary and middle school levels. Our results indicated that completing an AT course in college along with self-reported AT proficiency in iPad reading apps were associated with higher ratings of AT knowledge. Additionally, higher AT proficiency ratings and completing AT college course work were associated with perceptions of college preparation of AT, but these factors did not predict perceptions of workplace preparation. Teachers were clearly interested in utilizing AT but felt their college did not adequately prepare them in AT, and funding issues were the most common barriers to implementing AT. Our findings suggest a need for an emphasis on AT training in college courses.

This research examined Grade 6-10 Ontario Certified Teachers' (n = 24) perceptions of assistive technology (AT) and the factors correlated with perceived usefulness of AT. A mixed methods design that included a survey consisting of open- and closed-ended items elicited information about teachers' AT knowledge and training, their basic computer literacy, their perception of administrative support for access to and implementation of AT, the usefulness of AT, and the factors that encourage or discourage AT use in the classroom. Results of correlational analysis suggested that computer literacy and AT knowledge were significantly positively correlated with perceived usefulness of AT, and a thematic analysis further identified that training and student factors may influence AT use. Implications for preservice and professional development teacher training are discussed, given the consistency of teacher-reported need for greater training opportunities for both students and teachers.

Individuals with intellectual disabilities (ID) often experience a combination of both intellectual and adaptive functioning deficits that impact conceptual, social, and practical domains. These deficits can negatively impact an individual's ability to achieve independence and sustained employment. Fortunately, research has shown assistive technology can help support employment skills for individuals with ID. This multiple baseline design study investigated the use of a Task Analysis smartphone application, which utilized video and audio prompting, with four young adults with ID on the completion of work-related office tasks. Findings indicate that all four young adults with ID showed large effect size gains for completing several common office-related tasks including shredding, copying, and scanning. Implications and future research are discussed.

The purpose of this study was to systematically review literature on assistive technology (AT) used to develop literacy skills in students with physical disabilities. Primary databases were searched using search terms AT, disability, and literacy. Eight studies were eligible for inclusion. Six studies reported positive change to literacy components with AT support, and two reported a statistically significant change. Evidence offers support for AT in developing reading skills in this population. Future research could include reliable outcome measures, a classification system for participants' disabilities, increased rigor of research design, and statistical data analysis.

The Google Chrome browser, widely available on computers today, has a variety of free and low-cost apps and extensions that can benefit all students in inclusive classroom settings. Using apps and extensions readily available for the Google Chrome browser, teachers have access to assistive tools that can be useful learning supports for students with and without disabilities. There are apps and extensions available to support literacy, mathematics, and organizational skills. Using these tools, teachers can provide multiple means of representation, expression, and engagement in alignment with Universal Design for Learning guidelines. This article describes how Chrome apps and extensions can be used to support literacy, mathematics, organization, and planning in inclusive settings.

This study investigated the effectiveness of text-to-speech (TTS) on the outcomes of reading comprehension and oral reading fluency (ORF) for four secondary students with learning disabilities. The researchers used a single-case A-B-A-B withdrawal design to evaluate the effectiveness of TTS on reading outcomes. All participants scored higher on reading comprehension after using TTS when reading instructional passages and maintained the skills for 4 weeks. Results on participants' ORF also indicated an increased level of words read per min at the end of each accommodation condition. Comparison of pre- and posttest achievement on the Lexile assessment showed that two of the four participants increased their reading scores. Major findings are discussed with implications for practice and recommendations for future research to increase the use of TTS in the classroom.

In response to the increasing number of young adults with intellectual and development disability (IDD) in inclusive postsecondary settings, a wearable technology application was designed to support students' learning, participation, and independence. This article describes the design research process leading to the development of the technology prototype. An app for a smart watch has been conceptualized, designed, and refined following the two initial phases of the Integrative Learning Design Framework (ILDF; Bannan-Ritland, 2003). The design principles that emerged from the study include multiple prompting and reward systems to encourage students' self-regulation and positive behaviors. The findings identify ways wearable technology can support young adults with IDDs in inclusive college courses without overreliance on the support staff. Having major stakeholders involved in the design research process from the very beginning resulted in high levels of acceptance of the developed technology-based intervention prototype by the target population and by the support staff members. Plans for the next two phases of the ILDF, which are beyond the scope of this publication, are discussed.

As technology continues to permeate our culture and society, K-12 educators search for strategies to build student capacity and engagement with technology. Although the digital divide around access to technology has been decreasing, there is still a significant gap in the utilization of technology for educational purposes by culturally diverse learners. Even more vulnerable to unequal access to technology for educational use are culturally diverse students with a documented disability. TechNow is a promising transition-focused technology training class for high school students with disabilities. A three-factor analysis of variance revealed significant improvements in perceptions of technology skill acquisition and use of software by Latino and Native American high school students with disabilities enrolled in TechNow compared to the control group. Implications of these results suggest acquisition of critical transition skills for culturally diverse learners are enhanced through the TechNow program.

Federal laws require teachers to understand the special needs of their students and provide the best possible education for them. However, many teachers have completed their preservice education without the requisite skills to implement assistive technology to support exceptional students. These teachers have become dependent upon professional development (PD) to gain these skills. This article will describe the comprehensive prescription developed to evaluate a school district's PD program. The results of this evaluation identify strengths of the program and areas of improvement to counter the limitations.

The purpose of this study was (i) to investigate if the compensatory effect of text-to-speech (TTS) technology on reading comprehension and reading rate in schoolchildren with reading disability is influenced by problems with inattention and hyperactivity and (ii) to examine whether a potentially moderating effect of such symptoms differ between grade groups. Participants (N = 49) were randomized into one of the two experimental conditions: Group A listened to a text with TTS, and Group B read the text themselves. The conditions were then switched. Inattention and hyperactivity symptoms were assessed with the Strengths and Difficulties Questionnaire (SDQ). Statistical analyses were performed both on the whole group and within-grade groups (Grades 3-5 and 6-9). Using TTS technology had a positive effect on reading rate for both grade groups, and this effect was not influenced by attention-deficit/hyperactivity disorder (ADHD) symptoms. As for reading comprehension, the two groups differed both with respect to the amount of improvement seen in the TTS condition and with respect to the moderating effect of ADHD symptoms. Reading with TTS improved reading comprehension significantly in the younger group, whereas no effect on reading comprehension was found in the older group. A higher score on the SDQ ADHD Scale was associated with "less" improvement in reading comprehension in the younger group and with "greater" improvement in reading comprehension in the older group. The results indicate that symptoms of inattention and hyperactivity, as well as the child's grade level, are factors that should be taken into account when planning and introducing TTS technology.

Research has shown that assistive technology (AT) can help support employment skills for individuals with intellectual disabilities (IDs). The authors of this review examined the effectiveness of various types of AT support for individuals with ID in the workplace with a focus on the participant's independent ability to demonstrate a specific employment skill. Ten articles published between 2006 and 2016 met inclusionary criteria set forth for this review. Overall, AT support resulted in medium to highly effective effect size gains (PND 91%; standardized mean difference 2.84; Tau-U 0.902), indicating effects were generally meaningful. Findings from these studies indicate AT was successful for increasing work performance of individuals with ID in respect to productivity, navigation, time management, and task completion. This review also provides an analysis of findings, discussion on limitations, and recommendations for future research.

Several researchers along with technicians have been developing software and hardware to support and/or replace the standard method of teaching for children with autism spectrum disorders (ASDs) and/or other developmental disabilities. Moreover, computer-based intervention and electronic tablets have shown benefits for people with special needs increasing their independence, academic and cognitive skills, social communication, and leisure time. Therefore, the aim of the current study is to evaluate the effectiveness of three tablet applications created to enhance specific abilities of children with ASD (attention, vocabulary, and imitation), who followed applied behavior analysis treatment (ABA) compared with the internal control group (CG). Training lasted 4 weeks for 15 children selected in a randomized way, while the CG followed only the behavioral therapy. To sum up, we want to respond to three questions: (1) whether the experimental group (EG) using the applications obtains greater progress within standard therapy in comparison to the CG, (2) whether the real skills of children examined at baseline have an impact on the application scores, and (3) whether the graphic features of the applications influence the motivation of children during training. At postintervention assessment, the EG showed higher progress within standard therapy than the internal CG even though these differences didn't overreach the significance level. However, the probability of making progress in mastered targets at postintervention assessment was higher for the EG than the CG. To conclude, the current study demonstrates the capability of tablet applications to reproduce effective educational training for children with autism.

Disability law and technology services share a rich history. This article investigates this transformative relationship through the contextual framework of the Individuals with Disabilities Education Act. A summary of legal cases, accommodation services, and barriers to access are explored. This includes an overview of the challenges facing technology as we develop the classrooms of the 21st century. A reflection of past rulings, technological advancements, and ongoing questions culminates in a look at where special education technology is heading.

In this study, a novel enuresis alarm device using a miniaturized radio frequency module and disposable sensors made with inexpensive conductive ink was used to teach toilet use for urination with three participants with severe intellectual disability (two males and one female; aged 7-15 years) in a private special education school setting. At study entry, the participants did not use the toilet for urination independently, despite prior training attempts using standard behavioral interventions. For each participant, the enuresis alarm was used as part of a manualized behavior modification program. Two of the participants progressed markedly in the acquisition of toileting skills during participation in the program, but results for the third participant were less clear. Data suggest high staff satisfaction with the device and procedure and several possible advantages over standard behavioral intervention. Thus, an enuresis alarm that comprises state-of-the-art technology may be useful for teaching toileting skills in classroom settings for some individuals with developmental disabilities.

Individualized Education Program (IEP) teams are required by the Individuals with Disabilities Education Act (IDEA) to consider a student's need for assistive technology (AT). Despite this legal requirement, AT supports are often not available to students with disabilities. Many students with disabilities and their families have addressed the failure to consider and provide AT supports through litigation. The purpose of this article is to examine the case law pertaining to the assessment, selection, and provision of AT learning supports for students with disabilities. A legal analysis was conducted to determine litigation themes. Based on these results, several recommendations for IEP teams are proposed.

Everyday technologies (e.g., iPods, iPads, and Smart Phones) other applications (apps) that can serve as supports to students with intellectual and related developmental disabilities. The extent to which apps that are currently on the market are aligned with the support needs of children was evaluated using the subscale framework of the "Children's Supports Intensity Scale (Child-SIS)". Recommendations for future research and app development are provided, and implications for how apps influence assistive technology (AT) consideration and the concept of technological abandonment are discussed. (Contains 3 tables.)

During a four-year period, from 1988-1992, two significant events occurred that greatly influenced assistive technology (AT) and intellectual disability: the passage by Congress of the Technology-Related Assistance for Individuals with Disabilities Act of 1988 and publication by the American Association on Intellectual and Development Disabilities (AAIDD) of "Mental Retardation: Definition, Classification, and Systems of Supports" (Luckasson et al. 1992), which emphasized the importance of support provision. In the years since, the two (AT and support provision) have been aligned closely. The support provision led to the development of the "Supports Intensity Scale" ("SIS"; Thompson et al., 2004), which includes seven areas of support that pertain to specific AT devices. This article reports the results of survey research that involved 158 respondents--service providers who identified AT devices used by their clients with intellectual and/or developmental disabilities (I/DD) to support activities in the seven SIS areas. Findings showed that clients were using 201 assistive devices. The results also revealed that the majority of clients do not use AT devices as supports in the areas surveyed. (Contains 7 tables.)

People with and without disabilities value the goals of greater control and self-determination, participation in their school or community, and enhanced social inclusion. Technology is an important support in achieving these goals. In this article we examine the intensity of the support needs of persons with intellectual disability (ID), as measured by the "Supports Intensity Scale", by severity of their intellectual deficit. We also examine the level of support needs of individuals with co-occurring autism, mental health problems, and physical limitations. We compare the profiles of persons with ID and particular concomitant conditions and discuss the implications of these findings for the use of technology to address the support needs of people with intellectual disability. (Contains 4 tables and 2 figures.)

This article discusses the use of assistive technology (AT) in the context of three current international trends in the field of intellectual disability (ID) that are significantly impacting the delivery of services and supports to persons with ID: the provision of systems of supports based on the individual's assessed support needs, the increased use of AT, and the expectation that interventions will be founded on evidence-based practices. These three trends are described in reference to a social-ecological conceptualization of disability and a multidimensional model of human functioning. The article concludes with a list of potential research questions that integrate a framework of human functioning, supports, AT, and evidence-based practices. (Contains 1 table and 1 figure.)

Most of the spatial information needed by sighted people to construct cognitive maps of spaces is gathered through the visual channel. Unfortunately, people who are blind lack the ability to collect the required spatial information in advance. The use of virtual reality as a learning and rehabilitation tool for people with disabilities has been on the rise in recent years. This research is based on the hypothesis that the advance supply of appropriate spatial information (perceptual and conceptual) through compensatory sensorial channels within a virtual environment may assist people who are blind in their anticipatory exploration and cognitive mapping of the unknown space. In this long-term research we developed and tested the BlindAid system that combines 3D audio with a Phantom[R] haptic interface to allow the user to explore a virtual map through a hand held stylus. The main goals of this research were to study the cognitive mapping process of people who are blind when exploring complex virtual maps and how they apply this spatial knowledge later in real space. The findings supply strong evidence that interaction with the BlindAid system by people who are blind provides a robust foundation for the participants' development of comprehensive cognitive maps of unknown real spaces. (Contains 3 tables and 3 figures.)

This project explored a newly developed computer-based voice input, speech output (VISO) calculator. Three high school students with visual impairments educated at a state school for the blind and visually impaired participated in the study. The time they took to complete assessments and the average number of attempts per problem were recorded when they used the VISO calculator and their typical individualized method of calculation. The results indicated that the time to complete assessments and the average number of attempts per problem decreased as the students continued to use the VISO calculator. Students reported positive perceptions of the calculator, particularly noting the independence it provided as compared to their typical means of calculation. Implications for practice, limitations of the study, and future research directions are discussed. (Contains 1 figure.)

A bivalent counterbalanced within-subjects research design was used to determine the effectiveness of vocabulary instruction across two instructional conditions with 30 3 to 4-year-old at-risk preschool children. Instruction presented vocabulary words via static pictures with one subgroup and via projection and animation with the other. Conditions then were reversed. Dependent variables were children's serial free recall ability in specified categories and ability to name aloud selected pictures. There was a pretest, instructional, and posttest phase for each condition. Maintenance data were collected 12 weeks after the last posttest session. Results indicated no difference between conditions. Posttest and maintenance data indicated an increase in serial free recall and picture naming of targeted vocabulary that was maintained above the pretest level for all dependent variables. (Contains 1 table.)

A growing literature base suggests the need for positive interventions to help individuals with intellectual disabilities improve their time management skills. Time management is a crucial area that must be addressed in the effort to equip adults with the skills necessary to achieve independence, success in employment, and improved quality of life. Lack of effective time management skills may hinder an individual's ability to gain and maintain successful employment and to live independently. When the primary issue is time management, assistive technology (AT) may provide a simple and cost-effective intervention. The purpose of this study was to examine the use of a vibrating watch to affect the time management skills of a young adult female with an intellectual disability. Results indicate that the vibrating watch was an effective piece of AT that received a high satisfaction rating. Implications of these findings for current practice and the need for future research are discussed. (Contains 1 figure.)