Assistive Technology

Space limitations preclude an in-depth discussion of who would most benefit from each app mentioned, but readers are reminded that decisions about selecting assistive technology tools should always begin with a consideration of the individual student's needs and interests, the nature of the env...

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Bibliographic Details
Published inJournal of special education technology Vol. 26; no. 2; pp. 55 - 60
Main Authors Newton, Deborah A., Dell, Amy G.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.06.2011
SAGE PUBLICATIONS, INC
Subjects
Activity Units
Advanced Courses
Assistive Technology
Audio Books
Calculus
Character Recognition
College Students
Core curriculum
Digital audio players
Educational Opportunities
Educational Technology
English
English (Second Language)
English as a second language
Essays
Fractions
Handwriting
Interactive computer systems
Language instruction
Learning
Lesson Plans
Literacy Education
Mathematics Instruction
Printed Materials
Reading Difficulties
Reading disabilities
Reading Instruction
Sewing Instruction
Sign language
Students
Teaching Methods
Visual Impairments
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Summary:Space limitations preclude an in-depth discussion of who would most benefit from each app mentioned, but readers are reminded that decisions about selecting assistive technology tools should always begin with a consideration of the individual student's needs and interests, the nature of the environments in which the student learns, and the tasks needing to be completed (Zabala, 2005). Students who are learning the basic foundations of math can use Intro to Math (Montessorium, 2010), which teaches students to read, write, and undetstand the numbers 0-9 by presenting activities focusing on number symbols, units, sequences, ordering, spatial relationships, and problem-solving skills. Providing students with technology tools must be combined with adequate training (of students, parents, and professionals), careful assessment and decisionmaking, detailed implementation plans, and petsistence in follow-up if we are to see gains in student learning.
ISSN:0162-6434
2381-3121
DOI:10.1177/016264341102600204