Helping Teachers Make Informed Decisions When Selecting Assistive Technology for Secondary Students with Disabilities

Autor/inn/en	Satsangi, Rajiv; Miller, Bridget; Savage, Melissa N.
Titel	Helping Teachers Make Informed Decisions When Selecting Assistive Technology for Secondary Students with Disabilities
Quelle	In: Preventing School Failure, 63 (2019) 2, S.97-104 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2018.1483314
Schlagwörter	Secondary School Teachers; Secondary School Students; Disabilities; Assistive Technology; Decision Making; Special Education; Evaluation Criteria; Selection Tools; Appropriate Technology; Developmentally Appropriate Practices + Suchen Sie Ihr Suchwort? Sekundarschüler; Handicap; Behinderung; Decision-making; Entscheidungsfindung; Special needs education; Sonderpädagogik; Sonderschulwesen; Auslesekriterium; Entwicklungsbezogene Bildung
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01