Assistive Technology: An Instructional Tool to Assist College Students with Written Language Disabilities

Autor/inn/en	Martinez-Marrero, Isandra; Estrada-Hernandez, Noel
Titel	Assistive Technology: An Instructional Tool to Assist College Students with Written Language Disabilities
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 52 (2008) 1, S.56-62 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-008-0113-5
Schlagwörter	College Students; Written Language; Language Impairments; Educational Technology; Assistive Technology; Special Education; Federal Legislation; Access to Education; Technology Integration; Special Needs Students; Teaching Methods; Instructional Design; Guidelines + Suchen Sie Ihr Suchwort? Collegestudent; Geschriebene Sprache; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Unterrichtsmedien; Special needs education; Sonderpädagogik; Sonderschulwesen; Bundesrecht; Education; Access; Bildung; Zugang; Bildungszugang; Sonderpädagogischer Förderbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Richtlinien
Abstract	Professionals in the field of education emphasize post-secondary education as "the other transition" for students with disabilities. Although literature is accumulating about the integration and use of assistive technologies (AT) for students with disabilities in educational settings, greater emphasis has been placed on K-12 than post-secondary education. Considering the documented role of AT in facilitating education for K-12 students with disabilities and the traditionally reported low employment outcomes of persons with disabilities, it seems appropriate for instructional designers to assess their knowledge of AT and its use as an instructional tool to assist postsecondary students with disabilities. The purpose of this article is to explore the literature regarding the use of AT to assist college students with written language disabilities. By becoming knowledgeable about AT, more accessible educational programs and environments can be developed that may translate into positive educational outcomes for this population. (ERIC).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10