Introducing Assistive Technology in the Classroom for Early Education
Document Type
Poster
Event Website
https://source2022.sched.com/
Start Date
16-5-2022
End Date
16-5-2022
Keywords
Assistive Technology, Early Education, Public Schools
Abstract
The need for assistive technology in classrooms can be a crucial part of student success or failure in their time throughout the school system. An estimated 7.3 million students require some type of assistive technology provided by their school district. This is approximately 14% of the total public-school enrollment and of that total, there is an estimated 19% of students who have specific speech or language impairment according to the Individuals with Disabilities Education Act. For students who struggle with verbal communication, the classroom can cause more harm than good. Students who need assistive technology may not be able to fully incorporate it into their daily lives. This may be caused by the lack of resources in the district, the lack of individuals who are certified to teach students how to use assistive technology, and the inability to incorporate this technology into a common education setting. I set out to look into current literature that highlights gaps for students who require assistive technology and what is considered best practice for the incorporation of said technology.
Recommended Citation
Hernandez, Mia, "Introducing Assistive Technology in the Classroom for Early Education" (2022). Symposium Of University Research and Creative Expression (SOURCE). 51.
https://digitalcommons.cwu.edu/source/2022/COTS/51
Department/Program
Psychology
Additional Mentoring Department
Accessibility Studies
Slides
Introducing Assistive Technology in the Classroom for Early Education
The need for assistive technology in classrooms can be a crucial part of student success or failure in their time throughout the school system. An estimated 7.3 million students require some type of assistive technology provided by their school district. This is approximately 14% of the total public-school enrollment and of that total, there is an estimated 19% of students who have specific speech or language impairment according to the Individuals with Disabilities Education Act. For students who struggle with verbal communication, the classroom can cause more harm than good. Students who need assistive technology may not be able to fully incorporate it into their daily lives. This may be caused by the lack of resources in the district, the lack of individuals who are certified to teach students how to use assistive technology, and the inability to incorporate this technology into a common education setting. I set out to look into current literature that highlights gaps for students who require assistive technology and what is considered best practice for the incorporation of said technology.
https://digitalcommons.cwu.edu/source/2022/COTS/51
Faculty Mentor(s)
Naomi Jeffrey Petersen