Page 8: References & Additional Resources
To cite this module, please use the following:
The IRIS Center. (2010, 2020). Assistive technology: An overview. Retrieved from https://iris.peabody.vanderbilt.edu/module/at/
Anttila, H., Samuelsson, K., Salminen, A. L., & Brandt, A. (2012). Quality of evidence of assistive technology interventions for people with disability: An overview of systematic reviews. Technology and Disability, 24(1), 9–48.
Bausch, M. E., & Ault, M. J. (2008). Assistive technology implementation plan: A tool for improving outcomes. Teaching Exceptional Children, 41(1), 6–14.
Bausch, M. E., Ault, M. J., Evmenova, A. S., & Behrmann, M. M. (2008). Going beyond AT devices: Are AT services being considered? Journal of Special Education Technology, 23(2), 1–16.
Bausch, M. E., & Ault, M. J. (2015). Assistive technology in schools: Lessons learned from the National Assistive Technology Research Institute. In D. L. Edyburn (Ed.), Advances in special education technology, volume 1: Efficacy of assistive technology interventions (pp. 13–50). Bingley, United Kingdom: Emerald Group.
Bausch, M. E., Ault, M. J., Quinn, B. S., Behrmann, M. M., & Chung, Y. (2009, March). Assistive technology in the individualized education plan: Analysis of policies across ten states. Journal of Special Education Leadership, 22(1), 9–23.
Bone, E. K., & Bouck, E. C. (2017). Accessible text-to-speech options for students who struggle with reading. Preventing School Failure, 61(1), 48-55.
Bryant, D. P., & Bryant, B. R. (2012). Assistive technology for people with disabilities (2nd ed.). New York: Pearson.
Cochran, C. D. (2019). Providing content access while teaching braille literacy. Closing the Gap, 38(5), 35–37.
Coleman, M. B. (2011). Successful implementation of assistive technology to promote access to curriculum and instruction for students with physical disabilities. Physical Disabilities: Education and Related Services, 30(2), 2–22.
Cumming, T. M. (2013). Mobile learning as a tool for students with emotional and behavioral disorders: Combining evidence-based practice with new technology. Beyond Behavior, 23(1), 23–29.
Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive technologies to support students with dyslexia. Teaching Exceptional Children, 51(3), 226–239.
Dell, A. G., Newton, D. A., & Petroff, J. G. (2017). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities (3rd ed.). Upper Saddle River, NJ: Pearson.
Desideri, L., Ioele, F. M., Roentgen, U., Gelderblom, G. J., & de Witte, L. (2014). Development of a team-based method for assuring the quality of assistive technology documentation. Assistive Technology, 26(4), 175–183.
Desmond, D., Layton, N., Bentley, J., Boot, F. H., Borg, J., Dhungana, B. M., & Mavrou, K. (2018). Assistive technology and people: A position paper from the first global research, innovation and education on assistive technology (GREAT) summit. Disability and Rehabilitation: Assistive Technology, 13(5), 437–444.
Dunst, C. J., Trivette, C. M., Hamby, D. W., & Simkus, A. (2013). Systematic review of studies promoting the use of assistive technology devices by young children with disabilities. Practical Evaluation Reports, 5(1), 1–32. Asheville, NC: Orelena Hawks Puckett Institute.
de Witte, L., Steel, E., Gupta, S., Ramos, V. D., & Roentgen, U. (2018). Assistive technology provision: Towards an international framework for assuring availability and accessibility of affordable high-quality assistive technology. Disability and Rehabilitation: Assistive Technology, 13(5), 467–472.
Edyburn, D. L. (2006). Strategies for assistive technology negotiations. Retrieved from https://www.wrightslaw.com/info/at.strat.edyburn.htm
Ekis, S. (2015). Beyond requesting: Five strategies for moving students who use AAC to the next level of communication. Closing the Gap, 34(5), 17–20.
Goggin, G., Ellis, K., & Hawkins, W. (2019). Disability at the centre of digital inclusion: Assessing a new moment in technology and rights. Communication Research and Practice, 5(3), 290–303.
Hernandez, M. (2017). Confessions of a general ed teacher: What my deaf and hard of hearing students taught me about good teaching. Closing the Gap, 36(4), 26–29.
Hess, J., & Gutierrez, A. (n.d.). Assistive technology 101. Retrieved from https://www.ctdinstitute.org/sites/default/files/section/file_attachments/CTD-AT101-V4_0.pdf
Hoogerwerf, E., Solander-Gross, A., Mavrou, K., Traina, I, & Hersch, M. (2017). A self-assessment framework for inclusive schools supporting assistive technology users. Studies in Health Technology and Informatics, 242, 820–827.
Kbar, G., Bhatia, A., Abidi, M. H., & Alsharawy, I. (2017). Assistive technologies for hearing, and speaking impaired people: A survey. Disability and Rehabilitation: Assistive Technology, 12(1), 3–20.
Koch, K. (2017). Stay in the box! Embedded assistive technology improves access for students with disabilities. Education Sciences, 7(82).
Koester, H. H., & Arthanat, S. (2018). Text entry rate of access interfaces used by people with physical disabilities: A systematic review. Assistive Technology, 30(3), 151–163.
Koester, H. H., & Arthanat, S. (2018). The design, conduct, and reporting of research on text entry with alternative access interfaces: Recommendations from a systematic review. Technology and Disability, 30(3), 83–95.
Lamontagne, M. E., Routhier, F., & Auger, C. (2013). Team consensus concerning important outcomes for augmentative and alternative communication assistive technologies: A pilot study. Augmentative and Alternative Communication, 29(2), 182–189.
Larson, M. (2008). An introduction to switches, switch-activated software and how it all works. Closing the Gap, 27(4), 13–15.
Martinez, A. P., Scherer, M. J., & Tozser, T. (2018). Traumatic brain injury (TBI) in school-based populations: Common sequelae and assistive technology interventions. Advances in Neurodevelopmental Disorders, 2(3), 310–321.
Medola, F. O., Sandnes, F. E., da Silva, S. R, & Rodrigues, A. C. (2018). Improving assistive technology in practice: Contributions from interdisciplinary research and development collaboration. Assistive Technology Outcomes and Benefits, 12(1), 1–10.
Morin, K. L., Ganz, J. B., Gregori, E. V., Foster, M. J., Gerow, S. L., Genç-Tosun, D., & Hong, E. R. (2018). A systematic quality review of high-tech AAC interventions as an evidence-based practice. Augmentative and Alternative Communication, 34(2), 104–117.
Muharib, R., & Alzrayer, N. M. (2018). The use of high-tech speech-generating devices as an evidence-based practice for children with autism spectrum disorders: A meta-analysis. Journal of Autism and Developmental Disorders, 5(1), 43–57.
Murry, F. (2018). Using assistive technology to generate social skills use for students with emotional behavior disorders. Rural Special Education Quarterly, 37(4), 235–244.
Perelmutter, B., McGregor, K. K., & Gordon, K. R. (2017). Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. Computers & Education, 114, 139–163.
Perez, L. (2013). nABLEing all learners: Apps as transformational technology. Closing the Gap, 32(3), 4–7.
Perfect, E., Jaiswal, A., & Davies, T. C. (2019). Systematic review: Investigating the effectiveness of assistive technology to enable internet access for individuals with deafblindness. Assistive Technology, 31(5), 276–285.
Qahmash, A. I. M. (2018). The potentials of using mobile technology in teaching individuals with learning disabilities: A review of special education technology literature. TechTrends, 62, 647–653. DOI: 10.007/s11528-018-0298-1
The Qiat Leadership Team. (2008). Plan for evaluation of effectiveness of AT use. Retrieved from https://qiat.org/docs/resources/14%20QIATEvalofEff%20Plan.pdf
Redford, K. (2019). Assistive technology: Promises fulfilled. Educational Leadership, 76(5), 70–74.
Reed, P., Bowser, G., & Korsten, J. (2004). How do you know it? How can you show it? Oshkosh, WI: Wisconsin Assistive Technology Initiative. Retrieved from https://dpi.wi.gov/sites/default/files/imce/sped/pdf/at-know-it-show-it.pdf
Reed, P. (2019). Part 1: Better assistive technology decision making through research. Closing the Gap, 37(6), 24–28.
Reed, P. (2019). Part 2: Better assistive technology decision making through research. Closing the Gap, 38(1), 32–36.
Reed, P., & Gierach, J. (2016). Assistive technology assessment: The tried and true and the brand new. Closing the Gap, 34(6), 17–20.
Root-Elledge, S., & Bowser, G. (2014). Wyoming’s professional learning community approach to building capacity in assistive technology. Closing the Gap, 33(3), 4–10.
Satterfield, B. (2016). History of assistive technology outcomes in education. Assistive Technology Outcomes and Benefits, 10(1), 1–18.
Schaefer, J. M., & Andzik, N. R. (2016). Switch on the learning: Teaching students with significant disabilities to use switches. Teaching Exceptional Children, 48(4), 204–212.
Shanker, J., & Smolen, R. (2014). Using assistive technology to support literacy among individuals with moderate to profound disabilities. Closing the Gap, 32(6), 7–11.
Wiazowski, J. (2010). (In)accessible digital textbooks. Closing the Gap, 29(3), 17–22.
Wisconsin Assistive Technology Initiative. (2018). Assessing students’ needs for assistive technology. Retrieved from http://www.wati.org/free-publications/assessing-students-needs-for-assistive-technology/
Wisconsin Assistive Technology Initiative. (2018). Assistive technology: Consideration to assessment. Retrieved from http://www.wati.org/free-publications/assistive-technology-consideration-to-assessment/
Articles and Books
Cook, A. M., Polar, J. M., & Encarnação, P. (2020). Assistive technologies: Principles and practice (5th ed.). St. Louis, MO: Mosby.
This assistive technology textbook is used to prepare candidates for the RESNA Assistive Technology Practitioner (ATP) exam, the only national AT certificate for school-based personnel.
Fletcher, G., Levin, G., Lipper, K., & Leichty, R. (2014). The accessibility of learning content for all students, including students with disabilities, must be addressed in the shift to digital instructional materials. SETDA policy brief. Glen Burnie, MD: State Educational Technology Directors Association. Retrieved from https://www.setda.org/wp-content/uploads/2014/03/SETDA_PolicyBrief_Accessibility_FNL.5.29.pdf
This policy brief highlights the importance of accessible learning materials as schools have increasingly shifted from textbook-based instruction to digital learning materials. Important reading for administrators, educators, and policymakers.
Fox, C., & Jones, R. (2018). Navigating the digital shift 2019: Equitable opportunities for all learners. Glen Burnie, MD: State Educational Technology Directors Association. Retrieved from https://www.setda.org/master/wp-content/uploads/2019/06/SETDA_Navigating_the_Shift-2019_6.4.19.pdf
This resource advances practical strategies for administrators, educators, and technology specialists who seek to achieve digital equity.
Ok, M. W. (2018). Use of iPads as assistive technology for students with disabilities. TechTrends, 62(95–102). DOI 10.1007/s11528-017-0199-8
This brief article offers an overview of past research and observation related to the use of iPads as assistive technology devices for students with special learning needs.
Parette, H. P., Peterson-Karlan, G. R., Wojcik, B. W., & Bardi, N. (2007). Monitor that progress! Interpreting data trends for assistive technology decision making. Teaching Exceptional Children, 40(1), 22–29.
This article offers guidance for schools uncertain how to proceed with data-collection and assessment to determine the effectiveness of AT in the classroom. Readers will find thoughts on “The Importance of Data in AT Consideration” and “A Classroom Approach for Evidence-Based Practice.” Cases are illustrated with hypothetical scenarios.
Reed, P., Kaplan, M., & Bowser, G. (2009). The assistive technology trainer’s handbook. Roseburg, OR: The NATE Network. Retrieved from https://www.natenetwork.org/wp-content/uploads/at-trainers-handbook.pdf
This resource is loaded with information and suggested guidelines for AT trainers, with chapters covering things to do and consider “Before You Start” (“Get People Talking”) through the “Day of the Training” (“Encourage Questions”) itself. A useful Appendices and “List of Reflections” rounds out the effort.
Satterfield, B. (2020). Mastery of assistive technology in high School and postsecondary performance. Assistive Technology Outcomes and Benefits, 14, 52–76. Retrieved from https://www.atia.org/wp-content/uploads/2020/06/ATOB-V14-A4-Satterfield.pdf
This survey of students entering institutions of higher learning with varying degrees of comfort using assistive technology devices suggests that learners already initiated to AT have a greater likelihood of success.
U.S. Department of Education. (n.d.). Family information guide to assistive technology. Retrieved from https://osepideasthatwork.org/node/121
This toolkit for families provides an overview of the possibilities of assistive technology and details about the provision of assistive technology in public education.
Websites and Online Resources
AEM State Contacts http://aem.cast.org/supporting/aem-state-contacts-sea-information.html
Access this Website to identify assistive technology and accessible educational materials agencies in every U.S. state.
Assistive Technology Internet Modules https://atinternetmodules.org/
Visit this site to access free mini-courses designed to help busy educators learn more about assistive technology. The site and its resources are sponsored by OCALI with funding from the Ohio Department of Education.
Assistive Technology Rapid Literature Review https://www.knowledge-by-design.com/ukat/
This Website overviews the results of a rapid review of research literature related to assistive technology from 2005–2019. An overall report is provided along with five stakeholder reports written specifically for administrators, developers educators, policymakers, and researchers. A searchable database of over 950 assistive technology articles can also be found here.
Bookshare is an ebook library that offers people with reading and print disabilities access to a huge collection of ebooks of some 933,894 titles. These include books for school, career, and reading pleasure, as well as titles in over 34 languages. The collection is supported by a dedicated volunteer community and partnerships with over 820 U.S. and international publishers.
The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center is dedicated to empowering people with disabilities through technology and education. It promotes awareness and accessibility—in both the classroom and the workplace—to maximize the potential of individuals with disabilities and make our communities more vibrant, diverse, and inclusive.
National Center on Accessible Educational Materials http://aem.cast.org/
This federally funded resource center offers technical assistance to states and school districts concerning strategies and resources for providing students with disabilities access to accessible educational materials.
National Center on Accessible Educational Materials http://aem.cast.org/
This site provides resources for educators, parents, students, publishers, conversion houses, accessible media producers, and others interested in learning more about AEM and implementing AEM and NIMAS.
PACER Center https://www.pacer.org/
This federally funded center focused on supporting parents of children with disabilities offers a variety of print, online, and in-person services concerning assistive technology device selection and use.
Quality Indicators for Assistive Technology (QIAT) Services https://qiat.org/
QIAT is a national association devoted to improving the quality of assistive technology services in schools. Signup to participate in a free community of practice listserv to pose questions about assistive technology or share your own expertise.
Texas Assistive Technology Network https://www.texasat.net/
This site provides a wealth of resources and training materials useful for AT specialists and educators.
An authoritative resource for information on web accessibility and the importance of accessible Web design for people with disabilities, WebAIM offers tools for validating the html code used in developing a Website.