2 options
Assistive Technology and Universal Design for Learning : Toolkits for Inclusive Instruction.
- Format:
- Book
- Author/Creator:
- Floyd, Kim K.
- Language:
- English
- Subjects (All):
- Special education--Computer-assisted instruction.
- Special education.
- Special education--Technological innovations.
- Children with disabilities--Education.
- Children with disabilities.
- Assistive computer technology.
- Universal design.
- Physical Description:
- 1 online resource (344 pages)
- Edition:
- 1st ed.
- Place of Publication:
- San Diego : Plural Publishing, Incorporated, 2024.
- Summary:
- Assistive Technology and Universal Design for Learning: Toolkits for Inclusive Instruction is an innovative textbook on instructional and assistive technology. Designed for both undergraduate and graduate teaching programs, student readers can expect to gain a thorough understanding of how assistive technology and UDL can be integrated into educational settings.
- Contents:
- Intro
- CONTENTS
- Foreword
- Preface
- About the Authors
- Contributors
- Chapter 1. Introduction
- Rationale for Assistive Technology
- Definition and History of Assistive Technology
- Early Innovations (1950s-1960s)
- The Emergence of Computer-Based Solutions (1970s-1980s)
- Legislation and Formal Recognition (1990s)
- Technological Advancements (2000s-Present)
- Integration Into Inclusive Education (Present)
- Why Assistive Technology Toolkits?
- Multitiered Support System
- Tier 1
- Tier 2
- Tier 3
- How This Book Is Organized
- Chapter 2
- Chapter 3
- Chapter 4
- Chapter 5
- Chapters 6 Through 9
- Chapter 10
- Chapter 11
- Chapter 12
- References
- Chapter 2. Principles of Assistive Technology
- Vision of Technology Use
- AT Consideration
- A Note on Funding
- Putting it All Together
- AT Implementation
- Up-Front Planning for AT Implementation
- Creating an AT Implementation Plan
- Data and Outcomes
- Continuous Monitoring
- AT Implementation: Meet Sophia
- AT Services
- Training
- Backups, Maintenance, and Repair
- Getting Started and Tips for Success
- Remember the Goal
- Start Small
- Be Observant
- Chapter 3. Principles of Universal Design for Learning
- Overview of Universal Design for Learning
- Meeting the Needs of Diverse Learners
- Defining Universal Design for Learning
- Legal Provisions
- Theoretical Foundations
- Neuroscience and the Universal Design for Learning Framework
- Three Essential Principles of UDL: A Closer Look
- Multiple Means of Engagement
- Multiple Means of Representation
- Multiple Means of Action and Expression
- Evaluation and Assessment
- Assistive Technology and Universal Design for Learning
- Use of Assistive Technology
- Instructional Technology and Universal Design for Learning
- Accessibility Features.
- Access to Learning Environment
- Access to Curricula
- Access to Media
- Putting Universal Design Into Practice
- Incorporation Into Lesson Planning
- Goals
- Assessment
- Materials and Resources
- Methods
- The UDL Lesson Plan
- Evaluation of Learner Outcomes
- Summary
- Chapter Activities
- Chapter 4. Assistive Technology Assessment Approaches
- Introduction
- Best Practices in Assistive Technology Assessment
- Quality Indicators of Assistive Technology
- Use of Team Approach in Assistive Technology Assessment
- Assistive Technology Assessment Approaches
- Matching Person and Technology Model
- MPT Implementation Example
- Assessing Students' Need for Assistive Technology
- WATI Implementation Example
- Student, Environment, Tasks, and Tools Model
- SETT Implementation Example
- Functional Evaluation for Early Technology Model
- Skill-Specific Assessments
- AAC Assessments
- AAC Assessment Implementation Example
- Additional Considerations
- Switch Access Measure
- uPar Assessment
- Data-Driven Decision Making After AT Assessments
- Data-Driven Decision Making and AT Implementation
- Data-Driven Decision Making and Instructional Decisions
- UDL Assessment
- Important Considerations for AT and UDL Assessments
- Privacy and User Autonomy
- Global Perspectives
- Cultural Responsiveness
- Artificial Intelligence
- Remote AT Assessment
- Chapter 5.Toolkits to Support Early Childhood
- Learning Expectations and Challenges in Early Childhood Settings
- Universal Design for Learning and Assistive Technology
- UDL and Assistive Technology
- AT Selection
- Barriers Affecting the Use of AT
- AT Toolkit
- Play and Socialization
- Accessible Play Materials
- Accessible Physical Activities.
- Accessible Play Areas
- Strategies to Foster Play Interactions
- Mobility
- Physical Environment
- Communication
- Dual-Language Learners
- Mealtime Communication
- Visual Aids
- Cue Cards
- Visual Schedules
- Contingency Map
- Learning
- Tablets and Tablet Apps
- Science, Technology, Engineering, and Math Instruction
- Self-Care
- Chaining
- Modeling
- Assistive Technology and Self-Care
- Early Literacy
- Early Literacy and AT
- Adapted Books
- Digital E-Books
- Squishy Books
- Chapter 6. Toolkits to Support Literacy
- Language and Literacy Theories
- Pause Point
- Chall's Stages of Reading Development
- Ehri's Phases of Reading Development
- Stages of Literacy Development
- Early Emergent Literacy
- Play-Based Learning and Literacy Development
- Emergent Literacy
- Print Awareness
- Alphabetic Knowledge
- Phonemic Awareness
- Vocabulary Development
- Developing Literacy
- Independent Reading
- Fluency
- Vocabulary
- Comprehension
- Literacy Challenges for Students With Disabilities
- Decoding
- Assistive Technology
- Improving Preliteracy Skills With Technology
- Technology Supports for Fluency, Vocabulary, and Comprehension
- Universal Design for Learning and Literacy
- Chapter 7. Toolkits to Support Writing
- Problems That Students With Disabilities Have With Writing
- Evidence-Based Writing Practices
- Technology Tools That Support Planning, Drafting, Reviewing, Editing, and Sharing
- Operating System Features and Supports
- Tools That Support Planning
- Tools That Support Drafting
- Templates
- Writing From an Outline
- Autocorrect
- Word Prediction
- Voice Recognition
- Specialized Word Processors.
- Tools That Support Revising and Editing
- Adding Content
- Reading the Text Aloud
- Spelling and Grammar
- Word Choice Tools
- Formatting
- Tools That Support Sharing and Publishing
- Sharing
- Publishing
- Tools That Support Keyboarding
- Online Keyboarding Programs
- Tools That Support Note Taking
- Tools That Support Strategy Instruction
- Chapter 8. Toolkits to Support Communication
- Introduction to Communication
- What Is Communication?
- Augmentative and Alternative Communication
- What Is AAC?
- Who Uses AAC?
- Who Is Eligible for AAC?
- What Are Benefits of AAC Use?
- Levels of AAC
- Basic AAC Components
- Access
- Language Options
- Symbol Type
- Display
- Message Storage
- Output
- How Is a Device Selected?
- Self-Determination in AAC Use
- Incorporation of AAC in Inclusive Classroom Instruction
- Involvement of Team in Program Planning
- Ensuring Continuous Access and Communicative Opportunities
- Selecting Vocabulary for Active Participation
- Providing Ongoing Language Modeling
- Providing Staff Training
- Incorporating Peer-Mediated Instruction and Intervention
- Chapter 9. Toolkits to Support Mathematics
- Challenges Students With Disabilities Face in Mathematics
- Mathematics Education
- Improving Mathematics Skills With Technology
- Technology That Supports Numbers and Operations
- Concrete Manipulatives
- Virtual Manipulatives
- Math Games
- Calculators
- Computer-Assisted Instruction
- Technology That Supports Algebra and Geometry
- Video Supports
- Technology That Supports Premathematics and Foundational Mathematics Skills
- Manipulatives
- Games and Interactive Applications
- Technology That Supports Independent Living Mathematical Skills.
- Technology That Supports Print Disabilities in Mathematics
- Accommodations to Traditional Textbooks and Texts
- Digital Textbooks and Texts
- Technology That Supports Mathematics Discourse
- Graphic Organizers
- Communication Supports
- Chapter 10. Toolkits for Classroom Management
- Scenario
- The Importance of Effective Classroom Management
- Technology for Classroom Management
- Ecological Systems for Classroom Management
- Video-Based Professional Learning
- Video Annotation Software
- Virtual Reality Simulations
- Tools for Behavior-Based Systems
- Technology Supporting Tiers 1 and 2
- Tier 3 Supports
- Observing and Defining the Challenging Behavior
- Defining and Tracking the ABC Cycle
- Tracking the Occurrence of Challenging Behavior
- Charting and Graphing Behavioral Data
- Conducting a Functional Behavioral Analysis
- Developing a Behavior Intervention Plan
- Technology Applications
- Tools for Socioemotional Learning
- Tools for Self-Management
- Technology for Self-Awareness
- Chapter 11. Toolkits to Support Distance Education
- Identifying Technology to Teach Content
- How Will Students With Disabilities Interact With Content?
- How Will Students With Disabilities Interact With Instructors?
- How Will Students With Disabilities Interact With Other Students?
- Creating Barrier-Free DE Learning Environments
- How Do Student Challenges Affect AT in DE?
- How Does Student's Age Affect AT in DE?
- How Does Student Cultural and Linguistic Diversity Affect AT in DE?
- Involving Team Members
- Special Education Teachers
- General Education Teachers
- Classroom Assistants
- Caregivers
- Student
- Related Service Personnel
- Others
- What Are Options for Training Team Members?
- Selecting the Most Effective AT for DE.
- Assessing the Effectiveness of AT in DE.
- Notes:
- Description based on publisher supplied metadata and other sources.
- ISBN:
- 9781635504750
- 1635504759
- OCLC:
- 1445899974
The Penn Libraries is committed to describing library materials using current, accurate, and responsible language. If you discover outdated or inaccurate language, please fill out this feedback form to report it and suggest alternative language.