Updated: 13 July 2020 (5:00 pm)
Browse the entries or use the search box in top right corner of the table to locate literature of interest using keywords found in the article titles. For example, you can search on a particular author's last name (e.g., Smith), search for a specific-type of disability (e.g., autism), search for a certain type of assistive technology (e.g., switch), or search for a type of research (e.g., meta-analysis).
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| Citation | Evidence Level (?)
Evidence has been coded as:
• strong • moderate • emerging • demonstrates a rationale |
|---|---|
| Abend, A. (2016). Achieving the promise of assistive technology: Why assistive technology evaluations are essential for compliance with the Individuals with Disabilities Education Act. Cardozo Law Review, 38(3), 1171-1210. |
demonstrates a rationale |
| Achrazoglou, J., Bahr, P., & Plummer, E. (2018). Introduction to universal design for learning. Closing the Gap, 37(3), 27-32. |
demonstrates a rationale |
| Adebisi, R. O., Liman, N. A., & Longpoe, P. K. (2015). Using assistive technology in teaching children with learning disabilities in the 21st century. Journal of Education and Practice, 6(24), 14-20. |
demonstrates a rationale |
| Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities. (2011). Report of the advisory commission on accessible instructional materials in postsecondary education for students with disabilities. Washington, DC: U.S. Department of Education. |
demonstrates a rationale |
| Adzei-Stonnes, P. N. (2019). Exploring the perceptions and experiences of special education teachers of visually impaired students in using assistive technology in teaching: An interpretive phenomenological study (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 13903303) |
emerging |
| Ahmed, T. (2019). Towards the design of wearable assistive technologies to address the privacy and security concerns of people with visual impairments (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 13805594) |
emerging |
| Akpan, J. P., & Beard, L. A. (2013). Overview of assistive technology possibilities for teachers to enhance academic outcomes of all students. Universal Journal of Educational Research, 1(2), 113-118. |
demonstrates a rationale |
| Al Hazmi, A. N., & Ahmad, A. C. (2018). Universal design for learning to support access to the general education curriculum for students with intellectual disabilities. World Journal of Education, 8(2), 66-72. |
demonstrates a rationale |
| Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal design for learning (UDL): A content analysis of peer reviewed journals from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39-56. |
emerging |
| Alkhanifer, A. A. (2015). The role of situation awareness metrics in the assessment of indoor orientation assistive technologies that aid blind individuals in unfamiliar indoor environments (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3734779) |
emerging |
| Allsop, M., Gallagher, J., Holt, R., Bhakta, B., & Wilkie, R. (2011). Involving children in the development of assistive technology devices. Disability and Rehabilitation: Assistive Technology, 6(2), 148-156. |
demonstrates a rationale |
| Alsalem, G. M. (2010). A survey of general education majors: Assistive technology knowledge and skills (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3424312) |
emerging |
| Alsobhi, A. Y., Khan, N., & Rahanu, H. (2014, July). Toward linking dyslexia types and symptoms to the available assistive technologies. In Proceedings of the 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 597-598): IEEE. https://doi.org/10.1109/ICALT.2014.1 |
demonstrates a rationale |
| Alsobhi, A. Y., Khan, N., & Rahanu, H. (2015a). DAEL framework: A new adaptive e-learning framework for students with dyslexia. Procedia Computer Science, 51, 1947-1956. |
demonstrates a rationale |
| Alsobhi, A. Y., Khan, N., & Rahanu, H. (2015b). Personalised learning materials based on dyslexia types: Ontological approach. Procedia computer science, 60, 113-121. |
demonstrates a rationale |
| Alverson, A. (2019). Considerations in customizing a core language system for persons using auditory scanning. Closing the Gap, 38(2), 3-7. |
demonstrates a rationale |
| Alzrayer, N., Banda, D. R., & Koul, R. K. (2014). Use of iPad/iPods with individuals with autism and other developmental disabilities: A meta-analysis of communication interventions. Review Journal of Autism and Developmental Disorders, 1(3), 179-191. |
moderate - strong |
| Andreou, G., Athanasiadou, P., & Tzivinikou, S. (2019). Accommodations on reading comprehension assessment for students with learning disabilities: A review study. Psychology, 10(4), 521-538. |
emerging |
| Andrich, R. (2017). Writing good-quality assistive technology assessment reports. Studies in Health Technology and Informatics, 242, 86-93. |
emerging |
| Andrich, R. (2018, July). Tracking individual assistive technology interventions and measuring their outcomes. In K. Miesenberger & G. Kouroupetroglou, (Eds.), Computers helping people with special needs, 16th International Conference Proceedings, Part 2 (pp. 523-531), Linz, Austria. https://doi.org/10.1007/978-3-319-94274-2 |
demonstrates a rationale |
| Andrich, R., Caracciolo, A., & Johnson, I. (2013). Individual assessment for assistive technology solutions: Reflections on a thirty-year experience. Technology and Disability, 25(3), 147-158. |
demonstrates a rationale |
| Andrich, R., Norman, G., Mavrou, K., Roentgen, U., Daniels, R., Desideri, L., ... & de Witte, L. (2019). Towards a global quality framework for assistive technology service delivery. In N. Layton, & J. Borg, (Eds.), Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume 2 (pp. 263-269). Geneva, Switzerland: World Health Organization. |
demonstrates a rationale |
| Antrim, J., & Judson, M. (2019). How to get hands-on with professional development! Closing the Gap, 38(3), 34-39. |
demonstrates a rationale |
| Anttila, H., Samuelsson, K., Salminen, A. L., & Brandt, Å. (2012). Quality of evidence of assistive technology interventions for people with disability: An overview of systematic reviews. Technology and Disability, 24(1), 9-48. | emerging |
| Arce, D. (2019). Teaching auditory scanning with music: An effective strategy. Closing the Gap, 37(6), 10-15. |
demonstrates a rationale |
| Argyropoulos, V., Padeliadu, S., Avramidis, E., Tsiakali, T., & Nikolaraizi, M. (2019). An investigation of preferences and choices of students with vision impairments on literacy medium for studying. British Journal of Visual Impairment, 37(2), 154-168. |
emerging |
| Argyropoulos, V., Paveli, A., & Nikolaraizi, M. (2019). The role of DAISY digital talking books in the education of individuals with blindness: A pilot study. Education and Information Technologies, 24(1), 693-709. |
emerging |
| Arthanat, S., Elsaesser, L. J., & Bauer, S. (2017). A survey of assistive technology service providers in the USA. Disability and Rehabilitation: Assistive Technology, 12(8), 789-800. |
emerging |
| Atanga, C., Jones, B. A., Krueger, L. E., & Lu, S. (2019). Teachers of students with learning disabilities: Assistive technology knowledge, perceptions, interests, and barriers. Journal of Special Education Technology. https://doi.org/10.1177/0162643419864858 |
emerging |
| Atchison, B. T. (2008). Assistive technology as an accommodation on accountability assessments: An analysis of attitudes and knowledge of special education professionals (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3310867) |
emerging |
| Ault, M. J., Bausch, M. E., & McLaren, E. M. (2013). Assistive technology service delivery in rural school districts. Rural Special Education Quarterly, 32(2), 15-22. |
emerging |
| Avey, D., & Ammons, M. (2008). Technology for the bi-lingual student. Closing the Gap, 27(3), 31-33. |
demonstrates a rationale |
| Badge, J. L., Dawson, E., Cann, A. J., & Scott, J. (2008). Assessing the accessibility of online learning. Innovations in Education and Teaching International, 45(2), 103-113. |
emerging |
| Bahr, P., & Duff, K. (2012). Physical access and training to use the iPad. Closing the Gap, 31(2), 14-16. |
demonstrates a rationale |
| Bailey, J. (2012). Assistive technology policies, procedures help ensure consistent service. Disability Compliance for Higher Education, 17(11), 1, 4-5. |
demonstrates a rationale |
| Bailey, T. A. (2019). Integrating sssistive technology into the classroom: A program for teacher professional development (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 13882248) |
demonstrates a rationale |
| Baker, J., Wennerlind, R., Devine, S., & Nasir-Tucktuck, M. (2019). The use of smart technology on improving time management of college students with intellectual/developmental disability. Journal of Inclusive Postsecondary Education, 1(1), 1-19. |
emerging |
| Bakula, B., Koppes, S., & Sherburne, J. (2009). Adapting activities for maximum student participation: Ideas for your classroom that work in ours! Part 3: Secondary slump remedies. Closing the Gap, 28(5), 22-24. |
demonstrates a rationale |
| Barineau, K. H., & Hebenstreit, S. (2018). Beyond the token board: Digging deeper into problem behavior. Closing the Gap, 36(6), 3-8. |
demonstrates a rationale |
| Barineau, K.H., & Steinkamp, H. (2011). Increasing socialization and communication using the principles and procedures of applied behavior analysis(ABA): Moving beyond discrete trial teaching (DTT). Closing the Gap, 30(5), 21-26. |
demonstrates a rationale |
| Barnard-Brak, L., Thompson, S., Wei, T., & Richman, D. (2014). Assistive technology as a predictor of general or alternate assessment among elementary-aged students with autism spectrum disorders. Assistive Technology, 26(2), 81-87. |
emerging |
| Barry, M. J. (2009). Ready, set, goal! Universal access. Closing the Gap, 27(6), 7-8. |
demonstrates a rationale |
| Bass, S., & Chrapkowski, T. (2018). You can't take your case manager with you. Closing the Gap, 36(6), 39-44. |
demonstrates a rationale |
| Battersby, S. (2013) A flexible object orientated design approach for the realisation of assistive technology (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10021436) |
emerging |
| Baud, M.R., & Senner, J.E. (2016). Partner-augmented input in the classroom: Bringing modeling to your school. Closing the Gap, 35(1), 29-32. |
demonstrates a rationale |
| Bauder, D.K., Simmons, T.J., & Gronseth, S. (2018). Technology ideas for monitoring student progress through a UDL lens. Closing the Gap, 37(5), 3-10. |
demonstrates a rationale |
| Bauer, S. M., & Arthanat, S. (2010). SBIR and STTR program for assistive technology device development: Evaluation of impact using an ICF-based classification. Assistive Technology Outcomes and Benefits, 6(1), 39-72. |
emerging |
| Bauer, S. M., & Flagg, J. L. (2010). Technology transfer and technology transfer intermediaries. Assistive Technology Outcomes and Benefits, 6(1), 129-150. |
demonstrates a rationale |
| Bauer, S. M., Elsaesser, L. J., & Arthanat, S. (2011). Assistive technology device classification based upon the World Health Organization's, International Classification of Functioning, Disability and Health (ICF). Disability and Rehabilitation: Assistive Technology, 6(3), 243-259. |
demonstrates a rationale |
| Bauer, S., Elsaesser, L. J., Scherer, M., Sax, C., & Arthanat, S. (2014). Promoting a standard for assistive technology service delivery. Technology and Disability, 26(1), 39-48. |
demonstrates a rationale |
| Bausch, M. E., & Ault, M. J. (2008). Assistive technology implementation plan: A tool for improving outcomes. Teaching Exceptional Children, 41(1), 6-14. |
demonstrates a rationale |
| Bausch, M. E., & Ault, M. J. (2012). Status of assistive technology instruction in university personnel preparation programs. Assistive Technology Outcomes and Benefits, 8(1), 1-14. |
emerging |
| Bausch, M. E., Ault, M. J., & Hasselbring, T. S. (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 Publishing. |
emerging |
| 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. |
emerging |
| Bausch, M. E., Quinn, B. S., Chung, Y., Ault, M. J., & Behrmann, M. M. (2009). Assistive technology in the individualized education plan: Analysis of policies across ten states. Journal of Special Education Leadership, 22(1), 9-23. |
emerging |
| Beaty, T. (2017). 2016 assistive technology success story winner: He found his voice through the use of LAMP (Language Acquisition through Motor Planning). Closing the Gap, 35(6), 11-17. |
demonstrates a rationale |
| Bell, D., Foiret, J., & Bell, D. (2019, August 22-23). The impact of assistive technology on the educational performance of students with hearing impairment: A rapid review of the research. In N. Layton, & J. Borg, (Eds.), Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume 1 (pp. 284-295). Geneva, Switzerland: World Health Organization. |
emerging |
| Bellman, S. (2008). Internships and students with disabilities. Closing the Gap, 27(5), 18-19. |
demonstrates a rationale |
| Benssassi, E. M., Gomez, J. C., Boyd, L. E., Hayes, G. R., & Ye, J. (2018). Wearable assistive technologies for autism: Opportunities and challenges. IEEE Pervasive Computing, 17(2), 11-21. |
demonstrates a rationale |
| Berkowitz, S. (2013). Lightening the AAC toolkit load: iOS devices in AAC evaluations. Closing the Gap, 32(2), 3-8. |
demonstrates a rationale |
| Berner, K. (2016). Outcomes of assistive technology services in a community based organization (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10194439) |
demonstrates a rationale |
| Bhowmick, A., & Hazarika, S. M. (2017). An insight into assistive technology for the visually impaired and blind people: State-of-the-art and future trends. Journal on Multimodal User Interfaces, 11(2), 149-172. |
emerging |
| Billah, S. M. (2019). Transforming assistive technologies from the ground up for people with vision impairments (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 22620203) |
demonstrates a rationale |
| Black, G. (2011). Using text-to-voice/word prediction software to enable adolescent learners. International Journal of Cross-Disciplinary Subjects in Education, 2(4), 528-534. |
emerging |
| Blue, G. C. (2017). Teachers of students with visual impairments in five North Carolina rural school districts and barriers to assistive technology implementation: An examination of their experiences and perceptions (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10758833) |
emerging |
| Boesch, M. C., Wendt, O., Subramanian, A., & Hsu, N. (2013). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on social-communicative skills and speech development. Augmentative and Alternative Communication, 29(3), 197-209. |
emerging |
| Boger, J., & Mihailidis, A. (2011). The future of intelligent assistive technologies for cognition: Devices under development to support independent living and aging-with-choice. NeuroRehabilitation, 28(3), 271-280. |
demonstrates a rationale |
| Bone, E. K., & Bouck, E. C. (2017). Accessible text-to-speech options for students who struggle with reading. Preventing School Failure: Alternative Education for Children and Youth, 61(1), 48-55. |
demonstrates a rationale |
| Boot, F. H., Dinsmore, J., Khasnabis, C., & MacLachlan, M. (2017). Intellectual disability and assistive technology: Opening the GATE wider. Frontiers in Public Health, 5, 10. doi: 10.3389/fpubh.2017.00010 |
demonstrates a rationale |
| Boot, F. H., Owuor, J., Dinsmore, J., & MacLachlan, M. (2018). Access to assistive technology for people with intellectual disabilities: A systematic review to identify barriers and facilitators. Journal of Intellectual Disability Research, 62(10), 900-921. |
moderate |
| Boothe, K. A., Lohmann, M. J., Donnell, K. A., & Hall, D. D. (2018). Applying the principles of universal design for learning (UDL) in the college classroom. Journal of Special Education Apprenticeship, 7(3), 1-13. |
demonstrates a rationale |
| Boster, J. B., & McCarthy, J. W. (2018). Designing augmentative and alternative communication applications: The results of focus groups with speech-language pathologists and parents of children with autism spectrum disorder. Disability and Rehabilitation: Assistive Technology, 13(4), 353-365. |
demonstrates a rationale |
| Botsas, G., & Grouios, G. (2017). Computer assisted instruction of students with ADHD and academic performance: A brief review of studies conducted between 1993 and 2016, and comments. European Journal of Special Education Research, 6(2), 145-179. |
emerging |
| Bouck, E. C., & Flanagan, S. M. (2016). Exploring assistive technology and post-school outcomes for students with severe disabilities. Disability and Rehabilitation: Assistive Technology, 11(8), 645-652. |
emerging |
| Bouck, E. C., & Yadav, A. (2008). Assessing calculators as assessment accommodations for students with disabilities. Assistive Technology Outcomes and Benefits, 5(1), 19-28. |
emerging |
| Bouck, E. C., Satsangi, R., Bartlett, W., & Weng, P. L. (2012). Promoting independence through assistive technology: Evaluating audio recorders to support grocery shopping. Education and Training in Autism and Developmental Disabilities, 47(4), 462-473. |
emerging |
| Bowser, G. (2009). Transition planning + self determination = AT for independence. Closing the Gap, 28(4), 30-34. |
demonstrates a rationale |
| Bowser, G., & Fonner, K. (2016). Communication matrix virtual community of practice: Join us! Closing the Gap, 35(5), 23-27. |
demonstrates a rationale |
| Bowser, G., & Peters, J. (2016). Quality indicators for AT in post-secondary education. Closing the Gap, 35(4), 3-8. |
demonstrates a rationale |
| Bowser, G., & Zabala, J. S. (2012). AIM for digital equity. Learning & Leading with Technology, 39(7), 16-19. |
demonstrates a rationale |
| Boyd, L. E., Gupta, S., Vikmani, S. B., Gutierrez, C. M., Yang, J., Linstead, E., & Hayes, G. R. (2018, April). vrSocial: toward immersive therapeutic VR systems for children with autism. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1-12). |
emerging |
| Brackenreed, D. (2008). Assistive technology as an accommodation for a student with mild disabilities: The case of Alex. Exceptionality Education International, 18(2), 69-81. |
emerging |
| Bradley, E. A. (2018). Employing assistive communication technology in autistic classrooms: A descriptive phenomenological study (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10975598) |
emerging |
| Brandt, A., Hansen, E. M., & Christensen, J. R. (2019). The effects of assistive technology service delivery processes and factors associated with positive outcomes A systematic review. Disability and Rehabilitation: Assistive Technology, 1-14. https://doi.org/10.1080/17483107.2019.1682067 |
emerging |
| Branson, D., & Demchak, M. (2009). The use of augmentative and alternative communication methods with infants and toddlers with disabilities: A research review. Augmentative and alternative communication, 25(4), 274-286. |
emerging |
| Breslin Larson, J., & Carl, D. (2019). Building sustainable leadership and practices in assistive technology. Closing the Gap, 38(1), 3-7. |
demonstrates a rationale |
| Brown, A. (2014). Hidden potential: Everyday technology in the special education classroom. Closing the Gap, 33(3), 26-28. |
demonstrates a rationale |
| Brown, J., & Wollersheim, M. (2019). Exploring assistive technology use to support cognition in college students with histories of mild traumatic brain injury. Disability and Rehabilitation: Assistive Technology, 14(3), 255-266. |
emerging |
| Brown, J., O'Brien, K., Knollman-Porter, K., & Wallace, T. (2019). The speech-language pathologists' role in mild traumatic brain injury for middle and high school age children: Viewpoints on guidelines from the Centers for Disease Control and Prevention. American Journal of Speech-Language Pathology, 28, 1363-1370. |
demonstrates a rationale |
| Bruhn, A., Hirsch, S., & Vogelgesang, K. (2017). Motivating instruction? There s an app for that!. Intervention in School and Clinic, 52(3), 163-169. |
demonstrates a rationale |
| Brune, P. (2014). The importance of making AAC accessible. Closing the Gap, 33(5), 19-21. |
demonstrates a rationale |
| Brunner, M., Hemsley, B., Togher, L., & Palmer, S. (2017). Technology and its role in rehabilitation for people with cognitive-communication disability following a traumatic brain injury (TBI). Brain Injury, 31(8), 1028-1043. |
emerging |
| Bruss, T. (2011). Organization toolbox: Principles and strategies based on the environment. Closing the Gap, 30(4), 43-46. |
demonstrates a rationale |
| Bruss, T. (2011). Organization toolbox: tools and strategies for developing organization skills Part 2. Closing the Gap, 30(5), 6-9. |
demonstrates a rationale |
| Bryant, B. R., Seok, S., Ok, M., & Bryant, D. P. (2012). Individuals with intellectual and/or developmental disabilities use of assistive technology devices in support provision. Journal of Special Education Technology, 27(2), 41-57. |
emerging |
| Bryant, D.P., Bryant, B.R., & Ok, M.W. (2014). Assistive technology for individuals with learning disabilities. In G.E. Lancing & N.N. Singh (Eds.), Assistive technologies for people with diverse abilities (pp. 251-276). NY: Springer. |
demonstrates a rationale |
| Bryen, D. N., & Chung, Y. (2018). What adults who use AAC say about their use of mainstream mobile technologies. Assistive Technology Outcomes and Benefits, 12, 73-106. |
emerging |
| Bryen, D. N., Bornman, J., Morris, J., Moolman, E., & Sweatman, F. M. (2017). Use of mobile technology by adults who use augmentative and alternative communication: Voices from two countries, Assistive Technology Outcomes and Benefits, 11, 66-81. |
emerging |
| Buell, L., DelMontel, B., & McLaws, A. (2017). Using off-the-shelf products for environmental control: Robots, lightbulbs, and flying things, oh my! Closing the Gap, 36(5), 3-8. |
demonstrates a rationale |
| Bugaj, C. (2019). Looking backward to design an inclusive future. Closing the Gap, 38(3), 3-7. |
demonstrates a rationale |
| Bugaj, C., & Poss, B. (2016). Multiple means of measurement: Tools for collecting and| analyzing evidence of student progress. Assistive Technology Outcomes and Benefits, 10(1), 38-50. |
demonstrates a rationale |
| Buhler, C., & Barbera, R. (2011). Assistive technology industry: A field for cooperation and networking. Technology and Disability, 23(3), 115-130. |
demonstrates a rationale |
| Bump, M.M. (2008). A model of an assistive technology program to increase preservice teachers' awareness and skills. Closing the Gap, 27(5), 6-7. |
demonstrates a rationale |
| Burgos, B. B. (2015). A study of assistive technology competencies of specialists in public schools (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3717315) |
emerging |
| Burgstahler, S. (2012). Creating an e-mentoring community. Closing the Gap, 30(6), 12-14. |
demonstrates a rationale |
| Burgstahler, S. (2013). UDL learning: How promoting universal design can improve the accessibility of technology in your child's school. Closing the Gap, 32(1), 12-13. |
demonstrates a rationale |
| Burgstahler, S., Moore, E., & Crawford, L.M. (2011). Tracking the effectiveness of do-it interventions: New longitudinal data on students with disabilities. Closing the Gap, 30(3), 14-16. |
demonstrates a rationale |
| Burkhart, L. (2018). Stepping stones to switch access. Perspectives of the ASHA Special Interest Groups, 3(12), 33-44. |
demonstrates a rationale |
| Buti, M. (2011). Socially optimizing solutions. Closing the Gap, 30(1), 5-8. |
demonstrates a rationale |
| Buti, M. (2012). I just bought the new iPad now what? Closing the Gap, 31(2), 12-13. |
demonstrates a rationale |
| Buti, M. (2016). Adults with autism: The need for visual supports. Closing the Gap, 34(6), 3-5. |
demonstrates a rationale |
| Buti, M., & Barineau, K.H. (2014). Alphabet soup: Strategies for autism spectrum disorders from A to Z. Closing the Gap, 33(2), 5-10. |
demonstrates a rationale |
| Buttussi, F., Chittaro, L., Carchietti, E., & Coppo, M. (2010, September). Using mobile devices to support communication between emergency medical responders and deaf people. In Proceedings of the 12th international conference on Human Computer Interaction with Mobile Devices and Services (pp. 7-16). |
demonstrates a rationale |
| Cadeddu, S. B., Layton, N., Banes, D., & Cadeddu, S. (2019). Frugal innovation and what it offers the assistive technology sector. In N. Layton, & J. Borg, (Eds.), Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume 2 (pp. 487-502). Geneva, Switzerland: World Health Organization. |
demonstrates a rationale |
| Cafiero, J.M. (2011). AAC meets ABA: Natural aided language interventions for individuals with autism and complex communication needs. Closing the Gap, 30(3), 17-21. |
demonstrates a rationale |
| Cagliani, R. R., Ayres, K. M., Whiteside, E., & Ringdahl, J. E. (2017). Picture exchange communication system and delay to reinforcement. Journal of Developmental and Physical Disabilities, 29(6), 925-939. |
emerging |
| Cain, C. (2007). A comparison of North Carolina's state, private, and community colleges and universities regarding assistive technology and services for students with disabilities (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3256785) |
emerging |
| Campbell, P. H., Milbourne, S., Dugan, L. M., & Wilcox, M. J. (2006). A review of evidence on practices for teaching young children to use assistive technology devices. Topics in Early Childhood Special Education, 26(1), 3-13. |
emerging |
| Campbell, W., Selkirk, E., & Gaines, R. (2016). Speech-language pathologists role in inclusive education: A survey of clinicians perceptions of universal design for learning. Canadian Journal of Speech-Language Pathology and Audiology, 40(2), 122-128. |
emerging |
| Cannella-Malone, H. I., Brooks, D. G., & Tullis, C. A. (2013). Using self-directed video prompting to teach students with intellectual disabilities. Journal of Behavioral Education, 22(3), 169-189. |
emerging |
| Caporale, B. (2015). The iPad as an assessment tool for students with complex communication needs. Closing the Gap, 34(5), 7-11. |
demonstrates a rationale |
| Caporale, B. (2017). Autism and communicative competence: Effective strategies and solutions. Closing the Gap, 36(4), 8-13. |
demonstrates a rationale |
| Caporale, B.A. (2013). AAC and autism report: Implementing evidence-based strategies in the classroom. Closing the Gap, 32(1), 5-11. |
demonstrates a rationale |
| Caporusso, N., Trizio, M., & Perrone, G. (2014). Pervasive assistive technology for the deaf-blind need, emergency and assistance through the sense of touch. In In A. Holzinger, M. Ziefle, & C. Rocker, (Eds.), Pervasive health: State-of-the-art and beyond (pp. 289-316). London: Springer. |
demonstrates a rationale |
| Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791-807. |
emerging |
| Carl, D. F., Zabala, J., & Karger, J. (2015a). Accessible educational materials in the IEP (Part 1). Closing the Gap, 34(3), 13-16. | demonstrates a rationale |
| Carl, D. F., Zabala, J., & Karger, J. (2015b). Accessible educational materials in the IEP (Part 2). Closing the Gap, 34(4), 9-13. | demonstrates a rationale |
| Carnett, A., Ingvarsson, E. T., Bravo, A., & Sigafoos, J. (2019). Teaching children with autism spectrum disorder to ask where questions using a speech-generating device. Journal of Applied Behavior Analysis, 1-21. doi: 10.1002/jaba.663 |
emerging |
| Carolan, J. (2015). Why we need to champion assistive technology for people with autism. Learning Disability Today, 15(5), 31. |
demonstrates a rationale |
| Caron, J., Light, J., & Drager, K. (2016). Operational demands of AAC mobile technology applications on programming vocabulary and engagement during professional and child interactions. Augmentative and Alternative Communication, 32(1), 12-24. |
emerging |
| Carroll, J., & Krier, N. (2015). Discover explore . implement: Using Google apps for education to make material accessible. Closing the Gap, 34(2), 26-29. |
demonstrates a rationale |
| Case, D. E., & Davidson, R. C. (2011). Accessible online learning. New Directions for Student Services, 134, 47-58. |
demonstrates a rationale |
| Cassidy, S. A., Stenger, B., Van Dongen, L., Yanagisawa, K., Anderson, R., Wan, V., ... & Cipolla, R. (2016). Expressive visual text-to-speech as an assistive technology for individuals with autism spectrum conditions. Computer Vision and Image Understanding, 148, 193-200. |
emerging |
| Caufield, F., & Carrillo, D. (2010). 200 a day the easy way: Putting it in practice. Closing the Gap, 29(2), 7-10. |
demonstrates a rationale |
| Cavanagh, C. (2008). Speech recognition trial protocol. Closing the Gap, 27(5), 8-11. |
demonstrates a rationale |
| Cavanagh, C. (2011). Providing immediate writing accommodations: Using the spoken word. Closing the Gap, 30(3), 10-13. |
demonstrates a rationale |
| Cerga-Pashoja, A., Gaete, J., Shishkova, A. & Jordanova, V. (2019). Improving reading in adolescents and adults with high-functioning autism through an assistive technology tool: A cross-over multinational study. Frontiers in Psychiatry, 10, article 546, 1-10. |
moderate |
| Chanana, P., Paul, R., Balakrishnan, M., & Rao, P. V. M. (2017). Assistive technology solutions for aiding travel of pedestrians with visual impairment. Journal of Rehabilitation and Assistive Technologies Engineering, 4, 1-16. https://doi.org/10.1177/2055668317725993 |
demonstrates a rationale |
| Chang, Y. J., Chen, C. N., Chou, L. D., & Wang, T. Y. (2008). A novel indoor wayfinding system based on passive RFID for individuals with cognitive impairments. In 2008 Second International Conference on Pervasive Computing Technologies for Healthcare (pp. 108-111). IEEE. |
emerging |
| Charlebois, K. (2013). iLOVE writing: Using the iPad to support struggling writers. Closing the Gap, 32(4), 20-22. |
demonstrates a rationale |
| Charters, E., Gillett, L., & Simpson, G. K. (2015). Efficacy of electronic portable assistive devices for people with acquired brain injury: A systematic review. Neuropsychological Rehabilitation, 25(1), 82-121. |
moderate - strong |
| Chavda, S., Hodge, W., Si, F., & Diab, K. (2014). Low-vision rehabilitation methods in children: A systematic review. Canadian Journal of Ophthalmology, 49(3), e71-e73. |
emerging |
| Chen, M., Lin, H., Liu, D., Zhang, H., & Yue, S. (2015). An object-oriented data model built for blind navigation in outdoor space. Applied Geography, 60, 84-94. |
demonstrates a rationale |
| Chernek, V., McBride, M., & Mills, J.D. (2009). Transforming non-writers into writers with word prediction. Closing the Gap, 28(3), 16-18. |
demonstrates a rationale |
| Chmiliar, L. (2007). Perspectives on assistive technology: What teachers, health professionals, and speech and language pathologists have to say. Developmental Disabilities Bulletin, 35, 1-17. |
emerging |
| Chockalingam, N., Eddison, N., & Healy, A. (2019). Orthotic service provision in the United Kingdom: Does everyone get the same service? In N. Layton, & J. Borg, (Eds.), Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume 1 (pp. 515-524). Geneva, Switzerland: World Health Organization. |
emerging |
| Choi, Y. M. (2010). The impact of input during the design of an assistive technology product (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3414447) |
emerging |
| Cihak, D. F., Moore, E. J., Wright, R. E., McMahon, D. D., Gibbons, M. M., & Smith, C. (2016). Evaluating augmented reality to complete a chain task for elementary students with autism. Journal of Special Education Technology, 31(2), 99-108. |
emerging |
| Clark, D. (2018). Braille on demand: One-day braille transcription service. Closing the Gap, 37(3), 3-7. |
demonstrates a rationale |
| Clark, J., & Gilb, B. (2019). HAT awareness efficiency may be the key to increased use. Audiology Today, 31(2), 72-78. |
demonstrates a rationale |
| Clay, S. L., & Alston, R. (2016). The benefits of assistive technology use by persons with physical conditions: An examination of difficulty levels in areas of functioning. Technology and Disability, 28(3), 111-121. |
emerging |
| Clayback, D., Hostak, R., Leahy, J. A., Minkel, J., Piper, M., Smith, R. O., & Vaarwerk, T. (2015). Standards for assistive technology funding: What are the right criteria. Assistive Technology Outcomes and Benefits, 9(1), 40-55. |
demonstrates a rationale |
| Cochran, C.D. (2019). Providing content access while teaching braille literacy. Closing the Gap, 38(5), 35-37. |
demonstrates a rationale |
| 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. |
demonstrates a rationale |
| Coleman, M. B., & Cramer, E. S. (2015b). Creating meaningful art experiences with assistive technology for students with physical, visual, severe, and multiple disabilities. Art Education, 68(2), 6-13. |
demonstrates a rationale |
| Coleman, M. B., Cramer, E. S., Park, Y., & Bell, S. M. (2015a). Art educators use of adaptations, assistive technology, and special education supports for students with physical, visual, severe and multiple disabilities. Journal of Developmental and Physical Disabilities, 27(5), 637-660. |
emerging |
| Coletto, M.K., Stith, E., & Woodson, D. (2018). Language stars: A pilot program aligning AAC and ABA practices. Closing the Gap, 37(4), 28-33. |
demonstrates a rationale |
| Collins, J. C. (2012). Use of portable electronic assistive technology to improve independent job performance of young adults with intellectual disabilities (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3525890) |
emerging |
| Collins, J. C., & Collet-Klingenberg, L. (2018). Portable electronic assistive technology to improve vocational task completion in young adults with an intellectual disability: A review of the literature. Journal of Intellectual Disabilities, 22(3), 213-232. |
emerging |
| Collins, J. C., Ryan, J. B., Katsiyannis, A., Yell, M., & Barrett, D. E. (2014). Use of portable electronic assistive technology to improve independent job performance of young adults with intellectual disability. Journal of Special Education Technology, 29(3), 15-29. |
emerging |
| Connor, C. (2008). Teachers' integration of assistive technology (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3294807) |
emerging |
| Constantinescu, C. (2015). Assistive technology use among secondary special education teachers in a private school for students with specific learning disabilities: Types, levels of use and reported barriers (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3725458) |
emerging |
| Cook, A. M. (2009). Ethical issues related to the use/non-use of assistive technologies. Developmental Disabilities Bulletin, 37, 127-152. |
demonstrates a rationale |
| Copley, J., & Ziviani, J. (2007). Use of a team-based approach to assistive technology assessment and planning for children with multiple disabilities: A pilot study. Assistive Technology, 19(3), 109-127. |
emerging |
| Corley, P., & Fore, M. (2010). Inclusion tools: Rosetta Stone a visual way to teach language. Closing the Gap, 29(2), 16-18. |
demonstrates a rationale |
| Corradi, F., Scherer, M. J., & Presti, A. L. (2012). Measuring the assistive technology match. In M. Scherer, & S. Federici, (Eds.). Assistive technology assessment handbook (pp. 49-65). Boca Raton, FL: CRC Press. |
demonstrates a rationale |
| Cortiella, C. (2008). What you need to know about NIMAS...National Instructional Materials Accessibility Standard. Exceptional Parent, 38(2), 38-39. |
demonstrates a rationale |
| Costantino, M. A., & Bonati, M. (2014). A scoping review of interventions to supplement spoken communication for children with limited speech or language skills. PloS One, 9(3), e90744, 1-15. |
emerging |
| Costigan, F. A., Light, J. C., & Newell, K. M. (2012). Factors affecting computer mouse use for young children: Implications for AAC. Augmentative and Alternative Communication, 28(2), 85-95. |
emerging |
| Courduff, J., & Mawhorter, D. (2011). Tic tac toe: A complicated game of connecting the dots. Closing the Gap, 30(1), 25-27. |
demonstrates a rationale |
| Courduff, J., Szapkiw, A., & Wendt, J. L. (2016). Grounded in what works: Exemplary practice in special education teachers technology integration. Journal of Special Education Technology, 31(1), 26-38. |
emerging |
| Courtad, C. A. (2012). Educators: Are web-based resources an effective means for increasing knowledge in higher education?. Assistive Technology Outcomes and Benefits, 8(1), 15-31. |
emerging |
| Courtad, C.A., & Bouck, E.C. (2013). Assistive technology for students with learning disabilities. In J.P. Baked, F.E. Obiakor, & A.F. Rotatori, (Eds.), Learning disabilities: Practice concerns and students with LD, 25, (pp. 153-173). Bingham, United Kingdom: Emerald Publishing. |
demonstrates a rationale |
| Cox, J. E., & Lynch, D. M. (2006). Library media centers: Accessibility issues in rural Missouri. Intervention in School and Clinic, 42(2), 101-106. |
demonstrates a rationale |
| Craig, S. L., Smith, S. J., & Frey, B. B. (2019). Professional development with universal design for learning: Supporting teachers as learners to increase the implementation of UDL. Professional Development in Education, 1-16. https://doi.org/10.1080/19415257.2019.1685563 |
emerging |
| Creer, S., Cunningham, S., Green, P., & Yamagishi, J. (2013). Building personalised synthetic voices for individuals with severe speech impairment. Computer Speech & Language, 27(6), 1178-1193. |
emerging |
| Crevecoeur, Y. C., Sorenson, S. E., Mayorga, V., & Gonzalez, A. P. (2014). Universal design for learning in K-12 educational settings: A review of group comparison and single-subject intervention studies. Journal of Special Education Apprenticeship, 3(2), 1-23. |
emerging |
| Crissey, P. (2012a). Building independence with picture directions. Closing the Gap, 31(2), 8-11. |
demonstrates a rationale |
| Crissey, P. (2012b). But does she understand? Choosing the right visual symbols. Closing the Gap, 31(5), 10-13. |
demonstrates a rationale |
| Cronin, A. F. (2018). Assistive technology reasoning in rural school-based occupational therapy. Assistive Technology, 30(4), 209-217. |
emerging |
| Cross, R. T., & Segalman, B. (2016). The Realize Language System: An online SGD data log analysis tool. Assistive Technology Outcomes and Benefits, 10(1), 74-93. |
demonstrates a rationale |
| Crossland, M. D., Thomas, R., Unwin, H., Bharani, S., Gothwal, V. K., Quartilho, A., ... & Dahlmann-Noor, A. (2017). Tablet computers versus optical aids to support education and learning in children and young people with low vision: Protocol for a pilot randomised controlled trial, CREATE (Children Reading with Electronic Assistance To Educate). BMJ open, 7(6), e015939. |
demonstrates a rationale |
| Csapo, A., Wersenyi, G., Nagy, H., & Stockman, T. (2015). A survey of assistive technologies and applications for blind users on mobile platforms: A review and foundation for research. Journal on Multimodal User Interfaces, 9(4), 275-286. |
emerging |
| 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. |
demonstrates a rationale |
| Cunningham, B. J., Washington, K. N., Binns, A., Rolfe, K., Robertson, B., & Rosenbaum, P. (2017). Current methods of evaluating speech-language outcomes for preschoolers with communication disorders: A scoping review using the ICF-CY. Journal of Speech, Language, and Hearing Research, 60(2), 447-464. |
emerging |
| Cunningham, W. F. (2019). Assistive technology integration for student with speech and language impairments: A mixed method study (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10974787) |
emerging |
| Curran, D. (2017). Parents of autistic children and their experiences with assistive technology (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10262090) |
emerging |
| Curran, M., Walker, E. A., Roush, P., & Spratford, M. (2019). Using propensity score matching to address clinical questions: The impact of remote microphone systems on language outcomes in children who are hard of hearing. Journal of Speech, Language, and Hearing Research, 62(3), 564-576. |
emerging |
| D'Andrea, F. M. (2010). Practices and preferences among students who read braille and use assistive technology (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3435633) |
emerging |
| D Andrea, F. M. (2012). Preferences and practices among students who read braille and use assistive technology. Journal of Visual Impairment and Blindness, 106(10), 585-596. |
emerging |
| D Andrea, F. M., & Siu, Y. T. (2015). Students with visual impairments: Considerations and effective practices for technology use. In D.L. Edyburn (Ed.). Efficacy of assistive technology interventions, Advances in Special Education Technology, Volume 1 (pp. 111-138). Bingley, United Kingdom: Emerald Group Publishing. |
demonstrates a rationale |
| Dahlquist, L. (2013). Communication and the use of tangible symbols. Closing the Gap, 32(4), 4-8. |
demonstrates a rationale |
| Dahlquist, L., & Koch, A. (2010). Using technology to enhance the classroom: Strategies for children with autism. Closing the Gap, 29(5), 27-30. |
demonstrates a rationale |
| Dahlquist, L., & Koch, A. (2012). Budget-friendly visual cues and lite tech. Closing the Gap, 31(3), 16-18. |
demonstrates a rationale |
| Dalton, C., & Hoyt-Hallett, G. (2013). Enablement through provision of assistive technology: Case reports of two children with physical disabilities. British Journal of Occupational Therapy, 76(2), 108-111. |
emerging |
| Dalton, E. M. (2009). The relationship between assistive technology state standards for teachers, assistive technology implementation, and student performance in the context of evidence-based practice (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3368012) |
emerging |
| Darden Ducre, B. H. (2019). Perceptions of preschool special education teachers on assistive technology: A case study (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 13879203) |
emerging |
| Dascalu, M., Moldoveanu, A., Balan, O., Lupu, R. G., Ungureanu, F., & Caraiman, S. (2017, June). Usability assessment of assistive technology for blind and visually impaired. In 6th IEEE International Conference on E-Health and Bioengineering (EHB) Conference Proceedings (pp. 523-526). Sinaia, Romania. |
demonstrates a rationale |
| Davis, D. (2008). Creating a classroom of discovery and wonder. Closing the Gap, 27(3), 6-8. |
demonstrates a rationale |
| Davis, J. S. (2012). Perceptions of disability-services administrators about assistive technology at postsecondary institutions (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3535721) |
emerging |
| Davis, M. J. (2012). Educators' perceptions of assistive technology for students with severe or multiple disabilities (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3503474) |
emerging |
| Davis, T. N., Barnard-Brak, L., & Arredondo, P. L. (2013). Assistive technology: Decision-making practices in public schools. Rural Special Education Quarterly, 32(4), 15-23. |
emerging |
| Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive technologies to support students with dyslexia. Teaching Exceptional Children, 51(3), 226-239. |
demonstrates a rationale |
| de Jonge, D., & McDonald, R. (2010). Enabling children s occupations and participation using assistive technology. In S. Rodger (Ed.), Occupation-centred practice with children: A practical guide for occupational therapists (pp. 298-319). Oxford, United Kingdom: Wiley-Blackwell. |
demonstrates a rationale |
| 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. |
demonstrates a rationale |
| Dean, L. M. (2019). Factors influencing teachers' use of assistive technology in the classroom: A correlational analysis (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 13820083) |
emerging |
| DeCoste, D. (2010). Reading accommodations. Closing the Gap, 29(4), 30-35. |
demonstrates a rationale |
| DeLee, B. (2018). Assistive technology guidelines for higher education disability support staff (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 13427223) |
demonstrates a rationale |
| Delisi, J. (2009). Adult emerging communicators: A team approach to communication. Closing the Gap, 28(4), 27-29. |
demonstrates a rationale |
| DelMonte, B., Conatser, M., & Roher, K. (2017). Believe beyond ability. Closing the Gap, 36(3), 33-40. |
demonstrates a rationale |
| Desideri, A. (2012). I have an iPad and an AAC app, what do I do now? Closing the Gap, 31(5), 30-31. |
demonstrates a rationale |
| Desideri, L., Bizzarri, M., Bitelli, C., Roentgen, U., Gelderblom, G. J., & de Witte, L. (2016). Implementing a routine outcome assessment procedure to evaluate the quality of assistive technology service delivery for children with physical or multiple disabilities: Perceived effectiveness, social cost, and user satisfaction. Assistive Technology, 28(1), 30-40. |
emerging |
| 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. |
emerging |
| Desideri, L., Roentgen, U., Hoogerwerf, E. J., & de Witte, L. (2013). Recommending assistive technology (AT) for children with multiple disabilities: A systematic review and qualitative synthesis of models and instruments for AT professionals. Technology and Disability, 25(1), 3-13. |
emerging |
| Desideri, L., Stefanelli, B., Bitelli, C., Roentgen, U., Gelderblom, G. J., & de Witte, L. (2016). Satisfaction of users with assistive technology service delivery: An exploratory analysis of experiences of parents of children with physical and multiple disabilities. Developmental Neurorehabilitation, 19(4), 255-266. |
emerging |
| 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. |
demonstrates a rationale |
| Dhanjal, A. S., & Singh, W. (2019, February). Tools and techniques of assistive technology for hearing impaired people. In 2019 International Conference on Machine Learning, Big Data, Cloud and Parallel Computing (COMITCon) (pp. 205-210). IEEE. |
demonstrates a rationale |
| Dietrick, K. (2012). Bytes of learning. Closing the Gap, 31(3), 14-15. |
demonstrates a rationale |
| Ding, Y. (2018). Decision making and decision support for selecting assistive/access technology (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 13423982) |
demonstrates a rationale |
| Dobosz, K., & Surowiec, M. (2018). Parallel braille on smartphones for deaf-blind people. In International Conference on Computers Helping People with Special Needs (pp. 326-332). Springer, Cham. |
demonstrates a rationale |
| Dockrell, J. E., & Howell, P. (2015). Identifying the challenges and opportunities to meet the needs of children with speech, language and communication difficulties. British Journal of Special Education, 42(4), 411-428. |
emerging |
| Dolan, R., Hall, T. E., Banerjee, M., Chun, E., & Strangman, N. (2005). Applying principles of universal design to test delivery: The effect of computer-based read-aloud on test performance of high school students with learning disabilities. Journal of Technology, Learning and Assessment, 3(7), 4-32. |
emerging |
| Dolley, F. (2010). Rasch modeling: Computer assistive technology in a high school special education classroom (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3418286) |
demonstrates a rationale |
| Donaghy, T. (2017). Access and engagement using assistive technology for students with significant disabilities. Closing the Gap, 36(4), 15-19. |
demonstrates a rationale |
| Doneski-Nicol, J. (2008). Literacy and augmentative and alternative communication: Current research and indications. Closing the Gap, 27(4), 34-38. |
demonstrates a rationale |
| Douglas, K. H., Ayres, K. M., & Langone, J. (2015). Comparing self-management strategies delivered via an iPhone to promote grocery shopping and literacy. Education and Training in Autism and Developmental Disabilities, 50(4), 446-465. |
emerging |
| Doyle, M. B., & Giangreco, M. F. (2009). Making presentation software accessible to high school students with intellectual disabilities. Teaching Exceptional Children, 41(3), 24-31. |
demonstrates a rationale |
| Draffan, E. A., Evans, D. G., & Blenkhorn, P. (2007). Use of assistive technology by students with dyslexia in post-secondary education. Disability and Rehabilitation: Assistive Technology, 2(2), 105-116. |
emerging |
| Drager, K. D., & Holyfield, C. (2016). Scoping review of interventions for children who require augmentative and alternative communication is limited by focus on randomized controlled trials. Evidence-Based Communication Assessment and Intervention, 10(2), 59-65. |
emerging |
| Duarte, K., Cecílio, J., & Furtado, P. (2014). Overview of assistive technologies for the blind: Navigation and shopping. In 2014 13th International Conference on Control Automation Robotics & Vision (ICARCV) (pp. 1929-1934). IEEE. |
demonstrates a rationale |
| Dugan, L. M., Campbell, P. H., & Wilcox, M. J. (2006). Making decisions about assistive technology with infants and toddlers. Topics in Early Childhood Special Education, 26(1), 25-32. |
emerging |
| Dunn, A., & Inglis, A. (2010). Smart inclusion for the 21st century classroom: Integrating SMART boards with assistive technology. Closing the Gap, 29(5), 7-11. |
demonstrates a rationale |
| 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. |
strong |
| Durocher, E., Wang, R. H., Bickenbach, J., Schreiber, D., & Wilson, M. G. (2019). Just access ? Questions of equity in access and funding for assistive technology. Ethics & Behavior, 29(3), 172-191. |
demonstrates a rationale |
| Edge-Savage, J. (2009). Kurzweil 3000 version 11: New tools to support the writing process. Closing the Gap, 28(2), 11-16. |
demonstrates a rationale |
| Ediyanto, & Kawai, N. (2019). Science learning for students with visually impaired: A literature review. IOP Conference Series: Journal of Physics: Conference Series, 1227. doi:10.1088/1742-6596/1227/1/012035 |
emerging |
| Edwards, M. (2019). Inclusive learning and teaching for Australian online university students with disability: A literature review. International Journal of Inclusive Education, 1-16. https://doi.org/10.1080/13603116.2019.1698066 |
emerging |
| Edyburn, D. (2009). Assistive technology advocacy. Special Education Technology Practice, 11(2), 15-17. |
demonstrates a rationale |
| Edyburn, D. (2011). Some of the best: Advances in special education technology research. Closing the Gap, 29(6), 30-33. |
demonstrates a rationale |
| Edyburn, D. (2014). Accessibility. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.). Encyclopedia of special education. Volume 1, A-C (pp. 166-174). Hoboken, NJ: Wiley. |
demonstrates a rationale |
| Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33-41. |
demonstrates a rationale |
| Edyburn, D. L. (2013). Critical issues in advancing the special education technology evidence base. Exceptional Children, 80(1), 7-24. |
demonstrates a rationale |
| Edyburn, D. L., & Edyburn, K. D. (2012). Tools for creating accessible, tiered, and multilingual web-based curricula. Intervention in School and Clinic, 47(4), 199-205. |
demonstrates a rationale |
| Edyburn, D. L., & Smith, R. O. (2004). Creating an assistive technology outcomes measurement system: Validating the components. Assistive Technology Outcomes and Benefits, 1(1), 8-15. |
emerging |
| Edyburn, D., Fennema-Jansen, S., Hariharan, P., & Smith, R. (2005). Assistive technology outcomes: Implementation strategies for collecting data in the schools. Assistive Technology Outcomes and Benefits, 2(1), 25-30. |
emerging |
| Edyburn, D.L. (2006). Assistive technology and mild disabilities. Special Education Technology Practice, 8(4), 18-28. |
demonstrates a rationale |
| Edyburn, D.L. (2008). Assistive technology consideration. Special Education Technology Practice, 10(1), 16-18. |
demonstrates a rationale |
| Edyburn, D.L. (2013). The new common core state standards assessments: Building awareness for assistive technology specialists. Closing the Gap, 32(5), 4-8. |
demonstrates a rationale |
| 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. |
demonstrates a rationale |
| Elgendy, M., Sik-Lanyi, C., & Kelemen, A. (2019). Making shopping easy for people with visual impairment using mobile assistive technologies. Applied Sciences, 9(6), 1-15. https://doi.org/10.3390/app9061061 |
emerging |
| Ellenson, R. (2016a). Part 1: The total story of total talk. Closing the Gap, 35(2), 3-6. |
demonstrates a rationale |
| Ellenson, R. (2016b). Part 2: The total story of total talk. Closing the Gap, 35(3), 3-8. |
demonstrates a rationale |
| Ellis, J. B. (2007). Special education teachers' perceptions of barriers to assistive technology integration in Ohio (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. NR35085) |
emerging |
| Ellis, S. (2014). Video modeling: Smartphones for smart teaching. Closing the Gap, 32(6), 12-14. |
demonstrates a rationale |
| Elsaesser, L. J., & Bauer, S. (2012). Integrating medical, assistive, and universal design products and technologies: Assistive Technology Service Method (ATSM). Disability and Rehabilitation: Assistive Technology, 7(4), 282-286. |
demonstrates a rationale |
| Elsaesser, L. J., & Bauer, S. M. (2011). Provision of assistive technology services method (ATSM) according to evidence-based information and knowledge management. Disability and Rehabilitation: Assistive Technology, 6(5), 386-401. |
demonstrates a rationale |
| Elsaesser, L. J., Bauer, S., Steel, E., Friesen, E., Inoue, T., & Elsaesser, L. J. (2019). The value of vocabulary standards towards improving access to assistive technology. In N. Layton. & J. Borg (Eds.), Proceedings of the GReAT Consultation (pp. 247-262). Geneva, Switzerland: World Health Organization. |
demonstrates a rationale |
| Ender, K. E., Kinney, B. J., Penrod, W. M., Bauder, D. K., & Simmons, T. (2007). Achieving systemic change with universal design for learning and digital content. Assistive Technology Outcomes and Benefits, 4(1), 115-129. |
demonstrates a rationale |
| Enders, L.S. (2016). Moving beyond a common roadblock to successful AAC implementation. Closing the Gap, 35(2), 18-21. |
demonstrates a rationale |
| Enders, L.S. (2017). More than words: Examining the augmentative role of AAC. Closing the Gap, 36(4), 20-25. |
demonstrates a rationale |
| Ennis-Cole, D., & Smith, D. (2011). Assistive technology and autism: Expanding the technology leadership role of the school librarian. School Libraries Worldwide, 17(2), 86-96. |
emerging |
| Erhadt, R.P. (2010). Create your own computerized intervention system for students with learning disabilities: Integrating charts, video and progress notes. Closing the Gap, 29(5), 22-26. |
demonstrates a rationale |
| Erhardt, R. J., & Shuman, M. P. (2015). Assistive technologies for second-year statistics students who are blind. Journal of Statistics Education, 23(2). https://doi.org/10.1080/10691898.2015.11889733 |
demonstrates a rationale |
| Erickson, K. A., Clendon, S., Abraham, L., Roy, V., & Van de Carr, H. (2005). Toward positive literacy outcomes for students with significant developmental disabilities. Assistive Technology Outcomes and Benefits, 2(1), 45-54. |
emerging |
| Erickson, K., Geist, L., & Hatch, P. (2017). Impact of self-regulated strategy instruction integrated with SOLO literacy suite. Assistive Technology Outcomes and Benefits, 11, 17-23. |
emerging |
| Erikson, K., Merkel, A., Peszat, E., & Probst, A. (2018). Unique ways to departmentalize and differentiate instruction for students with severe and profound disabilities. Closing the Gap, 36(6), 31-38. |
demonstrates a rationale |
| Errante, S., Peterson, Y., Gunther, J., & Doyle, P. (2010). You may have a Wii, but Wii use more. Closing the Gap, 29(1), 18-20. |
demonstrates a rationale |
| Erwin, E., Maglinte, D., & Lovell, T. (2014). From no-tech to high-tech: Building a core vocabulary classroom. Closing the Gap, 33(3), 20-25. |
demonstrates a rationale |
| Estervig, J. (2018). Workforce innovation and opportunity act (WIOA) and pre-employment transition services (Pre-ETS). Closing the Gap, 37(2), 14-15. |
demonstrates a rationale |
| Estrada-Hernandez, N., & Bahr, P. (2019). Ethics and assistive technology: Potential issues for AT service providers. Assistive Technology. https://doi.org/10.1080/10400435.2019.1634657 |
emerging |
| Estrada-Hernández, N., & Stachowiak, J. R. (2010). Evaluating systemic assistive technology needs. In S. Seok, E.L. Meten, & B. DaCosta (Eds.), Handbook of research on human cognition and assistive technology: Design, accessibility and transdisciplinary perspectives (pp. 239-250). Hershey, PA: IGI Global. |
emerging |
| Etscheidt, S. L. (2016). Assistive technology for students with disabilities: A legal analysis of issues. Journal of Special Education Technology, 31(4), 183-194. |
emerging |
| Evmenova, A. (2018). Preparing teachers to use universal design for learning to support diverse learners. Journal of Online Learning Research, 4(2), 147-171. |
emerging |
| Fager, S., Bardach, L., Russell, S., & Higginbotham, J. (2012). Access to augmentative and alternative communication: New technologies and clinical decision-making. Journal of Pediatric Rehabilitation Medicine, 5(1), 53-61. |
demonstrates a rationale |
| Farnsworth, C. R. (2010). The cognitive load impacts of assistive technology devices used by sighted teachers in training during literary braille instruction (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3404507) |
emerging |
| Farnsworth, C.R., & Luckner, J. L. (2008). The impact of assistive technology on curriculum accommodation for a braille-reading student. RE:view, 39, 171-187. |
emerging |
| Fazana, F., Alsadoon, A., Prasad, P. W. C., Costadopoulos, N., Elchouemi, A., & Sreedharan, S. (2017). Integration of assistive and wearable technology to improve communication, social interaction and health monitoring for children with autism spectrum disorder (ASD). In IEEE Region 10 Symposium on Technologies for Smart Cities, Kochi, India. IEEE. DOI: 10.1109/TENCONSpring.2017.8070018 |
demonstrates a rationale |
| Feakes, C. (2018). Auditory displays and assistive technologies: The use of head movements by visually impaired individuals and their implementation in binaural interfaces (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 27774678) |
emerging |
| Federici, S., Scherer, M. J., & Borsci, S. (2014). An ideal model of an assistive technology assessment and delivery process. Technology and Disability, 26(1), 27-38. |
theory |
| Feist, C. D. (2010). The use of assistive technology by early interventionists in Virginia (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3406545) |
emerging |
| Feit, S., & Staugler, K. (2013). ULS+CS4=Student success! Closing the Gap, 32(2), 9-14. |
demonstrates a rationale |
| Feit, S., Allen, J., & Odom, J. (2011). Differentiated learning styles and AAC. Closing the Gap, 30(2), 6-10. |
demonstrates a rationale |
| Feldman-Simon, M., & Fitzpatrick, E. (2010). A new generation writing solution. Closing the Gap, 29(2), 19-22. |
demonstrates a rationale |
| Fenlon, A., & Ferlito, R. (2017). "Look what I wrote!" Explicit teaching and simple assistive technology tools increase motivation and competence for narrative writing assignments. Closing the Gap, 35(6), 18-22. |
demonstrates a rationale |
| Fenlon, A., & Fox, L. (2013). "I love this computer!" Considerations for using assistive technology to engage middle school students with disabilities in authentic writing. Closing the Gap, 32(5), 21-26. |
demonstrates a rationale |
| Fenlon, A., Woodard, B., Willard, C., & Wilson, K. (2019). Using strategy instruction and flexible assistive technology tools: A winning combination for secondary learners with disabilities to be able to meet new generation learning standards in writing. Closing the Gap, 38(1), 10-19. |
demonstrates a rationale |
| Fennema-Jansen, S., Edyburn, D. L., Smith, R. O., Wilson, S., & Binion, M. (2007). Developing a statewide system for providing and assessing outcomes of assistive technology. Journal of Special Education Technology, 22(1), 37-52. |
emerging |
| Ferguson, T. L. (2005). Web accessibility for students with disabilities who use assistive technology: A moving target for postsecondary institutions (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3181658) |
emerging |
| Ferm, U. M., Claesson, B. K., Ottesjo, C., & Ericsson, S. (2015). Participation and enjoyment in play with a robot between children with cerebral palsy who use AAC and their peers. Augmentative and Alternative Communication, 31(2), 108-123. |
emerging |
| Ferrell, K. A., Correa-Torres, S. M., Howell, J. J., Pearson, R., Carver, W. M., Groll, A. S., ... & Botsford, K. D. (2017). Audible image description as an accommodation in statewide assessments for students with visual and print disabilities. Journal of Visual Impairment & Blindness, 111(4), 325-339. |
emerging |
| Fiegen, T. (2011). Google docs in your classroom? Closing the Gap, 30(2), 27-30. |
demonstrates a rationale |
| Fineberg, A. E., Savage, M., Austinc, V., Boiten, S., Droop, J., Allen, M., ... & Mitra, G. (2019). ATscale - Establishing a cross-sector partnership to increase access to assistive technology. In N. Layton, & J. Borg, (Eds.), Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume 2 (pp. 428-439). Geneva, Switzerland: World Health Organization. |
demonstrates a rationale |
| Fitch, D. (2017). Increasing family buy-in for AAC. Closing the Gap, 36(1), 48-52. |
demonstrates a rationale |
| Flagg, J. L., Lockett, M. M., Condron, J., & Lane, J. P. (2015). Tools for analysis in assistive technology research, development, and production. Assistive Technology Outcomes and Benefits, 9(1), 20-37. |
demonstrates a rationale |
| Flener, B., & Nygard, J. (2019). Go braille: An approach to braille instruction. Closing the Gap, 38(4), 38-41. |
demonstrates a rationale |
| 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. |
demonstrates a rationale |
| Floyd, K. K., & Judge, S. L. (2012). The efficacy of assistive technology on reading comprehension for postsecondary students with learning disabilities. Assistive Technology Outcomes and Benefits, 8(1), 48-64. |
emerging |
| Floyd, K. K., Smith Canter, L. L., Jeffs, T., & Judge, S. A. (2008). Assistive technology and emergent literacy for preschoolers: A literature review. Assistive Technology Outcomes and Benefits, 5(1), 92-102. |
emerging |
| Fok, D., Polgar, J. M., Shaw, L., & Jutai, J. W. (2011). Low vision assistive technology device usage and importance in daily occupations. Work, 39(1), 37-48. |
emerging |
| Fonner, K., Hamil, A., Johnson, K.J., Stanley, D., Horney, M., Solis, R., & Coletta, B. (2010a). ECT is as big as Texas: The stories and tips of environmental communication teaching. Closing the Gap, 29(3), 6-8. |
demonstrates a rationale |
| Fonner, K., Hamil, A., Johnson, K.J., Stanley, D., Horney, M., Solis, R., & Coletta, B. (2010b). ECT is as big as Texas: The stories and tips of environmental communication teaching Part 2. Closing the Gap, 29(4), 15-19. |
demonstrates a rationale |
| Foreman, S. B. (2014). Assistive technologies used by students with Asperger's syndrome to improve performance in the general education classroom (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3645915) |
emerging |
| Fox, C., & Jones, R. (2018). Navigating the digital shift 2019: Equitable opportunities for all learners. Glen Burnie, MD: State Educational Technology Directors Association. |
demonstrates a rationale |
| Francis, C. D. (2012). Students with disabilities experience in higher education online courses: An exploratory study of self-efficacy, use of assistive technologies and mobile media (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3514169) |
emerging |
| Francis, P., Firth, L., & Mellor, D. (2005) Reducing the risk of abandonment of assistive technologies for people with autism. In M.F. Costabile, & F. Paternò (Eds) Human-Computer Interaction - INTERACT 2005. Lecture Notes in Computer Science, Volume 3585. Springer, Berlin, Heidelberg. DOI: https://doi.org/10.1007/11555261_115 |
demonstrates a rationale |
| Francis, P., Mellor, D., & Firth, L. (2009). Techniques and recommendations for the inclusion of users with autism in the design of assistive technologies. Assistive Technology, 21(2), 57-68. |
emerging |
| Frankoff, D. J. (2010). Exploring legal consciousness: Experiences of families seeking funding for assistive technologies for children with disabilities (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3398787) |
emerging |
| Friesen, E. L., Walker, L., Layton, N., Astbrink, G., Summers, M., & De Jonge, D. (2015). Informing the Australian government on AT policies: ARATA s experiences. Disability and Rehabilitation: Assistive Technology, 10(3), 236-239. |
demonstrates a rationale |
| Gabbert, D. (2017). Assistive technology outpacing disease progression: A longitudinal case study. Assistive Technology Outcomes and Benefits, 11(1), 1-16. |
emerging |
| Galyon Keramidas, C. L. (2006). What affects assistive technology use with children birth to three in West Virginia? A survey of practitioners of different occupations (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3259118) |
emerging |
| Ganz, J. B., Morin, K. L., Foster, M. J., Vannest, K. J., Genç Tosun, D., Gregori, E. V., & Gerow, S. L. (2017). High-technology augmentative and alternative communication for individuals with intellectual and developmental disabilities and complex communication needs: A meta-analysis. Augmentative and Alternative Communication, 33(4), 224-238. |
moderate - strong |
| Gardner, M. (2018). Implementation in the presence of significant joint attention and emotional regulation deficits. Closing the Gap, 37(3), 12-17. |
demonstrates a rationale |
| Gardner, V. A. (2007). Teachers' perceptions of the use of assistive technology with special needs students in an inclusion classroom (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10662811) |
emerging |
| Geist, L. A. (2010). The design and development of CollaborAT: A groupware solution for IEP teams supporting school-age students who use assistive technology (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3397203) |
demonstrates a rationale |
| Genc-Tosun, D., & Kurt, O. (2017). Teaching multi-step requesting to children with autism spectrum disorder using systematic instruction and a speech-generating device. Augmentative and Alternative Communication, 33(4), 213-223. |
emerging |
| Gentry, J. E. (2005). The impact of e-publishing assistive technology in an inclusive sixth grade social studies classroom on special needs, regular education, and gifted students' content learning, writing, spelling, and motivation: A descriptive comparison (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3196388) |
emerging |
| Gentry, T., Kriner, R., Sima, A., McDonough, J., & Wehman, P. (2015). Reducing the need for personal supports among workers with autism using an iPod touch as an assistive technology: Delayed randomized control trial. Journal of Autism and Developmental Disorders, 45(3), 669-684. |
emerging |
| Gerads-Schmidt, D., & Backes, J. (2012). The iPad in special education: Is it time to get one? Closing the Gap, 31(1), 7-9. |
demonstrates a rationale |
| Gerth, J., & Krasich, C. (2019). Caught modeling core. Closing the Gap, 38(2), 10-14. |
demonstrates a rationale |
| Gibson, J.L., Carroll, J.K., & Horn, C.K. (2012). Separating fact from fiction in assistive technology implementation. Closing the Gap, 30(6), 5-8. |
demonstrates a rationale |
| Gierdowski, D.C. (2019). 2019 Study of undergraduate students and information technology. Retrieved from https://library.educause.edu/resources/2019/10/2019-study-of-undergraduate-students-and-information-technology |
emerging |
| Gilomini, B., & Kunz, M. (2010). Creating visual supports with board-making tools can benefit many learners. Closing the Gap, 28(6), 28-30, 34. |
demonstrates a rationale |
| Gkatzidou, S., & Pearson, E. (2009). The potential for adaptable accessible learning objects: A case study in accessible vodcasting. Australasian Journal of Educational Technology, 25(2), 292-307. |
emerging |
| 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. |
demonstrates a rationale |
| Goldberg, M. R. (2013). Comparative effectiveness of online training assistive technology and its use for development of rehabilitation professionals' interprofessionality and reflectiveness (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3585472) |
emerging |
| Goldsworthy, R. L., & Markle, K. L. (2019). Pediatric hearing loss and speech recognition in quiet and in different types of background noise. Journal of Speech, Language, and Hearing Research, 62(3), 758-767. |
emerging |
| Gomez-Martínez, E., Linaje, M., Sanchez-Figueroa, F., Iglesias-Perez, A., Preciado, J. C., Gonzalez-Cabero, R., & Merseguer, J. (2015). A semantic approach for designing assistive software recommender systems. Journal of Systems and Software, 104, 166-178. |
demonstrates a rationale |
| Good, K., Goldthwait-Fowles, H., Hopkins, E., & Prince, J. (2018). Growing Innovators: Inspiring candidates to create using an AT makerspace. Closing the Gap, 37(3), 20-24. |
demonstrates a rationale |
| Goodchild, C., Frain, S., Chhun, V., Fuller, M., Goodchild, C., & Frain, S. (2019). Using three dimensional technologies to make high quality assistive products and services available to people who live in remote and regional locations in Australia. In N. Layton, & J. Borg, (Eds.), Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume 2 (pp. 397-413). Geneva, Switzerland: World Health Organization. |
demonstrates a rationale |
| Goossens, C. (2017). Leveraging ASbySS in mixed ability classrooms. Closing the Gap, 36(5), 20-33. |
demonstrates a rationale |
| Gothwal, V. K., Thomas, R., Crossland, M., Bharani, S., Sharma, S., Unwin, H., ... & Dahlmann-Noor, A. (2018). Randomized trial of tablet computers for education and learning in children and young people with low vision. Optometry and Vision Science, 95(9), 873-882. |
emerging |
| Granger, O. D. (2016). A case study: How elementary special education teachers provide assistive technology (AT) services with a reduction in tech funding within the district of St. Croix USVI (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10250948) |
emerging |
| Granzen, T. E. (2018). How high school students with Dyslexia use assistive technology: A teacher's perspective (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 13904324) |
emerging |
| Graves, P.R. (2014). Assistive technology use among American Indian/Alaskan Natives with mild disabilities (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3671685) |
emerging |
| Green, J. M., Hughes, E. M., & Ryan, J. B. (2011). The use of assistive technology to improve time management skills of a young adult with an intellectual disability. Journal of Special Education Technology, 26(3), 13-20. |
emerging |
| Green, S., Jones, R., Pearson, E., & Gkatzidou, S. (2006). Accessibility and adaptability of learning objects: Responding to metadata, learning patterns and profiles of needs and preferences. Research in Learning Technology, 14(1), 117-129. |
demonstrates a rationale |
| Gronseth, S. (2018). Inclusive design for online and blended courses: Connecting web content accessibility guidelines and universal design for learning. Educational Renaissance, 7, 14-22. |
demonstrates a rationale |
| Gronseth, S. L. (2011). Factors that impact the use of assistive technologies to support secondary students with mild disabilities (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3456464) |
emerging |
| Grossard, C., Palestra, G., Xavier, J., Chetouani, M., Grynszpan, O., & Cohen, D. (2018). ICT and autism care: State of the art. Current Opinion in Psychiatry, 31(6), 474-483. |
demonstrates a rationale |
| Guder, C. S. (2012). Making the right decisions about assistive technology in your library. Library Technology Reports, 48(7), 14-21. |
demonstrates a rationale |
| Guggenberger, B. H. (2008). Attitudes of Indiana special education teachers towards the use and implementation of assistive technology (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3351385) |
emerging |
| Guimarães, C. S., Coelho, Y. L., Silveira, W. D, dos Santos, F. A., Henriques, R. V. B., Bastos Filho, T. F., & Pereira, C. E. (2019). Integration between ATIoT architecture and wearable device applied to assistive technologies. Procedia Computer Science, 160, 653-658. |
demonstrates a rationale |
| Gustafson, G. S. (2006). The assistive technology skills, knowledge, and professional development needs of special educators in southwestern Virginia (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3231032) |
emerging |
| Haddock, G., Foad, C., Saul, V., Brown, W., & Thompson, R. (2019). The medium can influence the message: Print based versus digital reading influences how people process different types of written information. British Journal of Psychology, 1-17. https://doi.org/10.1111/BJOP.12415 |
emerging |
| Hall, K., & Marks, M. (2018). Perspectives on universal design for learning in higher education: On campus and online learners. Closing the Gap, 37(1), 27-35. |
demonstrates a rationale |
| Hall, K., & Petschauer, D. (2017). Supporting learners with dyslexia: Technology and intervention can play nice! Closing the Gap, 36(1), 23-35. |
demonstrates a rationale |
| Halloran, C., & Legaspi, J. (2018). Adapting LAMP words for life for individuals with visual impairment. Closing the Gap, 37(5), 11-16. |
demonstrates a rationale |
| Hallows, J. (2009). Changing the lives of struggling students. Closing the Gap, 28(4), 20-23. |
demonstrates a rationale |
| Hammond, J.L. (2011). The logan braille coach. Closing the Gap, 30(3), 22-23. |
demonstrates a rationale |
| Hanser, G. (2013). Getting writing with the alphabet on the radar for students with significant physical and intellectual disabilities. Closing the Gap, 31(6), 24-31. |
demonstrates a rationale |
| Hanser, G., Musselwhite, C., & Wagner, D.K. (2019a). Comprehensive emergent literacy instruction for students with significant disabilities, including cortical vision impairment and complex communication needs. Closing the Gap, 38(4), 3-11. |
demonstrates a rationale |
| Hanser, G., Musselwhite, C., & Wagner, D.K. (2019b). Part 2 of 5: Providing emergent literacy instruction for students with significant disabilities, including cortical vision impairment: Predictable chart writing. Closing the Gap, 38(5), 3-13. |
demonstrates a rationale |
| Hardesty, C., Warren, W., Arce, F., & Bowser, G. (2017). Fostering communities & professional learning in assistive technology: The opportunity for case specific discussions to increase provider knowledge and application of AT practices. Closing the Gap, 36(2), 9-13. |
demonstrates a rationale |
| Harper, K.A., Kurtzworth-Keen, K., & Marable, M.A. (2017). Assistive technology for students with learning disabilities: A glimpse of the livescribe pen and its impact on homework completion. Education and Information Technologies, 22(5), 2471-2483. |
emerging |
| Harris, G. (2014). Providing discreet support and enhancing independence. Closing the Gap, 33(1), 19-21. |
demonstrates a rationale |
| Hartman, L.S., & Bettlach, M. (2013). QR codes 101: Creative educational uses. Closing the Gap, 32(3), 12-16. |
demonstrates a rationale |
| Hartmann, A. (2017). Making AAC work! Closing the Gap, 36(2), 4-8. |
demonstrates a rationale |
| Hartmann, K. D. (2006). Knowledge and skills of postsecondary disability service providers related to assistive technology tools and services for students with learning disabilities (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3249537) |
emerging |
| Hartnett, J.F. (2012, June). Changing lives with assistive technology. District Administrator, p. 68. |
demonstrates a rationale |
| Hatakeyama, T., Watanabe, T., Takahashi, K., Doi, K., & Fukuda, A. (2015). Development of communication assistive technology for persons with deaf-blindness and physical limitation. In C. Sik-Lányi, E.J. Hoogerwerf, & K. Miesenberger (Eds.). (2015). Assistive technology: Building Bridges (Vol. 217, pp. 974-979). Amsterdam, Netherlands: IOS Press. |
demonstrates a rationale |
| Hatch, P., & Erickson, K. (2018). Teacher experience, text access, and adolescents with significant disabilities. Assistive Technology Outcomes and Benefits, 12, 56-72. |
emerging |
| Hatton, D. D. (2014). Advancing the education of students with visual impairments through evidence-based practices. In D.D. Hatton, (Ed.), International Review of Research in Developmental Disabilities, 46, (pp. 1-22). San Diego, CA: Academic Press. |
emerging |
| Hawes, D. (2016). Giving more children a voice: Motivating children with complex needs to communicate. Closing the Gap, 35(4), 15-19. |
demonstrates a rationale |
| Hayhoe, S. (2018). Epistemological trends in the literature on mobile devices, mobile learning, and learners with visual impairments. Optometry and Vision Science, 95(9), 889-897. |
emerging |
| Hemphill, C., Layton, N., Banes, D., Long, S., & Hemphill, C. (2019). Evaluating the economics of assistive technology provision. In N. Layton, & J. Borg, (Eds.), Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume 1 (pp. 248-268). Geneva, Switzerland: World Health Organization. |
demonstrates a rationale |
| Herlihy, D. (2015a). Read it to me-on the fly! Part 1. Closing the Gap, 34(3), 3-7. |
demonstrates a rationale |
| Herlihy, D. (2015b). Read it to me-on the fly! Part 2. Closing the Gap, 34(4), 3-8. |
demonstrates a rationale |
| Hermawati, S., & Pieri, K. (2019). Assistive technologies for severe and profound hearing loss: Beyond hearing aids and implants. Assistive Technology, 1-12. https://doi.org/10.1080/10400435.2018.1522524 |
emerging |
| 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. |
demonstrates a rationale |
| Hersh, M. (2015). ICT learning technologies for disabled people: Recommendations for good practice. In D. Sik-Lanyi et al., (Ed.), Studies in Health Technology and Informatics EbookVolume 217: Assistive Technology (pp. 19-26). Amsterdam: IOS Press. |
emerging |
| Hersh, M. A., & Johnson, M. A. (2008a). On modelling assistive technology systems Part I: Modelling framework. Technology and disability, 20(3), 193-215. |
demonstrates a rationale |
| Hersh, M. A., & Johnson, M. A. (2008b). On modelling assistive technology systems Part 2: Applications of the comprehensive assistive technology model. Technology and Disability, 20(4), 251-270. |
demonstrates a rationale |
| Herzan, W. & McLaughlin, B. (2011). Tool review: Livescribe Echo Smartpen. Closing the Gap, 30(1), 28-30. |
demonstrates a rationale |
| Hill, K. (2006). A case study model for augmentative and alternative communication outcomes. Assistive Technology Outcomes and Benefits, 3(1), 53-66. |
emerging |
| Hirsch, S. E., Alves, K. D., & Dunn, M. (2019). Integrating technology for students with emotional and behavioral disorders to promote engagement. Intervention in School and Clinic, 55(2), 94-102. |
demonstrates a rationale |
| Hitchcock, E. (2014). Speech recognition and mobile computers. Closing the Gap, 33(5), 26-29. |
demonstrates a rationale |
| Hobbs, D., Walker, S., Layton, N., & Hobbs, D. (2019). Appropriate assistive technology co-design: From problem identification through to device commercialisation. In N. Layton, & J. Borg, (Eds.), Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume 2 (pp. 342-358). Geneva, Switzerland: World Health Organization. |
demonstrates a rationale |
| Hodapp, J. B., & Rachow, C. (2010a). Impact of text-to-speech software on access to print: A longitudinal study. In S. Seok, E.L. Meten, & B. DaCosta (Eds.), Handbook of research on human cognition and assistive technology: Design, accessibility and transdisciplinary perspectives (pp. 199-219). Hershey, PA: IGI Global. |
moderate |
| Hodapp, J. B., & Rachow, C. (2010b). Measure it, monitor it: Tools for monitoring implementation of text-to-speech software. In S. Seok, E.L. Meten, & B. DaCosta (Eds.), Handbook of research on human cognition and assistive technology: Design, accessibility and transdisciplinary perspectives (pp. 220-238). Hershey, PA: IGI Global. |
demonstrates a rationale |
| Hoehnke, V. (2012). Low tech communication: An integral part of a multi-modality system. Closing the Gap, 31(3), 19-21. |
demonstrates a rationale |
| Hohn, R. (2009). AAC users living in a fast paced society. Closing the Gap, 28(1), 17-18. |
demonstrates a rationale |
| Holland, R., Ayres, B., Peters, J., & Wilkinson, D. (2009). QIAT-PS-Quality indicators for assistive technology in post secondary education. Closing the Gap, 28(5), 13-16. |
demonstrates a rationale |
| Hollins, K. G. (2017). Assistive technology, disability, and access: Transforming thinking and practice through inquiry-based professional development (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10257418) |
emerging |
| Holt, R. F. (2019). Assistive hearing technology for deaf and hard-of-hearing spoken language learners. Education Sciences, 9(2), 153, 1-22. doi:10.3390/educsci9020153 |
emerging |
| Holzberg, D. & O'Brien, C. (2016). Implications of assistive technology and web accessibility tools for improving outcomes for students with high-incidence disabilities in postsecondary education. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2773-2778). Savannah, GA: Association for the Advancement of Computing in Education. |
emerging |
| 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. |
emerging |
| Hook, J., Verbaan, S., Durrant, A., Olivier, P., & Wright, P. (2014, June). A study of the challenges related to DIY assistive technology in the context of children with disabilities. In Proceedings of the 2014 conference on Designing interactive systems (pp. 597-606). |
emerging |
| Hoppenbrouwers, G., Stewart, H., & Kernot, J. (2014). Assistive technology assessment tools for assessing switch use of children: A systematic review and descriptive analysis. Technology and Disability, 26(2-3), 171-185. |
emerging |
| Hoppestad, B. S. (2006). Essential elements for assessment of persons with severe neurological impairments for computer access utilizing assistive technology devices: A Delphi study. Disability and Rehabilitation: Assistive Technology, 1(1-2), 3-16. |
emerging |
| Hoppestad, B. S. (2007). Inadequacies in computer access using assistive technology devices in profoundly disabled individuals: An overview of the current literature. Disability and Rehabilitation: Assistive Technology, 2(4), 189-199. |
emerging |
| Howard, P., & Parker, D. (2009). Integration of learned skills for successful AT practice. Closing the Gap, 27(6), 22-23. |
demonstrates a rationale |
| Hsiao, F., Burgstahler, S., Johnson, T., Nuss, D., & Doherty, M. (2019). Promoting an accessible learning environment for students with disabilities via faculty development (Practice Brief). Journal of Postsecondary Education and Disability, 32(1), 91-99. |
emerging |
| Huang, I., Cheing, G., Rumrill, P., Bengtson, K., Chan, F., Telzlaff, J., & Snitker, M. (2016). Characteristics of people with disabilities receiving assistive technology services in vocational rehabilitation: A logistic regression analysis. Journal of Vocational Rehabilitation, 45(1), 63-72. |
emerging |
| Huddleston, K., & Langsdale, T. (2012). Oh behaaave! Asperger edition. Closing the Gap, 31(1), 13-16. |
demonstrates a rationale |
| Huff, T., & Sherow, J.O. (2018). Partner assisted scanning to two switch step scanning: Our experience working with a student who is blind, nonverbal and has autism. Closing the Gap, 37(2), 51-60. |
demonstrates a rationale |
| Hume, D. (2011). Assistive technology use by Kentucky students with visual impairments (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3479926) |
emerging |
| Hund-Reid, C., & Caissie, B. (2013). Access & beyond: The Alberta smart inclusion pilot project. Closing the Gap, 32(1), 21-25. |
emerging |
| Huo, X. (2011). Tongue drive: A wireless tongue-operated assistive technology for people with severe disabilities (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3535880) |
emerging |
| Hyppa-Martin, J., Collins, D., Chen, M., Amundson, C., Timinski, K., & Mizuko, M. (2016). Comparing first graders attitudes and preferences toward a peer using an iPad®-based speech-generating device and a non-electronic AAC system. Augmentative and Alternative Communication, 32(2), 94-104. |
emerging |
| Igbo, I. A. (2016). Assistive technology provision by occupational therapists: A process and tools for managing clients with spinal cord injury (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10621317) |
emerging |
| IMS Global Learning Consortium. (2019). IMS Global AccessforAll (AfA) Primer. Retrieved from http://www.imsglobal.org/activity/accessibility |
demonstrates a rationale |
| Iwabuchi, M., Hirabayashi, R., Nakamu, K., & Dim, N.K. (2017). Machine learning based evaluation of reading and writing difficulties. Studies in Health Technology and Informatics, 242, 1001-1004. |
emerging |
| Jacobs, L. (2011). Lights, camera, interaction: Focus on video modeling techniques for inexpensive, fast and customized solutions for improving social skills. Closing the Gap, 29(6), 23-25. |
demonstrates a rationale |
| Jacobsen, D. L. (2012). Assistive technology for students with disabilities: Resources and challenges encountered by teachers (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3535658) |
emerging |
| Jacobson, F. (2019). Through the occupational therapy lens. Closing the Gap, 38(4), 20-29. |
demonstrates a rationale |
| Jacoby, J. (2019). Empowering paraeducators: The key to successful implementation. Closing the Gap, 38(4), 15-18. |
demonstrates a rationale |
| Jagaroo, V., & Wilkinson, K. (2008). Further considerations of visual cognitive neuroscience in aided AAC: The potential role of motion perception systems in maximizing design display. Augmentative and Alternative Communication, 24(1), 29-42. |
demonstrates a rationale |
| Jamieson, M., & Evans, J. J. (2014). Assistive technology for executive functions. In B. O Neill & A. Gillespie, (Eds.), Assistive technology for cognition (pp. 95-110). NY: Psychology Press. |
demonstrates a rationale |
| Jeffs, T., Evmenova, A., Warren, S. H., & Rider, R. L. (2006). An action research study of computer-assisted instruction within the first-grade classroom. Assistive Technology Outcomes and Benefits, 3(1), 80-95. |
emerging |
| Jiam, N. T., Hoon, A. H., Hostetter, C. F., & Khare, M. M. (2017). IIAM (important information about me): A patient portability profile app for adults, children and families with neurodevelopmental disabilities. Disability and Rehabilitation: Assistive Technology, 12(6), 599-604. |
demonstrates a rationale |
| Johnson, A. (2016). Making middle school math accessible: Chronicles of a middle school math teacher and Todo math for the classroom. Closing the Gap, 34(6), 25-28. |
demonstrates a rationale |
| Johnson, A., Cunningham, J., & Murphy, P. (2009). A continuum of AT solutions for confusion and memory loss after traumatic brain injury. Closing the Gap, 28(1), 19-21. |
demonstrates a rationale |
| Johnson, R. (2019). What are my eyes really telling you? Closing the Gap, 37(6), 3-8. |
demonstrates a rationale |
| Johnson, R. K., & Prebor, J. (2019). Update on preservice training in augmentative and alternative communication for speech-language pathologists. American Journal of Speech-Language Pathology, 28(2), 536-549. |
emerging |
| Johnston, B. (2015). They can't write, let them be authors! Closing the Gap, 34(2), 15-19. |
demonstrates a rationale |
| Johnston, P., Currie, L. M., Drynan, D., Stainton, T., & Jongbloed, L. (2014). Getting it right : how collaborative relationships between people with disabilities and professionals can lead to the acquisition of needed assistive technology. Disability and Rehabilitation: Assistive Technology, 9(5), 421-431. |
emerging |
| Johnston, S. S., & Thompson, R. M. (2015). Teaching play skills through the use of assistive technology and instructional strategies: A national survey. Journal of the American Academy of Special Education Professionals, Fall, 121-145. |
emerging |
| Johnstone, C., Thurlow, M., Altman, J., Timmons, J., & Kato, K. (2009). Assistive technology approaches for large-scale assessment: Perceptions of teachers of students with visual impairments. Exceptionality, 17(2), 66-75. |
emerging |
| Jones, B. A., Rudinger, B., Williams, N., & Witcher, S. (2019). Training pre-service general educators in assistive technology competencies for students with visual impairments. British Journal of Visual Impairment, 37(1), 29-39. |
emerging |
| Joseph, D. K. (2005). A study of the perceptions and expectations of students with disabilities using assistive technology at the University of Maryland Eastern Shore (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3156270) |
emerging |
| Judge, S., & Simms, K. A. (2009). Assistive technology training at the pre-service level: A national snapshot of teacher preparation programs. Teacher Education and Special Education, 32(1), 33-44. |
emerging |
| Jutai, J. W., Fuhrer, M. J., Demers, L., Scherer, M. J., & DeRuyter, F. (2005). Toward a taxonomy of assistive technology device outcomes. American Journal of Physical Medicine & Rehabilitation, 84(4), 294-302. |
demonstrates a rationale |
| Jutai, J. W., Strong, J. G., & Russell-Minda, E. (2009). Effectiveness of assistive technologies for low vision rehabilitation: A systematic review. Journal of Visual Impairment & Blindness, 103(4), 210-222. |
emerging |
| Kamei-Hannan, C., Howe, J., Herrera, R. R., & Erin, J. N. (2012). Perceptions of teachers of students with visual impairments regarding assistive technology: A follow-up study to a university course. Journal of Visual Impairment & Blindness, 106(10), 666-678. |
emerging |
| Kangas, K. (2011). Two primary reasons switch access is not successful. Closing the Gap, 29(6), 26-29. |
demonstrates a rationale |
| Kangas, K., & Rotelli, L. (2014). Supporting the transparency of switch access to assistive technology (especially for students with the most complex bodies). Closing the Gap, 33(4), 4-7. |
demonstrates a rationale |
| Kangas, K.M. (2017). The myth of the optimal position/s for access to assistive technology. Closing the Gap, 36(3), 12-16. |
demonstrates a rationale |
| Kaplan, M., & Gerson, D. (2010). Weaving the threads of communication. Closing the Gap, 29(3), 9-11. |
demonstrates a rationale |
| Kapsiak, J. A. (2019). Impact of assistive technology devices for students identified with a disability and an academic need in reading (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 13427029) |
emerging |
| Karem, R.W., Washington, K. N., Crowe, K., Jenkins, A., Leon, M., Kokotek, L., ... & Westby, C. (2019). Current methods of evaluating the language abilities of multilingual preschoolers: A scoping review using the International Classification of Functioning, Disability and Health Children and Youth version. Language, Speech, and Hearing Services in Schools, 50(3), 434-451. |
emerging |
| Karlsson, P., Allsop, A., Dee-Price, B. J., & Wallen, M. (2018). Eye-gaze control technology for children, adolescents and adults with cerebral palsy with significant physical disability: Findings from a systematic review. Developmental Neurorehabilitation, 21(8), 497-505. |
emerging |
| Karlsson, P., Johnston, C., & Barker, K. (2017). Stakeholders' views of the introduction of assistive technology in the classroom: How family centred is Australian practice for students with cerebral palsy? Child: Care, Health and Development, 43(4), 598-607. |
emerging |
| Karlsson, P., Johnston, C., & Barker, K. (2018). Influences on students assistive technology use at school: The views of classroom teachers, allied health professionals, students with cerebral palsy and their parents. Disability and Rehabilitation: Assistive Technology, 13(8), 763-771. |
emerging |
| Kasari, C., Kaiser, A., Goods, K., Nietfeld, J., Mathy, P., Landa, R., ... & Almirall, D. (2014). Communication interventions for minimally verbal children with autism: A sequential multiple assignment randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry, 53(6), 635-646. |
emerging |
| Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging students in inclusive education. Canadian Journal of Education, 36(1), 153-194. |
emerging |
| Katz, J. (2015). Implementing the three block model of universal design for learning: Effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, 19(1), 1-20. |
emerging |
| Kauppila, J. (2009). Creating digital text files from printed materials. Closing the Gap, 28(5), 6-9. |
demonstrates a rationale |
| 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. |
emerging |
| Keefer, R., & Bourbakis, N. (2015). A survey on document image processing methods useful for assistive technology for the blind. International Journal of Image and Graphics, 15(1). DOI: 10.1142/S0219467815500059 ISSN: 0219-4678 |
demonstrates a rationale |
| Kehoe, L., & Donnelly, M. (2011). Creating and customizing early literacy supports using Boardmaker Studio. Closing the Gap, 30(5), 17-20. |
demonstrates a rationale |
| Kelly, B. (2014). Application and independent study in reading comprehension for two students with sensory challenges. Closing the Gap, 33(5), 14-18. |
demonstrates a rationale |
| Kelly, D., & Yoder, L. (2009). Adapting activities for maximum student participation: Ideas for your classroom that work in ours! Part 2: Communication. Closing the Gap, 28(4), 17-19. |
demonstrates a rationale |
| Kelly, S. M. (2008). Correlates of assistive technology use by students who are visually impaired in the U.S.: Multilevel modeling of the special education elementary longitudinal study (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3324867) |
emerging |
| Kelly, S. M. (2009). Use of assistive technology by students with visual impairments: Findings from a national survey. Journal of Visual Impairment & Blindness, 103(8), 470-480. |
emerging |
| Kelly, S. M. (2011a). The use of assistive technology by high school students with visual impairments: A second look at the current problem. Journal of Visual Impairment & Blindness, 105(4), 235-239. |
emerging |
| Kelly, S. M., & Smith, D. W. (2011b). The impact of assistive technology on the educational performance of students with visual impairments: A synthesis of the research. Journal of Visual Impairment & Blindness, 105(2), 73-83. |
emerging |
| Kennedy, J., Missiuna, C., Pollock, N., Wu, S., Yost, J., & Campbell, W. (2018). A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings. Child: Care, Health and Development, 44(5), 670-688. |
emerging |
| Kenney, S. (2013). The impact of using assistive technology on writing productivity of young writers with Autism (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3564281) |
strong |
| Kerr, C. (2017). Beyond theory and into practice: Successfully implementing core vocabulary to create functional and purposeful language in the pediatric population. Closing the Gap, 36(4), 3-7. |
demonstrates a rationale |
| Kessel, L., & Sickman, L. S. (2010). Undergraduate elementary education majors' knowledge of augmentative and alternative communication. Perspectives on Augmentative and Alternative Communication, 19(4), 100-107. |
emerging |
| Ketterlin-Geller, L. R., & Tindal, G. (2007). Embedded technology: Current and future practices for increasing accessibility for all students. Journal of Special Education Technology, 22(4), 1-15. |
demonstrates a rationale |
| Key, K., & Anastacio, L. (2014). We have Co:Writer now what? Implication strategies and outcomes that work for our district. Closing the Gap, 33(2), 11-14. |
demonstrates a rationale |
| Kim, H. N. (2018). User experience of mainstream and assistive technologies for people with visual impairments. Technology and Disability, 30(3), 127-133. |
emerging |
| Kim, J. S., & Kim, C. H. (2014). A review of assistive listening device and digital wireless technology for hearing instruments. Korean Journal of Audiology, 18(3), 105-111. |
demonstrates a rationale |
| Kinas Jerome, M., & George, C. (2019). Maker technology for beginners MAKEing AT. Closing the Gap, 37(6), 38-42. |
demonstrates a rationale |
| King Cohen, K. (2015). Fill the gap with Bookshare: Get students the accessible educational materials (AEM) they need to succeed. Closing the Gap, 34(3), 20-22. |
demonstrates a rationale |
| King-Debaun, P. (2016). An authentic voice through AAC for students with severe and multiple disabilities. Closing the Gap, 35(5), 4-10. |
demonstrates a rationale |
| King-Debaun, P., & Skinner, R. (2012). Jumpstart AAC for students with severe and multiple disabilities. Closing the Gap, 31(4), 10-14. |
demonstrates a rationale |
| King, L. H., & Allen, A. E. (2018). Beyond preservice special educators: Embedding assistive technology content throughout a teacher education program of study. Rural Special Education Quarterly, 37(4), 228-234. |
demonstrates a rationale |
| Kinney, A., Goodwin, D. M., & Gitlow, L. (2016). Measuring assistive technology outcomes: A user centered approach. Assistive Technology Outcomes and Benefits, 10(1), 94-110. |
emerging |
| Klein, C. (2017). Communication and developing relationships for people who use augmentative and alternative communication. Assistive Technology Outcomes and Benefits, 11(1), 58-65. |
demonstrates a rationale |
| Kling, A., Campbell, P. H., & Wilcox, J. (2010). Young children with physical disabilities: Caregiver perspectives about assistive technology. Infants & Young Children, 23(3), 169-183. |
emerging |
| Knight, V., McKissick, B. R., & Saunders, A. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(11), 2628-2648. |
moderate |
| Knighton, L. H. (2013). Teacher knowledge of assistive technology for inclusive classrooms (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3596172) |
emering |
| Kniskern, J., Phillips, C. P., & Patterson, T. (2008). Technology (AT) reutilization (Reuse): What we know today. Assistive Technology Outcomes and Benefits, 5(1), 59-71. |
emerging |
| Ko, H. C. (2007). IEP team's knowledge about student characteristics, legislation, AT devices and AT services on considering assistive technology in the IEP development for 3rd to 5th grade students with learning disabilities in reading and writing (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3291155) |
emerging |
| Koch, K. (2017). Stay in the Box! Embedded assistive technology improves access for students with disabilities. Education Sciences, 7(4), 82. https://doi.org/10.3390/educsci7040082 |
demonstrates a rationale |
| Koester, H. H., & Arthanat, S. (2018a). Text entry rate of access interfaces used by people with physical disabilities: A systematic review. Assistive Technology, 30(3), 151-163. |
emerging |
| Koester, H. H., & Arthanat, S. (2018b). 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. |
emerging |
| Kolb, S.M., Collet-Klingenberg, L., & Feucht, J. (2012) Authentic voices of America: One man's dream to empower students through augmentative and alternative communication. Closing the Gap, 31(1), 35-38. |
demonstrates a rationale |
| Korsten, J., & Foss, T. (2010). Data: More than just checks on a clipboard. Closing the Gap, 28(6), 14-16. |
demonstrates a rationale |
| Korsten, J., & Foss, T. (2011). Prompting: A cautionary tale. Closing the Gap, 30(4), 38-42. |
demonstrates a rationale |
| Koumpouros, Y., & Kafazis, T. (2019). Wearables and mobile technologies in autism spectrum disorder interventions: A systematic literature review. Research in Autism Spectrum Disorders, 66, 1-25. https://doi.org/10.1016/j.rasd.2019.05.005 |
emerging |
| Krier, N., & Kruzel, R. (2017). Toolkit for transition: Preparing students for postsecondary education. Closing the Gap, 36(1), 3-10. |
demonstrates a rationale |
| Kruger, H., & Kapp, B. (2009). Adapting activities for maximum student participation: Ideas for your classroom that work in ours! Part 1: Early childhood and elementary education. Closing the Gap, 28(3), 6-7. |
demonstrates a rationale |
| Kuo, H. J. (2013). Rehabilitation counselors' perceptions of importance and competence of assistive technology (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3605734) |
emerging |
| Lamontagne, M. E., Gagnon, C., Allaire, A. S., & Noreau, L. (2016). A scoping review of clinical practice improvement methodology use in rehabilitation. Rehabilitation Process and Outcome, 5, RPO-S20360. |
emerging |
| 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. |
emerging |
| Lamontagne, M. E., Swaine, B. R., Lavoie, A., Champagne, F., & Marcotte, A. C. (2010). Consensus group sessions: A useful method to reconcile stakeholders perspectives about network performance evaluation. International Journal of Integrated Care, 10, 1-11. |
emerging |
| Lancioni, G. E., O Reilly, M. F., Singh, N. N., Green, V. A., Oliva, D., Campodonico, F., ... & Buono, S. (2013). Technology-aided programs to support exercise of adaptive head responses or leg-foot and hands responses in children with multiple disabilities. Developmental Neurorehabilitation, 16(4), 237-244. |
emerging |
| Lancioni, G. E., Singh, N. N., O Reilly, M. F., Sigafoos, J., & Oliva, D. (2014). Assistive technology for people with severe/profound intellectual and multiple disabilities. In G.E. Lancing & N.N. Singh (Eds.), Assistive technologies for people with diverse abilities (pp. 277-313). NY: Springer. |
demonstrates a rationale |
| Lane, J. P. (2008). Delivering on the D in R&D: Recommendations for increasing transfer outcomes from development projects. Assistive Technology Outcomes and Benefits, 5(1), 1-60. |
demonstrates a rationale |
| Lane, J. P. (2010). State of the science in technology transfer: At the confluence of academic research and business development - Merging technology transfer with knowledge translation to deliver value. Assistive Technology Outcomes and Benefits, 6(1), 1-38. |
demonstrates a rationale |
| Lane, J. P. (2015). Bridging the persistent gap Between R&D and application: A historical review of government efforts in the field of assistive technology. Assistive Technology Outcomes and Benefits, 9(1), 1-19. |
demonstrates a rationale |
| Lane, J.P., & Stone, V.I. (2015). Comparing three knowledge communication strategies diffusion, dissemination and translation through randomized controlled studies. In D. Sik-Lanyi et al., (Ed.), Studies in Health Technology and Informatics EbookVolume 217: Assistive Technology (pp. 92-97). Amsterdam: IOS Press. |
emerging |
| Lang, R., Ramdoss, S., Raulston, T., Carnet, A., Sigafoos, J., Didden, R., ... & O Reilly, M. F. (2014). Assistive technology for people with autism spectrum disorders. In G.E. Lancing & N.N. Singh (Eds.), Assistive technologies for people with diverse abilities (pp. 157-190). NY: Springer. |
moderate |
| Lariviere, J. (2014). Eye gaze technology for girls with rett syndrome: From trials to conversations. Closing the Gap, 33(5), 4-13. |
demonstrates a rationale |
| Lariviere, J. (2017). Girls with Rett Syndrome connecting through communication: Eye gaze technology is making this possible! Closing the Gap, 36(2), 27-36. |
demonstrates a rationale |
| Larson, M. (2008). An introduction to switches, switch-activated software and how it all works. Closing the Gap, 27(4), 13-15. |
demonstrates a rationale |
| Larson, M. (2012). Red switch blue switch old switch new switch. Closing the Gap, 31(5), 14-17. |
demonstrates a rationale |
| Lartz, M. N., Stoner, J. B., & Stout, L. J. (2008). Perspectives of assistive technology from deaf students at a hearing university. Assistive Technology Outcomes and Benefits, 5(1), 72-91. |
emerging |
| Laskarzewski, J., & Susi, L. (2009). Show, practice, and challenge students in math with Intellitools classroom suite 4. Closing the Gap, 28(1), 13-16. |
demonstrates a rationale |
| Lawless, L., & Petrie, J. (2015). AT evaluation and implementation in the inclusive preschool classroom. Closing the Gap, 34(2), 3-8. |
demonstrates a rationale |
| Lawrie, G., Marquis, E., Fuller, E., Newman, T., Qiu, M., Nomikoudis, M., ... & Van Dam, L. (2017). Moving towards inclusive learning and teaching: A synthesis of recent literature. Teaching & Learning Inquiry, 5(1), 1-13. |
demonstrates a rationale |
| Layton, N. (2015). Problems, policies and politics: Making the case for better assistive technology provision in Australia. Disability and Rehabilitation: Assistive Technology, 10(3), 240-244. |
demonstrates a rationale |
| Layton, N., & Wilson, E. (2009). Re-conceptualizing disability and assistive technology: Australian consumers driving policy change. Technology and Disability, 21(4), 135-141. |
demonstrates a rationale |
| Layton, N., Hubbard, W., Burton, J., & Kuna, A. (2016). Quality, choice and outcomes in assistive technology (AT) equipment funding schemes: A procurement case study. Health Systems and Policy Research, 3(1), 1-8. |
emerging |
| Leahy, J. A., & Lane, J. P. (2010). Knowledge from research and practice on the barriers and carriers to successful technology transfer for assistive technology devices. Assistive Technology Outcomes and Benefits, 6(1), 73-86. |
demonstrates a rationale |
| Lenker, J. A., Fuhrer, M. J., Jutai, J. W., Demers, L., Scherer, M. J., & DeRuyter, F. (2010). Treatment theory, intervention specification, and treatment fidelity in assistive technology outcomes research. Assistive Technology, 22(3), 129-138. |
demonstrates a rationale |
| Lenker, J. A., Harris, F., Taugher, M., & Smith, R. O. (2013). Consumer perspectives on assistive technology outcomes. Disability and Rehabilitation: Assistive Technology, 8(5), 373-380. |
demonstrates a rationale |
| Lenker, J. A., Koester, H. H., & Smith, R. O. (2019). Toward a national system of assistive technology outcomes measurement. Assistive Technology, 1-8. https://doi.org/10.1080/10400435.2019.1567620 |
demonstrates a rationale |
| Lenker, J. A., Scherer, M. J., Fuhrer, M. J., Jutai, J. W., & DeRuyter, F. (2005). Psychometric and administrative properties of measures used in assistive technology device outcomes research. Assistive Technology, 17(1), 7-22. |
demonstrates a rationale |
| Lenker, J. A., Shoemaker, L. L., Fuhrer, M. J., Jutai, J. W., Demers, L., Tan, C. H., & DeRuyter, F. (2012). Classification of assistive technology services: Implications for outcomes research. Technology and Disability, 24(1), 59-70. |
demonstrates a rationale |
| Leopold, A., Lourie, A., Petras, H., & Elias, E. (2015). The use of assistive technology for cognition to support the performance of daily activities for individuals with cognitive disabilities due to traumatic brain injury: The current state of the research. NeuroRehabilitation, 37(3), 359-378. |
emerging |
| Lepard, C., & Petty, L. (2013). Preparing for the post-secondary environment: Strategies and technology supporting organizational skills. Closing the Gap, 32(2), 17-21. |
demonstrates a rationale |
| Lescoe, N. (2016). Supporting common core requirements for vocabulary development: Using tier two words and News-2-You. Closing the Gap, 35(1), 18-21. |
demonstrates a rationale |
| Lewis Stokes, S.K. (2011). It's all about independent functioning: Using technology to develop critical life-skills for students with autism spectrum disorder. Closing the Gap, 29(6), 16-22. |
demonstrates a rationale |
| Lewis Stokes, S.K. (2017). Just relax? Understanding the self-regulation needs and strategies for success for students with autism spectrum disorder. Closing the Gap, 36(3), 18-23. |
demonstrates a rationale |
| Lidstrom, H., & Hemmingsson, H. (2014). Benefits of the use of ICT in school activities by students with motor, speech, visual, and hearing impairment: A literature review. Scandinavian Journal of Occupational Therapy, 21(4), 251-266. |
emerging |
| Light, G. (2019). User-centered design strategies for clinical brain-computer interface assistive technology devices (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 13428237) |
emerging |
| Light, J., & McNaughton, D. (2012). Supporting the communication, language, and literacy development of children with complex communication needs: State of the science and future research priorities. Assistive Technology, 24(1), 34-44. |
demonstrates a rationale |
| Light, J., McNaughton, D., & Caron, J. (2019). New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions. Augmentative and Alternative Communication, 35(1), 26-41. |
demonstrates a rationale |
| Light, J., Page, R., Curran, J., & Pitkin, L. (2007). Children's ideas for the design of AAC assistive technologies for young children with complex communication needs. Augmentative and Alternative Communication, 23(4), 274-287. |
emerging |
| Lima, J. M., & Ivy, S. E. (2017). Improving observation and practicum experiences for a preservice teacher with visual impairment through the use of assistive technology. Journal of Visual Impairment & Blindness, 111(6), 587-592. |
emerging |
| Lin, S. C., & Gold, R. S. (2018). Assistive technology needs, functional difficulties, and services utilization and coordination of children with developmental disabilities in the United States. Assistive Technology, 30(2), 100-106. |
emerging |
| Livingstone, R., & Field, D. (2014). Systematic review of power mobility outcomes for infants, children and adolescents with mobility limitations. Clinical Rehabilitation, 28(10), 954-964. |
emerging |
| Livingstone, R., & Field, D. (2015). The child and family experience of power mobility: A qualitative synthesis. Developmental Medicine & Child Neurology, 57(4), 317-327. |
emerging |
| Lobo, M. A., Hall, M. L., Greenspan, B., Rohloff, P., Prosser, L. A., & Smith, B. A. (2019). Wearables for pediatric rehabilitation: How to optimally design and use products to meet the needs of users. Physical therapy, 99(6), 647-657. |
demonstrates a rationale |
| Loch, N. (2017). Successful transition programming for students with disabilities: Linking systematic classroom instruction to community experiences. Closing the Gap, 35(6), 35-38. |
demonstrates a rationale |
| Lockerby, C., Breau, R., & Zuvela, B. (2006). Enhancing digital access to learning materials for Canadians with perceptual disabilities: A pilot study. Journal of Visual Impairment & Blindness, 100(8), 477-482. |
emerging |
| Logan, K., Iacono, T., & Trembath, D. (2017). A systematic review of research into aided AAC to increase social-communication functions in children with autism spectrum disorder. Augmentative and Alternative Communication, 33(1), 51-64. |
emerging |
| Loggins, S., Alston, R., & Lewis, A. (2014). Utilization of assistive technology by persons with physical disabilities: An examination of predictive factors by race. Disability and Rehabilitation: Assistive Technology, 9(6), 487-492. |
emerging |
| Long, K. T. (2015). Increasing number sense in special needs students using assistive technologies (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3733822) |
emerging |
| Lorah, E. R., Tincani, M., & Parnell, A. (2018). Current trends in the use of handheld technology as a speech-generating device for children with autism. Behavior Analysis: Research and Practice, 18(3), 317-327. |
demonstrates a rationale |
| Lotze, J. (2017). Ok Google, what have you done for me lately? Closing the Gap, 36(1), 38-41. |
demonstrates a rationale |
| Lowrey, K. A., Hollingshead, A., Howery, K., & Bishop, J. B. (2017). More than one way: Stories of UDL and inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 42(4), 225-242. |
emerging |
| Luckasson, R., & Schalock, R. L. (2012). Human functioning, supports, assistive technology, and evidence-based practices in the field of intellectual disability. Journal of Special Education Technology, 27(2), 3-10. |
demonstrates a rationale |
| Maalim, M., MacLachlan, M., Long, S., O Donnell, J., Ahern, S., & Gilligan, J. (2019). Access to assistive technology: A descriptive review and application of systems-thinking approach in the conceptualization of the assistive technology passport. In N. Layton, & J. Borg, (Eds.), Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume 1 (pp. 489-514). Geneva, Switzerland: World Health Organization. |
demonstrates a rationale |
| MacKeogh, T., Dillenburg, K., & Donovan, J. (2018). Applying a universal design approach to empower children with multiple impairments in assistive technology assessment. Studies in Health Technology and Informatics, 256, 870-880. |
emerging |
| MacLachlan, M., Banes, D., Bell, D., Borg, J., Donnelly, B., Fembek, M., ... & Hoogerwerf, E. J. (2018). Assistive technology policy: A position paper from the first global research, innovation, and education on assistive technology (GREAT) summit. Disability and Rehabilitation: Assistive Technology, 13(5), 454-466. |
demonstrates a rationale |
| Macomber, P. (2009). T.H.E. P.A.C.T. Technology helps easy and practical adapted curriculum teaching. Closing the Gap, 28(2), 21-29. |
demonstrates a rationale |
| Macomber, P., & Quinn, F. (2016a). Part 1: Command central for the brain: The importance of "connect-the-dots" lessons for teaching executive functioning skills. Closing the Gap, 35(4), 20-24. |
demonstrates a rationale |
| Macomber, P., & Quinn, F. (2016b). Part 2: Command central for the brain: The importance of "connect-the-dots" lessons for teaching executive functioning skills. Closing the Gap, 35(5), 31-39. |
demonstrates a rationale |
| Macomber, P.T. (2014). Real-life success: Bridging the gap between general education and special education: The imPACT of universal design for learning. Closing the Gap, 33(2), 23-27. |
demonstrates a rationale |
| MacSuga-Gage, A. S., Schmidt, M., Mcniff, M., Gage, N. A., & Schmidt, C. (2015). Is there an app for that? A model to help school-based professionals identify, implement, and evaluate technology for problem behaviors. Beyond Behavior, 24(1), 24-30. |
emerging |
| Malcolm, M. P., & Roll, M. C. (2017). Assistive technology outcomes in post-secondary students with disabilities: the influence of diagnosis, gender, and class-level. Disability and Rehabilitation: Assistive Technology, 12(8), 857-867. |
emerging |
| Malcolm, M. P., & Roll, M. C. (2017). The impact of assistive technology services in post-secondary education for students with disabilities: Intervention outcomes, use-profiles, and user-experiences. Assistive Technology, 29(2), 91-98. |
emerging |
| Malcolm, M. P., & Roll, M. C. (2019). Self-reported assistive technology outcomes and personal characteristics in college students with less-apparent disabilities. Assistive Technology, 31(4), 169-179. |
emerging |
| Mangiatordi, A., & Serenelli, F. (2013). Universal design for learning: A meta-analytic review of 80 abstracts from peer reviewed journals. Research on Education and Media, 5(1), 109-118. |
emerging |
| Manzoor, M., Jansson, O., Vimarlund, V., Keller, C., & Wass, S. (2018) From prototype to societal inclusion: Identified challenges for sustainable implementation of e-services for individuals with disabilities. Technology and Disability, 30(3), 97-103. |
demonstrates a rationale |
| Marden, J., & Hartmann, A. (2017). AssistiveWare Core Word classroom: A new resource for Core Word AAC implementation. Closing the Gap, 35(6), 27-34. |
demonstrates a rationale |
| Marino, M. T., Marino, E. C., & Shaw, S. F. (2006). Making informed assistive technology decisions for students with high incidence disabilities. Teaching Exceptional Children, 38(6), 18-25. |
demonstrates a rationale |
| Martin, J. (2014). Forget the index cards! Tips for using assistive technology to write a research report. Closing the Gap, 33(1), 9-12. |
demonstrates a rationale |
| Martin, J. K., Martin, L. G., Stumbo, N. J., & Morrill, J. H. (2011). The impact of consumer involvement on satisfaction with and use of assistive technology. Disability and Rehabilitation: Assistive Technology, 6(3), 225-242. |
emerging |
| Martin, N., Wray, M., James, A., Draffan, E. A., Krupa, J., & Turner, P. (2019). Implementing inclusive teaching and learning in UK higher education Utilising universal design for learning (UDL) as a route to excellence. Society for Research into Higher Education. Retrieved from https://openresearch.lsbu.ac.uk/item/8666q |
demonstrates a rationale |
| 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. |
demonstrates a rationale |
| Martino, A., Net, M.J., & Devalk, T. (2018). Accessing customized technology through transdisciplinary intensive pediatric intervention to promote functional life skills. Closing the Gap, 37(4), 36-42. |
demonstrates a rationale |
| Maryland State Department of Education. (2011). A route for every learner: Universal design for learning (UDL) as a framework for supporting learning and improving achievement for all learners in Maryland, prekindergarten through higher education. Baltimore, MD: Author. |
demonstrates a rationale |
| Mason, T. (2012). iPads to support students with autism spectrum disorders: One districts' implementation. Closing the Gap, 31(5), 22-29. |
demonstrates a rationale |
| Mason, T. (2013). Teaching with iPads for students with multiple and visual impairments. Closing the Gap, 32(4), 9-12. |
demonstrates a rationale |
| Massengale, L. R., & Vasquez, E. (2016). Assessing accessibility: How accessible are online courses for students with disabilities?. Journal of the Scholarship of Teaching and Learning, 16(1), 69-79. |
emerging |
| Matteson, J., Kha, C. K., Hu, D. J., Cheng, C. C., Saul, L., & Sadler, G. R. (2008). Campus community partnerships with people who are deaf or hard-of-hearing. Assistive Technology Outcomes and Benefits, 5(1), 29-44. |
emerging |
| Mavrou, K., Meletiou-Mavrotheris, M., Kärki, A., Sallinen, M., & Hoogerwerf, E. J. (2017). Opportunities and challenges related to ICT and ICT-AT use by people with disabilities: An explorative study into factors that impact on the digital divide. Technology and Disability, 29(1-2), 63-75. |
emerging |
| McAfoose, L. R. (2004). Using AAC device features to enhance teenager's quality of life. Assistive Technology Outcomes and Benefits, 1(1), 33-41. |
emerging |
| McAlvage, K., & Rice, M. (2018). Access and accessibility in online learning: Issues in higher education and K-12 contexts. From" OLC Outlook: An Environmental Scan of the Digital Learning Landscape. Newburyport, MA: Online Learning Consortium for Research for Digital Learning and Leadership. |
demonstrates a rationale |
| McBain, S., & Dietrich, K. (2014). When writing seems like an impossible task. Closing the Gap, 33(3), 16-19. |
demonstrates a rationale |
| McBride, D. (2013). AAC evaluations and feature-matching. Closing the Gap, 32(2), 22-26. |
demonstrates a rationale |
| McCarthy, J., McCarthy, J., Light, J., Drager, K., McNaughton, D., Grodzicki, L., ... & Parkin, E. (2006). Re-designing scanning to reduce learning demands: The performance of typically developing 2-year-olds. Augmentative and Alternative Communication, 22(4), 269-283. |
emerging |
| McCarthy, J.W., Smith, J.L., & DeLuca, D. (2010). Using online discussion boards with large and small groups to enhance learning of assistive technology. Journal of Computing in Higher Education, 22(2), 95-113. |
emerging |
| McFadd, E., & Wilkinson, K. (2010). Qualitative analysis of decision making by speech-language pathologists in the design of aided visual displays. Augmentative and Alternative Communication, 26(2), 136-147. |
emerging |
| McGilligan, L., & Osherow, J. (2013). Spicing up social skills instruction with web 2.0 tools. Closing the Gap, 32(1), 16-20. |
demonstrates a rationale |
| McGinn, M.A., & Guio, P. (2018). 21st century learning environments to support innovative teaching and learning. Closing the Gap, 36(6), 18-23. |
demonstrates a rationale |
| McGinn, M.A., Guio, P., & Obial, J. (2013). Start to finish: Bring the joy of reading to your struggling readers with start-to-finish books. Closing the Gap, 31(6), 18-21. |
demonstrates a rationale |
| McGowan, V. (2018). State of practice in accessible instructional material policy in public post-secondary settings. Administrative Issues Journal: Connecting Education, Practice, and Research, 8(2), 31-46. |
emerging |
| McGuire, J. M. (2014). Universally accessible instruction: Oxymoron or opportunity? Journal of Postsecondary Education and Disability, 27(4), 387-398. |
demonstrates a rationale |
| McIntire, B. (2018). Adapted physical educators' views of assistive technology in working with students with Autism Spectrum Disorder (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 11009792) |
emerging |
| McIntosh, M. (2009). Is the financial investment in assistive technology for students with learning disabilities justified? Closing the Gap, 27(6), 12-16. |
demonstrates a rationale |
| McIntosh, M. (2010). Resistance is futile: Assistive technology and students with learning disabilities. Closing the Gap, 29(1), 21-23. |
demonstrates a rationale |
| McKenzie, A. R. (2007). The use of learning media assessments with students who are deaf-blind. Journal of Visual Impairment & Blindness, 101(10), 587-600. |
emerging |
| McKenzie, A. R. (2009). Unique considerations for assessing the learning media of students who are deaf-blind. Journal of Visual Impairment & Blindness, 103(4), 241-245. |
emerging |
| McKeown, K., & Rainey, D. (2011). 10 things I can do for myself and then some. Closing the Gap, 30(2), 11-13. |
demonstrates a rationale |
| McLaren, E. M., Bausch, M. E., & Ault, M. J. (2007). Collaboration strategies reported by teachers providing assistive technology services. Journal of Special Education Technology, 22(4), 16-29. |
emerging |
| McLaren, R. (2018). Accessible virtual learning environments: Making the most of the new regulations. Retrieved from https://www.policyconnect.org.uk/research/accessible-virtual-learning-environments-making-most-new-regulations |
demonstrates a rationale |
| McLeskey, J. (2017). High-leverage practices in special education, Arlington, VA: Council for Exceptional Children. |
demonstrates a rationale |
| McMahon, D. (2019). Getting started with virtual reality as assistive technology. Closing the Gap, 38(2), 29-34. |
demonstrates a rationale |
| McMahon, D., Howorth, S., Farrell, E., & Trump, C. (2019). Using technology to support the concepts and principles of applied behavior analysis practices. Closing the Gap, 38(5), 29-34. |
demonstrates a rationale |
| McMahon, P. J. (2005). Special education assistive technology: A phenomenological study of building administrator knowledge and practices (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3192518) |
emerging |
| McManmon, M. (2018). The art of letting go: LD and ASD students guide to transition. Closing the Gap, 37(2), 43-50. |
demonstrates a rationale |
| McMaughton, D., & Bryen, D. N. (2007). AAC technologies to enhance participation and access to meaningful societal roles for adolescents and adults with developmental disabilities who require AAC. Augmentative and Alternative Communication, 23(3), 217-229. |
demonstrates a rationale |
| McNicholl, A., Casey, H., Desmond, D., & Gallagher, P. (2019). The impact of assistive technology use for students with disabilities in higher education: A systematic review. Disability and Rehabilitation: Assistive Technology, 1-14. https://doi.org/10.1080/17483107.2019.1642395 |
emerging |
| McNulty, D. (2009). Self-operated audio/video prompting with iPods and zunes. Closing the Gap, 28(4), 35-39. |
demonstrates a rationale |
| McWilliams, A., & Bova, L. (2018). Connecting core across communities. Closing the Gap, 37(1), 3-14. |
demonstrates a rationale |
| Meadan, H., Stoner, J. B., & Parette, H. P. (2008). Sight word recognition among young children at-risk: Picture-supported vs. word-only. Assistive Technology Outcomes and Benefits, 5(1), 45-58. |
emerging |
| Mechling, L. C. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review. Education and Training in Developmental Disabilities, 42(3), 252-269. |
emerging |
| Mechling, L. C. (2011a). Review of twenty-first century portable electronic devices for persons with moderate intellectual disabilities and autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 46(4), 479-498. |
emerging |
| Mechling, L. C., & Gustafson, M. R. (2008). Comparison of static picture and video prompting on the performance of cooking-related tasks by students with autism. Journal of Special Education Technology, 23(3), 31-45. |
emerging |
| Mechling, L. C., & Savidge, E. J. (2011). Using a personal digital assistant to increase completion of novel tasks and independent transitioning by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41(6), 687-704. |
emerging |
| Mechling, L. C., & Stephens, E. (2009). Comparison of self-prompting of cooking skills via picture-based cookbooks and video recipes. Education and Training in Developmental Disabilities, 44(2), 218-236. |
emerging |
| Mechling, L. C., Gast, D. L., & Seid, N. H. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 39(10), 1420-1434. |
emerging |
| Mechling, L. C., Gast, D. L., & Seid, N. H. (2010). Evaluation of a personal digital assistant as a self-prompting device for increasing multi-step task completion by students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(3), 422-439. |
emerging |
| 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. |
demonstrates a rationale |
| Meinzen-Derr, J., Wiley, S., McAuley, R., Smith, L., & Grether, S. (2017). Technology-assisted language intervention for children who are deaf or hard-of-hearing; A pilot study of augmentative and alternative communication for enhancing language development. Disability and Rehabilitation: Assistive Technology, 12(8), 808-815. |
emerging |
| Mezzomo, A., Alfano, M., & Anderson, S. (2009). Who's been switching at my house? Closing the Gap, 28(3), 10-13. |
demonstrates a rationale |
| Michels, C. M. (2019). School technology: Moving beyond assistive. Assistive Technology Outcomes and Benefits, 13(1), 21-37. |
emerging |
| Mielke, M., Grunewald, A., & Bruck, R. (2013). An assistive technology for hearing-impaired persons: Analysis, requirements and architecture. In 2013 35th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC) (pp. 4702-4705). IEEE. |
demonstrates a rationale |
| Mill, C. (2012). iPad apps and integrative workflows to support learners with literacy difficulties and dyslexia. Closing the Gap, 31(4), 24-26. |
demonstrates a rationale |
| Millett, P. (2009). Accommodating students with hearing loss in a teacher of the deaf/hard of hearing education program. Journal of Educational Audiology, 15, 84-90. |
demonstrates a rationale |
| Mims, P. J., Stranger, C., Pennington, R., White, W., Sears, J., & Strickler, N. (2017). Opinion paragraph writing intervention for students with significant disability. Assistive Technology Outcomes and Benefits Journal, 11(1), 29-46. |
emerging |
| Mintun, B. (2005). The central role of expectations in communication and literacy success: A parent perspective. Assistive Technology Outcomes and Benefits, 2(1), 31-44. |
demonstrates a rationale |
| Mitchell, P. R., & Alvares, R. (2015). Facilitating family and client involvement in the SGD evaluation and decision process. Perspectives on Augmentative and Alternative Communication, 24(4), 135-141. |
demonstrates a rationale |
| Mitchem, K. J., Fitzgerald, G., Miller, K., & Hollingsead, C. (2013). Using electronic performance support systems to improve academic performance of secondary students with disabilities. Journal of Special Education Technology, 28(3), 1-20. |
emerging |
| Mitchem, K., Fitzgerald, G. & Koury, K. (2012). PictureTools: Feasibility testing of behavior support software for young children. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012 World Conference on Educational Media and Technology (pp. 1336-1339). Denver, CO: Association for the Advancement of Computing in Education. |
demonstrates a rationale |
| Mitchem, K., Kight, J., Fitzgerald, G., Koury, K., & Boonseng, T. (2007). Electronic performance support systems: An assistive technology tool for secondary students with mild disabilities. Journal of Special Education Technology, 22(2), 1-14. |
emerging |
| Moffitt, H.J., & Olson, J.D. (2019). Check it out: Renew your literacy instruction with adapted books. Closing the Gap, 37(6), 18-23. |
demonstrates a rationale |
| Molino, R. (2017). Children with multiple challenges. Closing the Gap, 36(1), 44-47. |
demonstrates a rationale |
| Moorcroft, A., Scarinci, N., & Meyer, C. (2019). A systematic review of the barriers and facilitators to the provision and use of low-tech and unaided AAC systems for people with complex communication needs and their families. Disability and Rehabilitation: Assistive Technology, 14(7), 710-731. |
emerging |
| Moore, E. J., Smith, F. G., Hollingshead, A., & Wojcik, B. (2018). Voices from the field: Implementing and scaling-up universal design for learning in teacher preparation programs. Journal of Special Education Technology, 33(1), 40-53. |
emerging |
| Moore, L. (2017). Meeting the academic needs of assistive technology for special education students: Teacher perceptions (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10255373) |
emerging |
| Morales Sousa, J. I. (2013). Assistive technology in the process of developing English as a second language writing skills in blind and visually disabled students at the college level (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3560904) |
emerging |
| Morash-Macneil, V., Johnson, F., & Ryan, J. B. (2018). A systematic review of assistive technology for individuals with intellectual disability in the workplace. Journal of Special Education Technology, 33(1), 15-26. |
strong |
| Morash, V. S., & Siu, Y. T. (2016). Social predictors of assistive technology proficiency among teachers of students with visual impairments. ACM Transactions on Accessible Computing, 9(4), 1-27. |
emerging |
| 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. |
moderate - strong |
| Morris, J., Thompson, N., Lippincott, B., & Lawrence, M. (2019). Accessibility user research collective: Engaging consumers in ongoing technology evaluation. Assistive Technology Outcomes and Benefits, 13, 38-56. |
demonstrates a rationale |
| Morris, K. K., Frechette, C., Dukes, L., Stowell, N., Topping, N. E., & Brodosi, D. (2016). Closed captioning matters: Examining the value of closed captions for" all" students. Journal of Postsecondary Education and Disability, 29(3), 231-238. |
emerging |
| Morrison, W. F., & Jeffs, T. L. (2005). Outcomes of preservice teacher's technology use. Assistive Technology Outcomes and Benefits, 2(1), 71-78. |
emerging |
| Mortimer, B. B. (2014). Satisfaction with computer assistive technology and work skills confidence among individuals with spinal cord injury: A quantitative analysis (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3639359) |
emerging |
| Morton, J. L. (2010). An investigation of the inclusion model of instruction with assistive technology and the regular education with pull-out model of instruction (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3409402) |
emerging |
| Moss, R. (2017). Using assistive technology software to compensate for writing and reading impairments in Aphasia (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 13851879) |
emerging |
| Motti, V.G., & Evmenova, A. (2019) Designing technologies for neurodiverse users: Considerations from research practice. In: T. Ahram, R. Taiar, S. Colson, & A. Choplin (Eds) Human interaction and emerging technologies. IHIET 2019. Advances in Intelligent Systems and Computing, 1018. (pp 268-274). Springer, Cham. |
demonstrates a rationale |
| 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. Review Journal of Autism and Developmental Disorders, 5(1), 43-57. |
moderate - strong |
| Muharib, R., Alzrayer, N. M., Wood, C. L., & Voggt, A. P. (2019). Backward chaining and speech-output technologies to enhance functional communication skills of children with autism spectrum disorder and developmental disabilities. Augmentative and Alternative Communication, 35(4), 251-262. |
emerging |
| Mulcahy, B. (2017). Funding advocacy 101: Speech generating devices and medicaid. Closing the Gap, 36(5), 36-38. |
demonstrates a rationale |
| Mulfari, D., Celesti, A., Villari, M., & Puliafito, A. (2015). Providing assistive technology applications as a service through cloud computing. Assistive Technology, 27(1), 44-51. |
demonstrates a rationale |
| Mulliken, A. (2017). There is nothing inherently mysterious about assistive technology : A qualitative study about blind user experiences in US academic libraries. Reference & User Services Quarterly, 57(2), 115-126. |
emerging |
| Mulloy, A. M., Gevarter, C., Hopkins, M., Sutherland, K. S., & Ramdoss, S. T. (2014). Assistive technology for students with visual impairments and blindness. In G.E. Lancing, & N.N. Singh (Eds.), Assistive technologies for people with diverse abilities, (pp. 113-156). NY. |
demonstrates a rationale |
| Mundl, J., & Bailey, A. (2014). Alphabet soup: DIY means do-it-yourself. Closing the Gap, 33(3), 29-31. |
demonstrates a rationale |
| Mundl, J., & Redepenning, S. (2008). Adaptations do not have to be difficult. Closing the Gap, 27(3), 28-30. |
demonstrates a rationale |
| Munro, J. (2014). Eye tracking technology and students with severe and complex disabilities. Closing the Gap, 33(2), 15-18. |
demonstrates a rationale |
| Murchland, S., & Parkyn, H. (2011). Promoting participation in schoolwork: Assistive technology use by children with physical disabilities. Assistive Technology, 23(2), 93-105. |
emerging |
| Murphy, P. (2004). The augmentative and alternative communication olympics: Raising and showcasing communication competencies. Assistive Technology Outcomes and Benefits, 1(1), 16-20. |
demonstrates a rationale |
| Murphy, P. (2008a). An AAC retrospective Part 1: Tools, methods, trends, and milestones. Closing the Gap, 27(4), 30-33. |
demonstrates a rationale |
| Murphy, P. (2008b). An AAC retrospective Part 2: Myths, politics, culture and attitude. Closing the Gap, 27(5), 12-14. |
demonstrates a rationale |
| Murphy, P. (2009). Forming a lasting marriage of AAC and literacy: One girl's story. Closing the Gap, 28(5), 10-12. |
demonstrates a rationale |
| Murphy, P. (2010). Common AAC myths-sorting reality from untruth. Closing the Gap, 29(1), 12-14. |
demonstrates a rationale |
| Murphy, P. M. (2005). Assistive technology as an evolving resource for a successful employment experience. Assistive Technology Outcomes and Benefits, 2(1), 55-70. |
emerging |
| Murphy, T., & Stafford, L. (2010). VizZle: Visual supports for the entire ASD spectrum made easy, fun, and accessible anywhere. Closing the Gap, 28(6), 21-24. |
demonstrates a rationale |
| Murray, J., Martin, A., Pennington, L., Marshall, J., Enderby, P., & Goldbart, J. (2014). A case study template to support experimental design in augmentative and alternative communication and assistive technology. Disability and Rehabilitation: Assistive Technology, 9(1), 60-69. |
emerging |
| 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. |
emerging |
| Musselwhite, C., & Wagner, D. K. (2011). Conventional writing for students with disabilities: Maximizing time, teaching, and technology for the planning stages of writing. Closing the Gap, 30(4), 32-37. |
demonstrates a rationale |
| Na, J. Y., Wilkinson, K., Karny, M., Blackstone, S., & Stifter, C. (2016). A synthesis of relevant literature on the development of emotional competence: Implications for design of augmentative and alternative communication systems. American Journal of Speech-Language Pathology, 25(3), 441-452. |
emerging |
| Nadolny, L. (2017). Interactive print: The design of cognitive tasks in blended augmented reality and print documents. British Journal of Educational Technology, 48(3), 814-823. |
emerging |
| Nankee, C. (2008). Switch on learning. Closing the Gap, 27(5), 20-23. |
demonstrates a rationale |
| Nankee, C. (2015). Switch on learning. Closing the Gap, 34(4), 18-21. |
demonstrates a rationale |
| Naraian, S., Newhouse, K., & Leeper, R., (2019). The more I use the technology, I know what I m capable of doing. : Access and the discourse of capacity. Scandinavian Journal of Disability Research, 21(1), pp. 207 217. | emerging |
| Nardone, A., Sampson, E., Stauffer, C., Leopold, A., Jacobs, K., Hendricks, D. J., ... & Rumrill, P. (2015). Project Career: A qualitative examination of five college students with traumatic brain injuries. NeuroRehabilitation, 37(3), 459-469. |
emerging |
| Navarrete, R., & Luján-Mora, S. (2018). Bridging the accessibility gap in open educational resources. Universal Access in the Information Society, 17(4), 755-774. |
emerging |
| Naylor, R., & Mifsud, N. (2019). Structural inequality in higher education: Creating institutional cultures that enable all students. Unpublished study. Retrieved February 19, 2020 from http://www.ncsehe.edu.au/wp-content/uploads/2019/09/NaylorMifsud-FINAL.pdf |
demonstrates a rationale |
| Nees, M. A., & Berry, L. F. (2013). Audio assistive technology and accommodations for students with visual impairments: Potentials and problems for delivering curricula and educational assessments. Performance Enhancement & Health, 2(3), 101-109. |
demonstrates a rationale |
| Negrea, S. (2019). Tech-ommodations: Digital-age disability services: Models for managing assistive technology through partnerships between disability services and IT. University Business, November/December, 39-41. |
demonstrates a rationale |
| Nellis, J. (2012). The foundational steps for developing language competence in AAC speakers. Closing the Gap, 31(3), 22-24. |
demonstrates a rationale |
| Nelson, K. E., & Mahant, S. (2014). Shared decision-making about assistive technology for the child with severe neurologic impairment. Pediatric Clinics, 61(4), 641-652. |
demonstrates a rationale |
| Newton, M. (2017). Website accessibility for K-12 public schools. Closing the Gap, 36(4), 32-38. |
demonstrates a rationale |
| Nguyen, B. J., Chen, W. S., Chen, A. J., Utt, A., Hill, E., Apgar, R., & Chao, D. L. (2019). Large-scale assessment of needs in low vision individuals using the AIRA assistive technology. Clinical Ophthalmology, 13, 1853-1868. |
emerging |
| Nicolson, A., Moir, L., & Millsteed, J. (2012). Impact of assistive technology on family caregivers of children with physical disabilities: A systematic review. Disability and Rehabilitation: Assistive Technology, 7(5), 345-349. |
emerging |
| Niemeijer, D., & Richards, A. (2012). Inside text-to-speech: The making of children's voices. Closing the Gap, 31(5), 6-9. |
demonstrates a rationale |
| Nijs, S., & Maes, B. (2019). Assistive technology for persons with profound intellectual disability: A European survey on attitudes and beliefs. Disability and Rehabilitation: Assistive Technology, 1-8. dos: 10.1080/17483107.2019.1668973 |
emerging |
| Noakes, M. A. (2017). Does speech-to-text assistive technology improve the written expression of students with traumatic brain injury? (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10602238) |
strong |
| Noakes, M. A., Schmitt, A. J., McCallum, E., & Schutte, K. (2019). Speech-to-text assistive technology for the written expression of students with traumatic brain injuries: A single case experimental study. School Psychology, 34(6), 656-654. |
strong |
| Nobrega, A. R., Lane, J. P., Flagg, J. L., Stone, V. I., Lockett, M., Oddo, C., ... & Usiak, D. J. (2015). Assessing the roles of national organizations in research-based knowledge creation, engagement and translation: Comparative results across three assistive technology application areas. Assistive Technology Outcomes and Benefits, 9(1), 54-97. |
demonstrates a rationale |
| Noland, B., & Koopman, S.M. (2014). What is video modeling? Closing the Gap, 32(6), 28-30. |
demonstrates a rationale |
| Norton-Darr, S., & Schoonover, J. (2012). Spreading "the word" about cognitive rescaling as a tool for inclusion. Closing the Gap, 31(3), 7-13. |
demonstrates a rationale |
| Norwell, S. (2017a). Writing with children with Rett Syndrome: Effective foundations for ideation and mechanics. Closing the Gap, 36(2), 38-44. |
demonstrates a rationale |
| Norwell, S. (2017b). Part Two: Writing with children with Rett Syndrome: Effective foundations for ideation and mechanics. Closing the Gap, 36(3), 3-11. |
demonstrates a rationale |
| Nygard, J., & Flener, B. (2016). TactileTalk Toolkit and TactileTalk Guidebook for iPad: Strategies for functional communication and literacy. Closing the Gap, 35(5), 11-15. |
demonstrates a rationale |
| O'Brolchain, F. (2018). Autonomy benefits and risks of assistive technologies for persons with intellectual and developmental disabilities. Frontiers in Public Health, 6, article 296, 1-7. doi: 10.3389/fpubh.2018.00296 |
demonstrates a rationale |
| O'Brolchain, F., & Gordijn, B. (2017). Risks of Stigmatisation resulting from assistive technologies for people with autism spectrum disorder. In P. Cudd, & L. De Witte, (Eds.), Harnessing the power of technology to improve lives, Studies in Health Technology and Informatics, 242, (pp. 265-268). IOS Press. |
demonstrates a rationale |
| O'Neill, P. R. (2006). Enhancing electronic assistive technology prescription (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10697454) |
emerging |
| O Neill, S. J., Smyth, S., Smeaton, A., & O Connor, N. E. (2019). Assistive technology: Understanding the needs and experiences of individuals with autism spectrum disorder and/or intellectual disability in Ireland and the UK. Assistive Technology, 1-9. doi: 10.1080/10400435.2018.1535526 |
emerging |
| O Reilly, M.F., Lancing, G.E., Sigafoos, J., Lang, R., Healy, O., Singh, N.N. Sorrels, A., Kang, S., Koch, H., Rojeski, L., & Gevarter, C. (2014). Assistive technology for people with behavior problems. In G.E. Lancing & N.N. Singh (Eds.), Assistive technologies for people with diverse abilities (pp. 191-218). NY: Springer. |
demonstrates a rationale |
| Office of Educational Technology. (2017). Reimagine the role of technology in education: 2017 national education technology plan update. Washington, DC: U.S. Department of Education. |
demonstrates a rationale |
| Ohleyer, A. A. (2016). Elementary tech: Assistive technology, specific learning disability, and state standardized testing (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10076360) |
moderate |
| Ok, M. W., Rao, K., Bryant, B. R., & McDougall, D. (2017). Universal design for learning in pre-k to grade 12 classrooms: A systematic review of research. Exceptionality, 25(2), 116-138. |
emerging |
| Okolo, C. M., & Bouck, E. C. (2007). Research about assistive technology: 2000-2006. What have we learned?. Journal of Special Education Technology, 22(3), 19-33. |
emerging |
| Okolo, C. M., & Diedrich, J. (2014). Twenty-five years later: How is technology used in the education of students with disabilities? Results of a statewide study. Journal of Special Education Technology, 29(1), 1-20. |
emerging |
| Olson, C. H. (2006). Impact of assistive technology devices and services for students with learning disabilities and an academic need in writing (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3233966) |
emerging |
| Overton, C., Volkman, C., Silver-Pacuilla, H., & Gray, T. (2008). Understanding consumer needs through market research. Assistive technology outcomes and benefits, 5(1), 4-18. |
demonstrates a rationale |
| Owuor, J., Larkan, F., Kayabu, B., Fitzgerald, G., Sheaf, G., Dinsmore, J., ... & MacLachlan, M. (2018). Does assistive technology contribute to social inclusion for people with intellectual disability? A systematic review protocol. BMJ Open, 8(2), e017533, 1-11. |
demonstrates a rationale |
| Oyama, G., Brady, L.J., & Guggemos, M. (2019). How high tech and artificial intelligence are making communication more personal? Closing the Gap, 38(5), 16-22. |
demonstrates a rationale |
| Pacheco, H. A. (2014). Choice and participation of career by STEM professionals with sensory and orthopedic disabilities and the roles of assistive technologies (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3666505) |
emerging |
| Panetta, K. (2019). 5 trends appear on the Gartner Hype Cycle for emerging technologies, 2019. Retrieved from https://www.gartner.com/smarterwithgartner/5-trends-appear-on-the-gartner-hype-cycle-for-emerging-technologies-2019/ |
demonstrates a rationale |
| Parette, H. P., Peterson-Karlan, G. R., Smith, S., Gray, T., & Silver-Pacuilla, H. (2006). The state of assistive technology: Themes from an outcomes summit. Assistive Technology Outcomes and Benefits, 3(1), 15-33. |
demonstrates a rationale |
| 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. | demonstrates a rationale |
| Parette, H. P., Wojcik, B. W., Hourcade, J. J., & Peterson-Karlan, G. (2005). Assistive technology for students with mild disabilities: What's cool and what's not. Education and Training in Developmental Disabilities, 40(3), 320-331. |
demonstrates a rationale |
| Parette, H.P., Crowley, E.P., & Wojcik, B.W. (2007). Reducing overload in students with learning and behavioral disorders: The role of assistive technology. Teaching Exceptional Children Plus, 4(1) Article 4. Retrieved February 11, 2020 from http://escholarship.bc.edu/education/tecplus/vol4/iss1/art4 |
demonstrates a rationale |
| Parette, P., Peterson-Karlan, G. R., & Wojcik, B. W. (2005). The state of assistive technology services nationally and implications for future development. Assistive Technology Outcomes and Benefits, 2(1), 13-24. |
demonstrates a rationale |
| Park, H.J., Roberts, K., Takahashi, K., Delise, D., & Stodden, R. (2014). Using text-to-speech software to improve reading outcomes among secondary struggling readers. Closing the Gap, 33(1), 6-8. |
demonstrates a rationale |
| Park, J., Bouck, E., & Duenas, A. (2019). The effect of video modeling and video prompting interventions on individuals with intellectual disability: A systematic literature review. Journal of Special Education Technology, 34(1), 3-16. |
emerging |
| Parker, A. T. (2009). Orientation and mobility with persons who are deaf-blind: An initial examination of single-subject design research. Journal of Visual Impairment & Blindness, 103(6), 372-377. | emerging |
| Parker, E., Ponce, K., & Wineinger, T. (2019). AAC strategies from Pre-K to graduation day! Supporting academic and social success school-wide within the Park Hill school district. Closing the Gap, 38(3), 10-14. |
demonstrates a rationale |
| Patel, R., & Radhakrishnan, R. (2007). Enhancing access to situational vocabulary by leveraging geographic context. Assistive Technology Outcomes and Benefits, 4(1), 99-114. |
emerging |
| Patel, R., Pilato, S., & Roy, D. (2004). Beyond linear syntax: An image-oriented communication aid. Assistive Technology Outcomes and Benefits, 1(1), 57-66. |
demonstrates a rationale |
| Patel, R., Schooley, K., & Radhakrishnan, R. (2006). Comparison of semantic versus syntactic message formulation: A pilot study. Assistive Technology Outcomes and Benefits, 3(1), 96-109. |
emerging |
| Patel, R., Schooley, K., & Wilner, J. (2007). Visual features that convey meaning in graphic symbols: A comparison of PCS and artists' depictions. Assistive Technology Outcomes and Benefits, 4(1), 62-80. |
emergng |
| Pawluk, D. T., Adams, R. J., & Kitada, R. (2015). Designing haptic assistive technology for individuals who are blind or visually impaired. IEEE Transactions on Haptics, 8(3), 258-278. |
demonstrates a rationale |
| Pennington, R. C., Ault, M. J., Schuster, J. W., & Sanders, A. (2011). Using simultaneous prompting and computer-assisted instruction to teach story writing to students with autism. Assistive Technology Outcomes and Benefits, 7(1), 24-38. |
emerging |
| Penrod, W.M., Goodman, D., Bauder, D., & Simmons, T. (2011). Camera knowledge freedom. Closing the Gap, 30(2), 34-35. |
demonstrates a rationale |
| 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. |
moderate |
| Perez, L. (2013). nABLEing all learners: Apps as transformational technology. Closing the Gap, 32(3), 4-7. |
demonstrates a rationale |
| Perfect, E. G. (2018). Development of an evaluation framework for eye gaze assistive technology (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10999603) |
demonstrates a rationale |
| 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. | emerging |
| Petcu, S. D., Yell, M., & Fletcher, T. (2014). Assistive technology: Legislation and legal issues. Exceptionality, 22(4), 226-236. |
demonstrates a rationale |
| Peters, J., & Morgan, J. (2018). Virtual reality in the universal design for learning classroom. Closing the Gap, 37(5), 29-33. |
demonstrates a rationale |
| Peterson-Karlan, G. R. (2011). Technology to support writing by students with learning and academic disabilities: Recent research trends and findings. Assistive Technology Outcomes and Benefits, 7(1), 39-62. |
emerging |
| Peterson-Karlan, G. R., & Parette, H. P. (2007). Evidence-based practice and the consideration of assistive technology: Effectiveness and outcomes. Assistive Technology Outcomes and Benefits, 4(1), 130-139. |
demonstrates a rationale |
| Peterson-Karlan, G. R., & Parette, P. (2005). Millennial students with mild disabilities and emerging assistive technology trends. Journal of Special Education Technology, 20(4), 27-38. |
demonstrates a rationale |
| Peterson-Karlan, G., Hourcade, J. J., & Parette, P. (2008). A review of assistive technology and writing skills for students with physical and educational disabilities. Physical Disabilities: Education and Related Services, 26(2), 13-32. |
demonstrates a rationale |
| Peterson, D. B., Peterson, D. B., & Murray, G. C. (2006). Ethics and assistive technology service provision. Disability and Rehabilitation: Assistive technology, 1(1-2), 59-67. |
demonstrates a rationale |
| Peterson, D. H. (2017). Parental and teacher perspectives on assistive technology (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10600110) |
emerging |
| Peterson, L. (2010). Tips and tricks for reading with your iPod. Closing the Gap, 28(6), 17-18. |
demonstrates a rationale |
| Peterson, M. (2011). Baby basics: Touch, read, and sign. Closing the Gap, 30(2), 31-33. |
demonstrates a rationale |
| Peterson, M. C. (2016). Assistive technology management by disabilities services managers in higher education: A phenomenological study (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10127838) |
emerging |
| Peterson, Y., & Grimstead, S. (2010). The gift of reading. Closing the Gap, 28(6), 25-27. |
demonstrates a rationale |
| Phayer, J. (2010). Using Microsoft Word with students with dyslexia. Closing the Gap, 29(3), 26-31. |
demonstrates a rationale |
| Phayer, J. (2011). "Friends, romans, countrymen, lend me your ears ": An analysis of speech recognition software: Its current trend and future potential for students with dyslexia in an educational setting. Closing the Gap, 30(1), 31-36. |
demonstrates a rationale |
| Pica, M., Burd, C., Augusta, C., & Schroeder, T. (2012). "Sing a song of six paints": A collaborative approach to art and music in the classroom. Closing the Gap, 30(6), 24-28. |
demonstrates a rationale |
| Pimperton, H., Kyle, F., Hulme, C., Harris, M., Beedie, I., Ralph-Lewis, A., ... & MacSweeney, M. (2019). Computerized speechreading training for deaf children: A randomized controlled trial. Journal of Speech, Language, and Hearing Research, 62(8), 2882-2894. |
emerging |
| Piper, A. M. (2011). Augmenting collocated interaction: The design of assistive technology to support face-to-face communication (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3458496) |
emerging |
| Pitt, K. M., Brumberg, J. S., & Pitt, A. R. (2019). Considering augmentative and alternative communication research for brain-computer interface practice. Assistive Technology Outcomes and Benefits, 13(1), 1-20. |
demonstrates a rationale |
| Plazak, J., & Kersten-Oertel, M. (2018). A survey on the affordances of hearables. Inventions, 3(3), 48. 1-16. doi:10.3390/inventions3030048 |
demonstrates a rationale |
| Pline, J. (2017). Four plus more: New considerations for AAC competency. Closing the Gap, 36(5), 39-41. |
demonstrates a rationale |
| Plunkett, D. M. (2013). An examination of the impact of an assistive technology device on the quality of adult/young child interactions. (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3606962) |
emerging |
| Poudel, B. B. (2014). Acceptance and use of assistive technology: Perspectives of high school and college students with high-incidence disabilities (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3685130) |
emerging |
| Price, L. (2007). Lecturers vs. students perceptions of the accessibility of instructional materials. Instructional Science, 35(4), 317-341. |
emerging |
| Puckett, K. (2005). An assistive technology toolkit: Type II applications for students with mild disabilities. Computers in the Schools, 22(3-4), 107-117. |
demonstrates a rationale |
| Puckett, K. S. (2004). Project ACCESS: Field testing an assistive technology toolkit for students with mild disabilities. Journal of Special Education Technology, 19(2), 5-17. |
emerging |
| Pugliese, M. (2011). APP solute fit: Selecting the right mobile device apps. Closing the Gap, 30(4), 10-17. |
demonstrates a rationale |
| Quinn, B.S., Behrmann, M., Mastropieri, M, Bausch, M.E., Ault, J. & Chung, Y. (2009). Who is using assistive technology in schools? Journal of Special Education Technology, 24(1), 1-13. | emerging |
| Radovan, M., & Perdih, M. (2016). Developing guidelines for evaluating the adaptation of accessible web-based learning materials. International Review of Research in Open and Distributed Learning, 17(4), 166-181. |
demonstrates a rationale |
| Ranada, A. L.., & Lidstrom, H. (2019). Satisfaction with assistive technology device in relation to the service delivery process A systematic review. Assistive Technology, 31(2), 82-97. |
emerging |
| Ranchal, R., Taber-Doughty, T., Guo, Y., Bain, K., Martin, H., Robinson, J. P., & Duerstock, B. S. (2013). Using speech recognition for real-time captioning and lecture transcription in the classroom. IEEE Transactions on Learning Technologies, 6(4), 299-311. |
emerging |
| Rao, K., Ok, M. W., & Bryant, B. R. (2014). A review of research on universal design educational models. Remedial and special education, 35(3), 153-166. |
emerging |
| Rao, K., Ok, M. W., Smith, S. J., Evmenova, A. S., & Edyburn, D. (2019). Validation of the UDL reporting criteria with extant UDL research. Remedial and Special Education, 1-12. https://doi.org/10.1177/0741932519847755 |
demonstrates a rationale |
| Redepenning, S., & Mundl, J. (2012a). The importance of play for kids with disabilities. Closing the Gap, 31(2), 4-7. |
demonstrates a rationale |
| Redepenning, S., & Mundl, J. (2012b). Making friends through robots. Closing the Gap, 31(5), 18-21. |
demonstrates a rationale |
| Redford, K. (2019). Assistive technology: Promises fulfilled: From a teacher s perspective, assistive technology delivers on its potential to transform learning experiences for students with and without learning disabilities. Educational Leadership, 76(5), 70-74. |
demonstrates a rationale |
| Reed, P. (2019a). Part 1: Better assistive technology decision making through research. Closing the Gap, 37(6), 24-28. |
demonstrates a rationale |
| Reed, P. (2019b). Part 2: Better assistive technology decision making through research. Closing the Gap, 38(1), 32-36. |
demonstrates a rationale |
| Reed, P., & Gierach, J. (2016). Assistive technology assessment: The tried and true and the brand new. Closing the Gap, 34(6), 17-20. |
demonstrates a rationale |
| Reed, P., Kaplan, M., & Bowser, G. (2009). The assistive technology trainer s handbook. Roseburg, OR: National Assistive Technology in Education Network. |
demonstrates a rationale |
| Reeves, S., & Stanford, B. (2009). Blending technology and literacy strategies: Engaging learners with emotional or behavioral disorders. Journal of Special Education Technology, 24(2), 42-45. |
demonstrates a rationale |
| Reisberg, L. (2009). Inexpensive assistive technology for struggling readers. Closing the Gap, 28(1), 22-24. |
demonstrates a rationale |
| Rekkedal, A. M. (2012). Assistive hearing technologies among students with hearing impairment: Factors that promote satisfaction. Journal of Deaf Studies and Deaf Education, 17(4), 499-517. |
emerging |
| Rice, M. F. (2018). Supporting literacy with accessibility: Virtual school course designers' planning for students with disabilities. Online Learning, 22(4), 161-179. |
emerging |
| Rich, L. P. (2009). Prompting self-monitoring with assistive technology to increase academic engagement in students with attention-deficit/hyperactivity disorder symptoms (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3358336) |
emerging |
| Rick, J. (2012). Help for those classrooms. Closing the Gap, 31(2), 17-18. |
demonstrates a rationale |
| Riener, R. (2016). The Cybathlon promotes the development of assistive technology for people with physical disabilities. Journal of Neuroengineering and Rehabilitation, 13(1), 49. dos 10.1186/s12984-016-0157-2 |
demonstrates a rationale |
| Ringland, K. E., Wolf, C. T., Boyd, L. E., Baldwin, M. S., & Hayes, G. R. (2016). Would you be mine: Appropriating minecraft as an assistive technology for youth with autism. In Proceedings of the 18th International ACM SIGACCESS Conference on Computers and Accessibility (pp. 33-41). Reno, NV. IEEE. DOI: 10.1145/2982142.2982172 |
emerging |
| Rispoli, M. J., Franco, J. H., Van Der Meer, L., Lang, R., & Camargo, S. P. (2010). The use of speech generating devices in communication interventions for individuals with developmental disabilities: A review of the literature. Developmental Neurorehabilitation, 13(4), 276-293. |
emerging |
| Rispoli, M., Machalicek, W., & Lang, R. (2014). Assistive technology for people with acquired brain injury. In G.E. Lancing & N.N. Singh (Eds.), Assistive technologies for people with diverse abilities (pp. 21-52). NY: Springer. |
demonstrates a rational |
| Roberts, J. (2009). Success stories: Using video stories to connect, communicate, and create. Closing the Gap, 27(6), 24-26. |
demonstrates a rationale |
| Roberts, K. D., Park, H. J., Brown, S., & Cook, B. (2011). Universal design for instruction in postsecondary education: A systematic review of empirically based articles. Journal of Postsecondary Education and Disability, 24(1), 5-15. |
emerging |
| Robins, B. (2005). A humanoid robot as assistive technology for encouraging social interaction skills in children with autism. (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. U210546) |
emerging |
| Robinson, D. E., & Wizer, D. R. (2016). Universal design for learning and the Quality Matters guidelines for the design and implementation of online learning Events. International journal of Technology in Teaching and Learning, 12(1), 17-32. |
demonstrates a rationale |
| Robinson, L., Schneider, C., & Hutinger, P. (2007). Providing curriculum access to young children: Online workshops for educators. Assistive Technology Outcomes and Benefits, 4(1), 46-61. |
emerging |
| Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal design for learning: Guidelines for accessible online instruction. Adult Learning, 29(1), 20-31. |
demonstrates a rationale |
| Romski, M., Sevcik, R. A., Barton-Hulsey, A., & Whitmore, A. S. (2015). Early intervention and AAC: What a difference 30 years makes. Augmentative and Alternative Communication, 31(3), 181-202. |
strong |
| 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. |
demonstrates a rationale |
| Root-Elledge, S., & Hardesty, C. (2015). University of Wyoming ECHO in assistive technology: A promising practice for capacity building in education to improve student outcomes. Closing the Gap, 34(4), 14-17. |
demonstrates a rationale |
| Root-Elledge, S., & Hardesty, C. (2018). The ECHO Model® for enhancing assistive technology implementation in schools. Assistive Technology Outcomes and Benefits, 12(1), 37-55. |
emerging |
| Root-Elledge, S., Hardesty, C., & Wagner, S.R. (2015). Demonstrating the possibilities: University of Wyoming ECHO in assistive technology is building capacity and showing positive outcomes in Wyoming and beyond. Closing the Gap, 34(5), 12-16. |
demonstrates a rationale |
| Rose, D. (2000). Universal design for learning. Journal of Special Education Technology, 15(3), 45-49. |
demonstrates a rationale |
| Rose, F. D., Brooks, B. M., & Rizzo, A. A. (2005). Virtual reality in brain damage rehabilitation. Cyberpsychology & Behavior, 8(3), 241-262. |
demonstrates a rationale |
| Ross-Brown, K. (2019). Language, actions, and learning math. Closing the Gap, 37(6), 30-37. |
demonstrates a rationale |
| Ross, B., Pechenkina, E., Aeschliman, C., & Chase, A. M. (2017). Print versus digital texts: understanding the experimental research and challenging the dichotomies. Research in Learning Technology, 25, article 1976, 1-13. |
demonstrates a rationale |
| Roy, P., Mason, T., & Snider, H. (2011). Smart inclusion adventures in the classroom. Closing the Gap, 30(3), 28-30. |
demonstrates a rationale |
| Ruff, M. (2009). Closing the gap with the AceReader Pro reading efficiency software. Closing the Gap, 28(5), 17-21. |
demonstrates a rationale |
| Rush, L., & Helling, C. (2011). Making evidence-based decisions about speech generating devices and apps. Closing the Gap, 30(5), 10-12. |
demonstrates a rationale |
| Rush, T. W. (2015). Incorporating assistive technology for students with visual impairments into the music classroom. Music Educators Journal, 102(2), 78-83. |
demonstrates a rationale |
| Rust, K. L., & Smith, R. O. (2005). Assistive technology in the measurement of rehabilitation and health outcomes: A review and analysis of instruments. American Journal of Physical Medicine & Rehabilitation, 84(10), 780-793. |
demonstrates a rationale |
| Rust, K. L., & Smith, R. O. (2006). Perspectives of outcome data from assistive technology developers. Assistive Technology Outcomes and Benefits, 3(1), 34-52. |
emerging |
| Ryan, D., Emond, M., & Lamontagne, M. E. (2014). Social network analysis as a metric for the development of an interdisciplinary, inter-organizational research team. Journal of Interprofessional Care, 28(1), 28-33. |
emerging |
| Ryan, S. E. (2010). Injury risk compensation in children with disabilities: Could assistive technology devices have a dark side? Disability and Rehabilitation: Assistive Technology, 5(3), 199-208. |
demonstrates a rationale |
| Ryan, S. E., Klejman, S., & Gibson, B. E. (2013). Measurement of the product attitudes of youth during the selection of assistive technology devices. Disability and Rehabilitation: Assistive Technology, 8(1), 21-29. |
emerging |
| Rybak, P. (2013). Technology trends: iPad use and autism: Best practices for fostering social communication in early childhood special education settings. Closing the Gap, 32(4), 31-35. |
demonstrates a rationale |
| Rybak, P.P. (2012). The RTI model and ramifications for eLearning using the iPad. Closing the Gap, 31(4), 15-19. |
demonstrates a rationale |
| Rytterstrom, P., Borgestig, M., & Hemmingsson, H. (2016). Teachers experiences of using eye gaze-controlled computers for pupils with severe motor impairments and without speech. European Journal of Special Needs Education, 31(4), 506-519. |
emerging |
| Sackville, J., Harper, J., Robertson, C., & Guzzo, S. (2013). I-DEAL=Smart inclusion+D.E.A.L.: Digital engagement authentic learning. Closing the Gap, 32(3), 21-26. |
demonstrates a rationale |
| Sagstetter, M. (2014). Switch access to iDevices for communication and instruction. Closing the Gap, 33(1), 16-18. |
demonstrates a rationale |
| Sailers, E. (2010). How schools can successfully implement iPod touch and iPad for children with special needs. Closing the Gap, 29(4), 8-10. |
demonstrates a rationale |
| Salend, S. (2009). Using technology to create and administer accessible tests. Teaching Exceptional Children, 41(3), 40-51. |
demonstrates a rationale |
| Sarji, D. K. (2008). Handtalk: Assistive technology for the deaf. Computer, 41(7), 84-86. |
demonstrates a rationale |
| Satterfield, B. (2016). History of assistive technology outcomes in education. Assistive Technology Outcomes and Benefits, 10(1), 1-18. |
demonstrates a rationale |
| Savage, M. N., & Taber-Doughty, T. (2017). Self-operated auditory prompting systems for individuals with intellectual disability: A meta-analysis of single-subject research. Journal of Intellectual & Developmental Disability, 42(3), 249-258. |
strong |
| Schaaf, D. N. (2016). Assistive technology instruction in teacher professional development (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10250354) |
demonstrates a rationale |
| 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. |
demonstrates a rationale |
| Schafer, E. C., Wright, S., Anderson, C., Jones, J., Pitts, K., Bryant, D., ... & Reed, M. P. (2016). Assistive technology evaluations: Remote-microphone technology for children with Autism Spectrum Disorder. Journal of Communication Disorders, 64, 1-17. |
emerging |
| Schechla-Ferris, E. J. (2009). A reliability and validity study of the self-assessment component of the administrator's desktop guide for assistive technology (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3358595) |
emerging |
| Scherer, M. J. (2005). Assessing the benefits of using assistive technologies and other supports for thinking, remembering and learning. Disability and Rehabilitation, 27(13), 731-739. |
emerging |
| Scherer, M. J. (2019). Assistive technology selection to outcome assessment: The benefit of having a service delivery protocol. Disability and Rehabilitation: Assistive Technology, 14(8), 762-763. |
demonstrates a rationale |
| Scherer, M. J., & Glueckauf, R. (2005). Assessing the benefits of assistive technologies for activities and participation. Rehabilitation Psychology, 50(2), 132-141. |
emerging |
| Scherer, M., Jutai, J., Fuhrer, M., Demers, L., & Deruyter, F. (2007). A framework for modelling the selection of assistive technology devices (ATDs). Disability and Rehabilitation: Assistive Technology, 2(1), 1-8. |
demonstrates a rationale |
| Scherer, M., Smith, R. O., & Layton, N. (2019). Committing to assistive technology outcomes and synthesizing practice, research and policy. In N. Layton, & J. Borg, (Eds.), Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume 1 (pp. 196-217). Geneva, Switzerland: World Health Organization. |
demonstrates a rationale |
| Schlosser, R. W., & Koul, R. K. (2015). Speech output technologies in interventions for individuals with autism spectrum disorders: A scoping review. Augmentative and Alternative Communication, 31(4), 285-309. |
emerging |
| Schmitz, M. (2016). The hard thing about soft skills: Practical tips to make identifying, assessing, and teaching these essential skills much easier. Closing the Gap, 35(4), 25-28. |
demonstrates a rationale |
| Schneider, D. (2013). Raising the "cool factor" for U.S. students with print disabilities through digitally accessible books and reading technologies. Closing the Gap, 32(1), 14-15. |
demonstrates a rationale |
| Schreffler, J., Vasquez, E., Chini, J., & James, W. (2019). Universal design for learning in postsecondary STEM education for students with disabilities: A systematic literature review. International Journal of STEM Education, 6(1), 1-10. doi:10.1186/s40594-019-0161-8 |
emerging |
| Scott, S. (2013). iOS Worthy of the hype as assistive technology for visual impairments? A phenomenological study of iOS device use by individuals with visual impairments (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3601339) |
emerging |
| Scriven, L. (2014). Working with speech recognition and people who have visual impairment. Closing the Gap, 32(6), 33-35. |
demonstrates a rationale |
| Scriven, L. (2019). Wearable electronic magnifiers: Pros and cons. Closing the Gap, 38(5), 53-56. |
demonstrates a rationale |
| Scriven, L., & Corgiat, E. (2016a). Part 1: Reading for people who are blind or have a visual impairment: Devices and techniques. Closing the Gap, 34(6), 7-10. |
demonstrates a rationale |
| Scriven, L., & Corgiat, E. (2016b). Part 2: Reading for people who are blind or have a visual impairment: Devices and techniques. Closing the Gap, 35(1), 3-6. |
demonstrates a rationale |
| Segers, K. S. (2014). Assistive technology for students with visual impairments: In-service teacher training and its relationship to student access and usage across academic subject areas (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3617533) |
emerging |
| Segovia, K. (2013). Top ten technology tools to support students in reading. Closing the Gap, 31(6), 10-13. |
demonstrates a rationale |
| Segovia, K., & Houtman, R. (2014). Ramp up and shake up your toolkit for professional development. Closing the Gap, 33(1), 13-15. |
demonstrates a rationale |
| Sennott, S., & Bowker, A. (2009). Autism, AAC, and Proloquo2go. Perspectives on Augmentative and Alternative Communication, 18(4), 137-145. |
demonstrates a rationale |
| Sennott, S., & Bowker, A. (2009). Students + teachers + low cost hardware+ accessible software = change. Closing the Gap, 28(2), 8-10. |
demonstrates a rationale |
| Sennott, S., Cahill, C., Major, S., Nordal, N., Smith-Engelin, C., Rubenstein, C., & Silverman, J. (2008). A writer, a pencil, a reason and a teacher. Closing the Gap, 27(4), 22-25. | demonstrates a rationale |
| Seok, S., DaCosta, B., & Bryant, B. (2016). Dimensions underlying assistive technology (AT) practices and quality of AT outcomes from the perspective of special education professors. Journal of Educational Technology Development and Exchange, 8(2), 23-38. |
emerging |
| Seok, S., DaCosta, B., & Hodges, R. (2018). A systematic review of empirically based universal design for learning: Implementation and effectiveness of universal design in education for students with and without disabilities at the postsecondary level. Open Journal of Social Sciences, 6(5), 171-189. |
emerging |
| Shaheen, N. L., & Lazar, J. (2018). K 12 technology accessibility: The message from state governments. Journal of Special Education Technology, 33(2), 83-97. |
emerging |
| 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. |
demonstrates a rationale |
| Sharpe, M. E. (2010). Assistive technology attrition: Identifying why teachers abandon assistive technologies (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3413620) |
emerging |
| Sheets, A., & Wingate, N. (2018). All aboard! Everyone can learn and communicate! Closing the Gap, 37(5), 23-26. |
demonstrates a rationale |
| Shehieb, W., Nasri, M. O., Mohammed, N., Debsi, O., & Arshad, K. (2018). Intelligent hearing system using assistive technology for hearing-impaired patients. In 2018 IEEE 9th Annual Information Technology, Electronics and Mobile Communication Conference (IEMCON) (pp. 725-729). IEEE. |
demonstrates a rationale |
| Shipe, M. (2019). A qualitative case study of assistive technology use in inclusive education programs in selected central Florida schools (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 27541573) |
emerging |
| Siebra, C., Gouveia, T. B., Macedo, J., da Silva, F. Q., Santos, A. L., Correia, W., ... & Florentin, F. (2017). Toward accessibility with usability: Understanding the requirements of impaired uses in the mobile context. In Proceedings of the 11th International Conference on Ubiquitous Information Management and Communication, Article 6, (pp. 1-8). https://doi.org/10.1145/3022227.3022233 |
emerging |
| Sigafoos, J., Scholosser, R.W., Lancioni, G.E., O Reilly, M.F., Green, V.A., & Singh, N.N. (2014). Assistive technology for people with communication disorders. In G.E. Lancing & N.N. Singh (Eds.), Assistive technologies for people with diverse abilities (pp. 77-112). NY: Springer. |
emerging |
| Silverman, M. K., & Smith, R. O. (2006). Consequential validity of an assistive technology supplement for the School Function Assessment. Assistive Technology, 18(2), 155-165. |
emerging |
| Simms, M. (2011). ARRA funds: How's that working for you? Closing the Gap, 30(1), 9-14. |
demonstrates a rationale |
| Singleton, K. J. G. (2016). Assistive technology: An analysis of secondary level educator's perceptions (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10147614) |
emerging |
| Siu, Y. T., & Morash, V. S. (2014). Teachers of students with visual impairments and their use of assistive technology: Measuring the proficiency of teachers and their identification with a community of practice. Journal of Visual Impairment & Blindness, 108(5), 384-398. |
emerging |
| Skau, L., & Cascella, P. W. (2006). Using assistive technology to foster speech and language skills at home and in preschool. Teaching Exceptional Children, 38(6), 12-17. |
demonstrates a rationale |
| Slater, J. (2009). Building independent work skills in students with ASD. Closing the Gap, 28(5), 25-29. |
demonstrates a rationale |
| Slemrod, T. (2014). Using assistive technology to increase vocabulary acquisition and engagement for students with learning disabilities in the high school science classroom (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3641635) |
emerging |
| Smith Canter, L., King, L. H., Williams, J. B., Metcalf, D., & Potts, K. R. (2017) Evaluating pedagogy and practice of universal design for learning in public schools. Exceptionality Education International, 27(1), 1-16. |
emerging |
| Smith, D. W., & Kelley, P. (2007). A survey of assistive technology and teacher preparation programs for individuals with visual impairments. Journal of Visual Impairment & Blindness, 101(7), 429-433. |
emerging |
| Smith, D. W., & Kelly, S. M. (2014). Assistive technology for students with visual impairments: A research agenda. In International review of research in developmental disabilities. In D.D. Hatton, (Ed.), International Review of Research in Developmental Disabilities, Volume 46, (pp. 23-53). San Diego, CA: Academic Press. |
emerging |
| Smith, D. W., Kelley, P., Maushak, N. J., Griffin-Shirley, N., & Lan, W. Y. (2009). Assistive technology competencies for teachers of students with visual impairments. Journal of Visual Impairment & Blindness, 103(8), 457-469. |
emerging |
| Smith, E. M., Gowran, R. J., Mannan, H., Donnelly, B., Alvarez, L., Bell, D., ... & Jan, Y. K. (2018). Enabling appropriate personnel skill-mix for progressive realization of equitable access to assistive technology. Disability and Rehabilitation: Assistive Technology, 13(5), 445-453. | demonstrates a rationale |
| Smith, F. G. (2012). Analyzing a college course that adheres to the universal design for learning (UDL) framework. Journal of the Scholarship of Teaching and Learning, 31-61. |
emerging |
| Smith, R. O. (2016). The emergence and emergency of assistive technology outcomes research methodology. Assistive Technology Outcomes and Benefits, 10(1), 19-37. |
demonstrates a rationale |
| Smith, R.O., Jansen, C., Seitz, J., & Rust, K.L. (n.d.). ATOMS project technical report: The ICF in the context of assistive technology (AT) interventions and outcomes. Retrieved from http://www.r2d2.uwm.edu/atoms/archive/icf.html | demonstrates a rationale |
| Smith, S. J., & Stahl, W. (2016). Determining the accessibility of K-12 digital materials: Tools for educators. Journal of Special Education Leadership, 29(2), 89-100. |
demonstrates a rationale |
| Smith, S. J., Rao, K., Lowrey, K. A., Gardner, J. E., Moore, E., Coy, K., ... & Wojcik, B. (2019). Recommendations for a national research agenda in UDL: Outcomes from the UDL-IRN preconference on research. Journal of Disability Policy Studies, 30(3), 174-185. |
demonstrates a rationale |
| Smith, S.J. (2008). Addressing consideration in mathematics instruction via technology-based solutions. Closing the Gap, 27(4), 16-20. |
demonstrates a rationale |
| Smith, S.J., & Rowland, A. (2016). Improving technology application through writing instruction: Multi-tasking at its best. Closing the Gap, 35(4), 9-14. |
demonstrates a rationale |
| Smolen, R., & Helland, K. (2016). Strategies for teaching core vocabulary throughout the school day. Closing the Gap, 35(3), 16-19. |
demonstrates a rationale |
| Snider, H., Mason, T., & Dunn, A. (2012). Smart inclusion breaking news. Closing the Gap, 31(1), 10-12. |
demonstrates a rationale |
| Snoek, J. (2013). Bayesian optimization and semiparametric models with applications to assistive technology (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3666317) |
emerging |
| Sobie, R. J. (2006). Electronic government accessibility for people with blindness or low vision who utilize assistive computer technology (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3221659) |
emerging |
| Sokolik, M. (2018). The nexus of accessibility and pedagogy: What every online instructional designer should know. TESL-EJ, 21(4), 1-13. |
demonstrates a rationale |
| Soper, A,, & Lamore, L. (2015). Communicating in the classroom: Making instructional accessible. Closing the Gap, 34(5), 21-27. |
demonstrates a rationale |
| Sorgini, F., Calio, R., Carrozza, M. C., & Oddo, C. M. (2018). Haptic-assistive technologies for audition and vision sensory disabilities. Disability and Rehabilitation: Assistive Technology, 13(4), 394-421. |
demonstrates a rationale |
| Sousa, L. T. (2013). Assistive technology evaluation expertise when matching high-technology devices to students identified with specific learning disabilities (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3623996) |
emerging |
| Spooner, S. (2014). What page, Miss? Enhancing text accessibility with DAISY (Digital Accessible Information SYstem). Journal of Visual Impairment & Blindness, 108(3), 201-211. |
emerging |
| Sreekumar, S., G S, S., & Mathew, B. S. (2019). Advancement to higher communicative functions with transition to iPad app A case report. Disability and Rehabilitation: Assistive Technology, 1-4. |
emerging |
| Stachowiak, J.R. (2011). AT apps for high school and postsecondary students with high incidence disabilities. Closing the Gap, 30(5), 13-16. |
demonstrates a rationale |
| Stachowiak, J.R., & Achrazoglou, J. (2008). ICATER and MAT lab: Implementing innovative assistive technology training in a pre-service teacher education program. Closing the Gap, 27(3), 21-23. |
demonstrates a rationale |
| Stafford, L. (2012). Visual learning tools in the 21st century: The evolution of a solution. Closing the Gap, 30(6), 29-32. |
demonstrates a rationale |
| Stafford, L., Gerke, A., Healy, K., & MacDonald, J. (2014). Technology driving success. Closing the Gap, 33(4), 8-10. |
demonstrates a rationale |
| Stanger, C., Mims, P., Wood, L., & Ahlgrim-Delzell, L. (2016). Supporting literacy achievement for students with intellectual disability and autism through curricular programs that incorporate assistive technology. Assistive Technology Outcomes and Benefits, 10(1), 51-73. |
emerging |
| Stasolla, F., Boccasini, A., Perilli, V., Damiani, R., & Albano, V.(2015). Assistive technology for promoting adaptive skills of children with autism spectrum disorders: A literature overview. International Journal of Psychology and Psychoanalysis, 1. DOI: 10.23937/2572-4037.1510008 |
emerging |
| Stauter, D. W., Prehn, J., Peters, M., Jeffries, L. M., Sylvester, L., Wang, H., & Dionne, C. (2019). Assistive technology for literacy in students with physical disabilities: A systematic review. Journal of Special Education Technology, 34(4), 284-292. |
emerging |
| Steel, E. J. (2019). The duplicity of choice and empowerment: Disability rights diluted in Australia s policies on assistive technology. Societies, 9 article 39, 1-12. |
emerging |
| Steel, E. J., Layton, N. A., Foster, M. M., & Bennett, S. (2014). Challenges of user-centred assistive technology provision in Australia: Shopping without a prescription. Disability and Rehabilitation: Assistive Technology, 11(3), 235-240. |
demonstrates a rationale |
| Stegall, B. (2007). Status of assistive technology use in schools: Who, what, and where (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3255812) |
emerging |
| Stephenson, J. (2015). Teaching schedule use on an iPad to children with developmental disabilities. Journal of Special Education Technology, 30(4), 207-212. |
emerging |
| Stephenson, J., & Limbrick, L. (2015). A review of the use of touch-screen mobile devices by people with developmental disabilities. Journal of Autism and Developmental Disorders, 45(12), 3777-3791. |
emerging |
| Still, K., Rehfeldt, R. A., Whelan, R., May, R., & Dymond, S. (2014). Facilitating requesting skills using high-tech augmentative and alternative communication devices with individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 8(9), 1184-1199. |
moderate |
| Stilwell, V. (2010). Picture planner: Using pictures to make plans. Closing the Gap, 29(2), 23-26. |
demonstrates a rationale |
| Stock, S. E., Davies, D. K., & Wehmeyer, M. L. (2010). Design and evaluation of a computer-animated simulation approach to support vocational social skills training for students and adults with intellectual disabilities. Assistive Technology Outcomes and Benefits, 6(2), 43-56. |
emerging |
| Stokes, E. (2014). The ongoing development of a multimedia gaming module to aid speech, language and communication. In A. Holzinger, M. Ziefle, & C. Rocker, (Eds.), Pervasive health: State-of-the-art and beyond (pp. 255-287). London, UK: Springer. |
emerging |
| Stokes, S.L., & Walser, P. (2012). Navigating the world of technology to meet the learning and behavioral needs of students with autism spectrum disorder. Closing the Gap, 31(1), 17-23. |
demonstrates a rationale |
| Stone, V. I., Lane, J. P., Tomita, M. R., Nobrega, A. R., Flagg, J. L., Leahy, J. A., ... & Usiak, D. J. (2015). Effectively communicating knowledge to assistive technology stakeholders: Three randomized controlled case studies. Assistive Technology Outcomes and Benefits, 9(1), 98-159. |
moderate |
| Stone, V. I., Lockett, M., Usiak, D. J., & Arthanat, S. (2010). Beyond technology transfer: Quality of life impacts from R&D outcomes. Assistive Technology Outcomes and Benefits, 6(1), 87-128. |
emerging |
| Stover, D. L., & Pendegraft, N. (2005). Revisiting computer-aided notetaking: Technological assistive devices for hearing-impaired students. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(2), 94-97. |
emerging |
| Strobel, W., Arthanat, S., Bauer, S., & Flagg, J. (2007). Universal design for learning: Critical need areas for people with learning disabilities. Assistive Technology Outcomes and Benefits, 4(1), 81-98. |
emerging |
| Stumbo, N. J., Martin, J. K., & Hedrick, B. N. (2009). Assistive technology: Impact on education, employment, and independence of individuals with physical disabilities. Journal of Vocational Rehabilitation, 30(2), 99-110. |
emerging |
| Summers, M. P., & Verikios, G. (2018). Assistive technology pricing in Australia: Is it efficient and equitable? Australian Health Review, 42(1), 100-110. |
emerging |
| Supalo, C. A., Kreuter, R. A., Musser, A., Han, J., Briody, E., McArtor, C., ... & Mallouk, T. E. (2006). Seeing chemistry through sound: A submersible audible light sensor for observing chemical reactions for students who are blind or visually impaired. Assistive Technology Outcomes and Benefits, 3(1), 110-116. |
emerging |
| Sween, K., & Krausse, D. (2019). Low-tech to high-tech ways to empower your student to write! Closing the Gap, 38(3), 26-31. |
demonstrates a rationale |
| Sweeney, J. (2011). Acrobat X Pro: A vital addition to your assistive technology toolbox. Closing the Gap, 30(3), 6-9. |
demonstrates a rationale |
| Sydeski, R. T. (2013). A study of special education teachers' knowledge of assistive technology for children with reading difficulties (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3587587) |
emerging |
| Tai, K., Blain, S., & Chau, T. (2008). A review of emerging access technologies for individuals with severe motor impairments. Assistive Technology, 20(4), 204-221. |
emerging |
| Tamakloe, D. E. (2015). Preschool teachers and support staff's experiences in using assistive technology in serving preschool children with disabilities: A case study (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3717496) |
emerging |
| Tamakloe, D., & Agbenyega, J. S. (2017). Exploring preschool teachers' and support staff's use and experiences of assistive technology with children with disabilities. Australasian Journal of Early Childhood, 42(2), 29-36. |
emergng |
| Tamano, Y., & Donnelly, M. (2012). Literacy lab: Comprehensive literacy instruction for beginners of all ages. Closing the Gap, 31(4), 20-23. |
demonstrates a rationale |
| Taylor, T., Allen, J., & Williams, S. (2014). Enhancing augmented communication: From where you are with what you have. Closing the Gap, 33(4), 18-21. |
demonstrates a rationale |
| Temple, C. L. (2006). Successes and barriers: Teachers' perspectives on implementing assistive technology in educational settings (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3208965) |
emerging |
| Tepley, E. (2017). A journey to find the right way to communicate. Closing the Gap, 36(1), 11-14. |
demonstrates a rationale |
| Terrell, M. (2016). Quick guide: Universal design for learning in secondary education. National Technical Assistance Center on Transition. Retrieved from ERIC database. (ED595394) |
demonstrates a rationale |
| Therrien, M. C., & Light, J. (2016). Using the iPad to facilitate interaction between preschool children who use AAC and their peers. Augmentative and Alternative Communication, 32(3), 163-174. |
emerging |
| Therrien, M. C., & Light, J. C. (2018). Promoting peer interaction for preschool children with complex communication needs and autism spectrum disorder. American Journal of Speech-Language Pathology, 27(1), 207-221. |
emerging |
| Thistle, J. J., & Wilkinson, K. M. (2015). Building evidence-based practice in AAC display design for young children: Current practices and future directions. Augmentative and Alternative Communication, 31(2), 124-136. |
emerging |
| Thomas, R., Barker, L., Rubin, G., & Dahlmann Noor, A. (2015). Assistive technology for children and young people with low vision. Cochrane Database of Systematic Reviews, 6, Art. No.: CD011350. DOI: 10.1002/14651858.CD011350.pub2 |
strong |
| Thurlow, M., Tindal, G., Powers, R., Lewis, P., Laitusis, C. C., & Breslin-Larson, J. (2007). Research on AT outcomes and large scale assessments. Assistive Technology Outcomes and Benefits, 4(1), 11-27. |
demonstrates a rationale |
| Tom, S.J. (2014) A comprehensive, UDL-based AT implementation for your school: revisited the journey continues. Closing the Gap, 33(4), 22-27. |
demonstrates a rationale |
| Torrens, G. (2015). An evaluation of the potential order and priority of research methods, design methods and design heuristics within an assistive technology new product development process (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 10175934) |
emerging |
| Torrens, G. E. (2018). The order and priority of research and design method application within an assistive technology new product development process: A summative content analysis of 20 case studies. Disability and Rehabilitation: Assistive Technology, 13(1), 66-77. |
emerging |
| Traina, I., & Hoogerwerf, E. J. (2018). A possible framework for the design of learning programs in assistive technology for people with intellectual disabilities in inclusive educational environments. Psychology and Behavioral Sciences, 7(2), 29-37. |
demonstrates a rationale |
| Tsaousides, T., & Gordon, W. A. (2009). Cognitive rehabilitation following traumatic brain injury: Assessment to treatment. Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine, 76(2), 173-181. |
demonstrates a rationale |
| Tshiswaka, D. I., Clay, S.L., Chiu, C. Y., Alston, R., & Lewis, A. (2016). Assistive technology use by disability type and race: Exploration of a population-based health survey. Disability and Rehabilitation: Assistive Technology, 11(2), 124-132. |
emerging |
| Tuazon, J. R., & Jutai, J. W. (2019). Toward guidelines for reporting assistive technology device outcomes. Disability and Rehabilitation: Assistive Technology, 1-10. https://doi.org/10.1080/17483107.2019.1697384 |
demonstrates a rationae |
| Tucker, D. (2016). Note taking software: Could it be the key to aiding transition? Closing the Gap, 35(3), 9-12. |
demonstrates a rationale |
| Tullman, J., & Nygard, J. (2013). Easy and effective ways to communicate and participate with AAC apps on iDevices. Closing the Gap, 32(5), 9-13. |
demonstrates a rationale |
| Tullman, J., Shields, S., Myers, B., & Kitchen, J. (2014). AAC groups: How to build social competencies. Closing the Gap, 33(5), 22-25. |
demonstrates a rationale |
| Tunstill, S. M. (2006). Leadership that infuses assistive technology into the curriculum for students with mild disabilities: A case study (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3248932) |
emerging |
| Tuwaym, B., Turki, S., & Berry, A. B. (2018). Assistive technology for students with visual impairments: A resource for teachers, parents, and students. Rural Special Education Quarterly, 37(4), 219-227. |
demonstrates a rationale |
| Urdang, A. H. (2011). Assistive technology and inclusive education: Investigating decision-making and implementation in New Jersey schools through surveys and interviews with district directors of special services (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3460722) |
emerging |
| Van Boxtel, J. M., & Sugita, T. (2019). Exploring the implementation of lesson-level UDL principles through an observation protocol. International Journal of Inclusive Education, 1-17. DOI: 10.1080/13603116.2019.1655596 |
emerging |
| van der Meer, L. A., & Rispoli, M. (2010). Communication interventions involving speech-generating devices for children with autism: A review of the literature. Developmental Neurorehabilitation, 13(4), 294-306. |
strong |
| van der Meer, L., Kagohara, D., Achmadi, D., O Reilly, M. F., Lancioni, G. E., Sutherland, D., & Sigafoos, J. (2012). Speech-generating devices versus manual signing for children with developmental disabilities. Research in Developmental Disabilities, 33(5), 1658-1669. |
emerging |
| Van Laarhoven, T., & Laarhoven-Myers, V. (2007). The effectiveness of using a pocket PC as a video modeling and feedback device for individuals with developmental disabilities in vocational settings. Assistive Technology Outcomes and Benefits, 4(1), 28-45. |
emerging |
| Van Laarhoven, T., & Zurita, L. M. (2010b). Using video iPods to teach life skills to individuals with autism spectrum disorder: Background research and creation of video-based materials. Assistive Technology Outcomes and Benefits, 6(2), 18-25. |
demonstrates a rationale |
| Van Laarhoven, T., Chandler, L. K., McNamara, A., & Zurita, L. M. (2010). A comparison of three prompting procedures: Evaluating the effectiveness of photos, AAC, or video-based prompting for teaching cooking skills to young children with developmental disabilities. Assistive Technology Outcomes and Benefits, 6(2), 1-17. |
emerging |
| Van Laarhoven, T., Munk, D. D., Chandler, L. K., Zurita, L., & Lynch, K. (2012). Integrating assistive technology into teacher education programs: Trials, tribulations, and lessons learned. Assistive Technology Outcomes and Benefits, 8(1), 32-47. |
emerging |
| van Niekerk, K., Dada, S., Tonsing, K., & Boshoff, K. (2018). Factors perceived by rehabilitation professionals to influence the provision of assistive technology to children: A systematic review. Physical & Occupational Therapy in Pediatrics, 38(2), 168-189. |
emerging |
| Vasanth, K., Macharla, M., & Varatharajan, R. (2019). A self assistive device for deaf & blind people using IOT. Journal of Medical Systems, 43(4), 88. https://doi-org.ezproxy.lib.uwm.edu/10.1007/s10916-019-1201-0 |
demonstrates a rationale |
| Verma, P., Shimi, S. L., & Chatterji, S. (2014). Design of smart gloves. International Journal of Engineering Research and Technology, 3(11), 210-214. |
demonstrates a rationale |
| Vesel, J. (2015). Signing math and science. Closing the Gap, 34(4), 32-36. |
demonstrates a rationale |
| Vincent, C., Deaudelin, I., & Hotton, M. (2007). Pilot on evaluating social participation following the use of an assistive technology designed to facilitate face-to-face communication between deaf and hearing persons. Technology and Disability, 19(4), 153-167. |
emerging |
| Virga, H. F. (2007). Urban special education teachers' perceptions of assistive technology and its successful integration in the classroom: Linking attainment, importance, and integration (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3263956) |
emerging |
| Waddill, K.M., & Mulvey, M.D. (2018). iOS recipes: Increasing access to educational and leisure apps. Closing the Gap, 37(4), 20-27. |
demonstrates a rationale |
| Wagner, J. B., Kim, M., & Tasse M. J. (2019). Technology tools: Increasing our reach in national surveillance of intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 57(5), 463-475. |
demonstrates a rationale |
| Waite-Lafever, B. (2019). Take NOTES: Supporting emergent writers who use AAC. Closing the Gap, 38(2), 24-28. |
demonstrates a rationale |
| Waitoller, F. R., & King Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366-389. |
demonstrates a rationale |
| Walch, M.K. (2018). Mounting solutions for simple to complex mounting needs. Closing the Gap, 37(4), 3-9. |
demonstrates a rationale |
| Walker, E. (2013). Beyond communication: Using eye gaze technology to access the computer. Closing the Gap, 32(2), 27-29. |
demonstrates a rationale |
| Wallace, J. (2011). Assistive technology funding in the United States. NeuroRehabilitation, 28(3), 295-302. |
emerging |
| Walsh, E., Holloway, J., McCoy, A., & Lydon, H. (2017). Technology-aided interventions for employment skills in adults with autism spectrum disorder: A systematic review. Review Journal of Autism and Developmental Disorders, 4(1), 12-25. |
emerging |
| Wang, L. (2007). Design of an automated book reader as an assistive technology tool for blind persons (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3388205) |
demonstrates a rationale |
| Wang, R., Chen, L. L., & Solheim, I. (2019). Modeling dyslexic students' motivation for enhanced learning in e-learning systems. ACM Transactions on Interactive Intelligent Systems. Retrieved from https://pure.ulster.ac.uk/ws/files/77515044/TiiS_2019_Feb_009.R1.pdf |
emerging |
| Watson, A. H. (2007). The effect of assistive technology devices and services in a public school setting (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3290770) |
emerging |
| Watson, A. H., & Smith, R. O. (2012). Comparison of two school-based assistive technology outcome instruments. Technology and Disability, 24(1), 83-92. |
demonstrates a rationale |
| Wendt, O., Hsu, N., Simon, K., Dienhart, A., & Cain, L. (2019). Effects of an ipad-based speech-generating device infused into instruction with the Picture Exchange Communication System for adolescents and young adults with severe Autism Spectrum Disorder. Behavior Modification, 43(6), 898-932. |
emerging |
| Wescott, T., & Laffan, R. (2017). Rising above disabilities with technology and hope. Closing the Gap, 36(3), 27-30. |
demonstrates a rationale |
| Westby, C., & Washington, K. N. (2017). Using the International Classification of Functioning, Disability and Health in assessment and intervention of school-aged children with language impairments. Language, Speech, and Hearing Services in Schools, 48(3), 137-152. |
demonstrates a rationale |
| Westby, R., & Kelli, B. (2015). If the shoe doesn't fit. Closing the Gap, 34(3), 17-19. |
demonstrates a rationale |
| Whalen, C., Lara-Brady, L.G., Cernich, S., Young, L., Payne, M., & Whiteside, H. (2012). Results of a computer-assisted ABA intervention with children with autism. Closing the Gap, 30(6), 9-11. |
demonstrates a rationale |
| Whetstone, K. W. (2017). Upholding accessibility standards when selecting tech tools. Paper presented at the Annual Meeting of the Association Supporting Computer Users in Education (ASCUE), Myrtle Beach, SC, June 11-15. |
demonstrates rationale |
| White, K.S., Brown, D., & Vold, S. (2015). We are the PODD people. Closing the Gap. 34(5), 28-32. |
demonstrates a rationale |
| Whitmer, B. (2016). Moving beyond the device mentality for AAC. Closing the Gap, 34(6), 21-24. |
demonstrates a rationale |
| Wiazowski, J. (2010). (In)accessible digital textbooks. Closing the Gap, 29(3), 17-22. |
demonstrates a rationale |
| Wild, M. R. (2013). Assistive technology for cognition following brain injury: Guidelines for device and app selection. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 23(2), 49-58. |
demonstrates a rationale |
| Wilford, S. H. (2019). Responsible research and innovation: Using the requirements tool for stakeholder engagement in developing a universal design for learning guidelines for practice. Sustainability, 11(10), 1-16. doi:10.3390/su11102963 |
demonstrates a rationale |
| Wilkinson, K. M., & Hennig, S. (2007). The state of research and practice in augmentative and alternative communication for children with developmental/intellectual disabilities. Mental retardation and developmental disabilities research reviews, 13(1), 58-69. |
demonstrates a rationale |
| Williams, J. M. (2005). Assistive technology has changed the world for people with disabilities. Exceptional Parent, 36(1), 20-30. |
demonstrates a rationale |
| Williams, J. M. (2006). AT advocates tackle attitudes & education towards learning disabilities. Exceptional Parent, 36(12), 39-43. |
demonstrates a rationale |
| Williams, S. (2019). Assistive instructional technology training: Experiences of teachers in an urban district (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 13806792) |
emerging |
| Williamson-Henriques, K. M. (2013). Secondary teachers' perceptions of assistive technology use for students with learning disabilities (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3609608) |
emerging |
| Williamson, T., Kenney, L., Barker, A. T., Cooper, G., Good, T., Healey, J., ... & Ryan, J. (2015). Enhancing public involvement in assistive technology design research. Disability and Rehabilitation: Assistive Technology, 10(3), 258-265. |
emerging |
| Wilson, K. N. (2005). The utilization of assistive technology in support of college students with attention deficit disorder: An exploratory study (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3195937) |
emerging |
| Wittich, W., Jarry, J., Morrice, E., & Johnson, A. (2018). Effectiveness of the Apple iPad as a spot-reading magnifier. Optometry and Vision Science, 95(9), 704-710. |
emerging |
| Wojcik, B. W., Peterson-Karlan, G., Watts, E. H., & Parette, P. (2004). Assistive technology outcomes in a teacher education curriculum. Assistive Technology Outcomes and Benefits, 1(1), 21-32. |
emerging |
| Wollak, B. (2010). Technology supported literacy: Students in an inclusion program e-mail, blog, and twitter. Closing the Gap, 29(1), 15-17. |
demonstrates a rationale |
| Wollak, B. A., & Koppenhaver, D. A. (2011). Developing technology-supported, evidence-based writing instruction for adolescents with significant writing disabilities. Assistive Technology Outcomes and Benefits, 7(1), 1-23. |
emerging |
| Wong, M. E. (2018). Guiding teachers of students with visual impairments to make assistive technology decisions: Preliminary experience using the Wisconsin Assistive Technology Initiative. Support for Learning, 33(4), 429-439. |
emerging |
| Wood, H. B. (2015). Teacher use of assistive technology for students with high incidence disabilities in small rural schools (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3732597) |
emerging |
| Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73-84. |
strong |
| Wren, Y., Harding, S., Goldbart, J., & Roulstone, S. (2018). A systematic review and classification of interventions for speech-sound disorder in preschool children. International Journal of Language & Communication Disorders, 53(3), 446-467. |
strong |
| Wright, J., Marshall-Hayhurst, J., & Godbey, H. (2009). Implementing innovative uses of assistive technology in the classroom. Closing the Gap, 28(2), 19-20. |
demonstrates a rationale |
| Yaagoubi, R., & Edwards, G. (2008). Cognitive design in action: Developing assistive technology for situational awareness for persons who are blind. Disability and Rehabilitation: Assistive Technology, 3(5), 241-252. |
demonstrates a rationale |
| Yao, X. (2011). A personalized virtual environment as a testbed for assistive technologies (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3490739) |
demonstrates a rationale |
| Yergeau, D. (2012). Writing support for every learner. Closing the Gap, 31(4), 27-29. |
demonstrates a rationale |
| Yu, X. (2013). Hybrid radio frequency and video framework for identity-aware augmented perception in disaster management and assistive technologies (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3603178) |
demonstrates a rationale |
| Zabala, J. S., & Carl, D. (2010b). The AIMing for achievement series: What educators and families need to know about accessible instructional materials Part two: Navigating the decision-making process. Closing the Gap, 29(5), 12-15. |
demonstrates a rationale |
| Zabala, J.S., & Carl, D. (2010a). The AIMing for achievement series: What educators and families need to know about accessible instructional materials Part one: Introduction and legal context. Closing the Gap, 29(4), 11-14. |
demonstrates a rationale |
| Zabala, J.S., & Carl, D. (2011). The AIMing for achievement series: What educators and families need to know about accessible instructional materials Part three: AIM support at your fingertips. Closing the Gap, 29(6), 34-36. |
demonstrates a rationale |
| Zahid, A., Krumins, V., & De Witte, L. (2019). The development of innovation sharing platforms for low cost and do-it-yourself assistive technology in low and middle-income countries. In N. Layton, & J. Borg, (Eds.), Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume 2 (pp. 359-376). Geneva, Switzerland: World Health Organization. |
demonstrates a rationale |
| Zalaznick, M. (2019). Universal appeal: How to remove barriers and engage all students in instruction with universal design for learning. District Administration, 55(8), 53-57. |
demonstrates a rationale |
| Zanin, J., & Rance, G. (2016). Functional hearing in the classroom: Assistive listening devices for students with hearing impairment in a mainstream school setting. International Journal of Audiology, 55(12), 723-729. |
emerging |
| Zapf, S. A., Scherer, M. J., Baxter, M. F., & Rintala, D.H. (2016). Validating a measure to assess factors that affect assistive technology use by students with disabilities in elementary and secondary education. Disability and Rehabilitation: Assistive Technology, 11(1), 38-49. |
emerging |
| Zapf, S.A. (2016). Matching assistive technology to the student: An evidence-based assessment process. Closing the Gap, 35(2), 22-26. | demonstrates a rationale |
| Zeagler, C., Gandy, M., & Baker, P. (2018). The assistive wearable: Inclusive by design. Assistive Technology Outcomes and Benefits, 12(1), 11-36. |
demonstrates a rationale |
| Zhou, L., Ajuwon, P. M., Smith, D. W., Griffin-Shirley, N., Parker, A. T., & Okungu, P. (2012). Assistive technology competencies for teachers of students with visual impairments: A national study. Journal of Visual Impairment & Blindness, 106(10), 656-665. |
emerging |
| Zhou, L., Parker, A. T., Smith, D. W., & Griffin-Shirley, N. (2011a). Assistive technology for students with visual impairments: Challenges and needs in teachers preparation programs and practice. Journal of Visual Impairment & Blindness, 105(4), 197-210. |
emerging |
| Zhou, L., Smith, D. W., Parker, A. T., & Griffin-Shirley, N. (2011b). Assistive technology competencies of teachers of students with visual impairments: A comparison of perceptions. Journal of Visual Impairment & Blindness, 105(9), 533-547. |
emerging |
| Zielke, M. A. (2007). Emergent pedagogical agents as assistive technology in creative, collaborative and expansive projects (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3256516) |
emerging |
| Citation | Evidence Level |