---

Table of Contents

Executive Summary

List of Figures

Figure 1 Understanding assistive technology in the context of technology used in schools and society

Figure 2 Comparison of disciplinary relationships and integration

Figure 3 Articles found by disability category

Figure 4 Articles found by AT construct

Figure 5 Quality of evidence as described in educational policy

Figure 6 70 Variables identified as influencing the effectiveness of educational technology

List of Tables

Table 1 Project Parameters

Table 2 Search Constructs

Table 3 Search Results of Key Terms Within the Article Title

Table 4 Documents Included in the Corpus by Country

Table 5 Types of Documents in the Corpus

Table 6 Types of Literature Reviews in the Corpus

Table 7 Publications that Form a Core of AT Literature

Table 8 Evidence Quality

Table 9 Descriptive Evidence Level

Table 10 Golden’s AT Expectancy Figures

Table 11 Number of Documents by Domain

Table 12 Relevant Domains of Potential AT Application by Disability

Table 13 AT Use by Grade Level

Chapter 1: Introduction

1.1 Context: Realising the Potential

1.2 Why are Pupils and Students with Special Educational Needs and Difficulties (SEND) at a Disadvantage?

1.3 What is Assistive Technology (AT)?

1.4 Why is AT Important?

1.5 Additional Information

1.6 References

Chapter 2: Methodology

2.1 Theoretical Framework

2.2 Research Questions

2.3 Scope

2.4 Data Sources

2.5 Search Constructs

2.6 Search Processes

2.7 Limitations of the Study

Chapter 3: What are the Characteristics of the AT Evidence Base?

3.1 Size of the Knowledge Base

3.2 Characteristics of the Corpus

3.3 Literature Scatter

3.4 Quality of Evidence Supporting Assistive Technology Use

3.5 Conclusions: AT Evidence Base

Chapter 4: What is Presently Known about AT Use in Educational Settings?

4.1 Universal Screening: AT Child Find

4.2 Prevalence of AT Use in Education

4.3 What Types of AT Help Which kinds of Disabilities?

4.4 What is Known About AT Use by Pupils and Students with Autism?

4.5 What is Known about AT Use by Pupils and Students Who are Blind and Deaf?

4.6 What is Known about AT Use by Pupils and Students with Hearing Impairments?

4.7 What is Known about AT Use by Pupils and Students with Emotional/Behavioral Disturbance?

4.8 What is Known about AT Use by Pupils and Students with Intellectual Disabilities?

4.9 What is Known about AT Use by Pupils and Students with Physical Disabilities?

4.10 What is Known about AT Use by Pupils and Students with Specific Learning Disabilities?

4.11 What is Known about AT Use by Pupils and Students with Speech, Language, and Communication Needs?

4.12 What is Known about AT Use by Pupils and Students with Traumatic Brain Injury?

4.13 What is Known about AT Use by Pupils and Students with Visual Impairments?

4.14 Are There Differences in AT Use Across Grade Levels?

4.15 Conclusions: AT Use in Educational Settings

Chapter 5: What is Most Effective When it Comes to AT Implementation and Use?

5.1 System Level Variables Impacting Efficacy

5.2 What is Known about the Efficacy of Various AT Service Delivery Models?

5.3 Components Necessary for Succesful AT Implementation

5.4 How Does the Availability, or Lack Thereof, of Accessible Educational Materials (AEM) Influence the Use of AT and Impact the Academic Outcomes?

5.5 Mapping a Path Forward