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Facilitating Student Achievement with Assistive Technology

Howard P. Parette and George R. Peterson-Karlan
Education and Training in Developmental Disabilities
Vol. 42, No. 4, Special Conference Issue Research to Practice (December 2007), pp. 387-397
Stable URL: http://www.jstor.org/stable/23879844
Page Count: 11
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Facilitating Student Achievement with Assistive Technology
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Abstract

This article discusses an evolving understanding of the relationship of assistive technology (AT) to student achievement. Clarifying the compensatory nature of AT and its role in creating a 'floor of opportunity' for students with disabilities, the authors then emphasize the importance of AT for access to and productivity within both the life skills and academic curricula. The distinction between AT, instructional technology, and universal design for learning (UDL) is clarified. Emphasis is then placed on three distinct aspects of the educational process for students with developmental disabilities in which the 'consideration' of AT is involved. These include IEP development, including placement alternatives; instructional interventions; and student progress monitoring. A statement is then made regarding the outcomes of AT interventions-student achievement in the academic and life skills curricula as evidenced by district- or state-wide measures of student progress.

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