Show simple item record

dc.contributor.advisorCimbricz, Sandra
dc.contributor.authorCoulon, Katie
dc.date.accessioned2021-09-07T21:57:56Z
dc.date.available2021-09-07T21:57:56Z
dc.date.issued12/1/2015
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5834
dc.description.abstractThis analytical review explores the impact of assistive technology (AT) on academic achievement for students with physical, intellectual, and developmental disabilities in pre-K to 12 th -grade classrooms. Extant scholarly literature from 2010 to 2015 is examined in this analytical review. Findings indicate that when students with physical, intellectual, and developmental disabilities use AT such as iPads®, software, speech generators, electronic notebooks, and computer-assisted instruction, there was an increase in academic achievement (e.g. spelling or writing skills) and an increase in student engagement. AT may be effective for one student; however, it may not be effective for another student with the same disability. When making decisions about AT in the classroom, teachers must consider the unique, individual needs of students.
dc.subjectAssistive Technology
dc.subjectStudents With Disabilities
dc.subjectSpecial Education
dc.subjectiPads
dc.titleExploring the Impact of Assistive Technologies in the Classroom for Students with Disabilities
dc.typethesis
refterms.dateFOA2021-09-07T21:57:56Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


Files in this item

Thumbnail
Name:
ehd_theses/613/fulltext (1).pdf
Size:
314.6Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record