영문목차

Foreword=xvi

Preface=xix

Acknowledgment=xxix

Section 1. Theories, Concepts, and Laws

Chapter 1. Universal Design for Learning in Today's Diverse Educational Environments : In this chapter, the challenges in accommodating the variety of students in today's diverse learning environments are presented along with the difficulties all students face in learning, not only those with disabilities. The authors present the case that Universal Design for Learning (UDL) can be successfully applied in helping reduce many of the barriers commonly found to access and learning. The authors explore the strides made in creating content that brain-based research supports as a way for not only motivating students to learn, but at the same time provide those with disabilities a means in which to learn that fits their specific needs. Namely, in this chapter, the authors examine and describe UDL to include its history, the framework, and the application of its principles, along with related laws and regulations at the federal level. / Kathleen Bastedo [University of Central Florida, USA] ; Jessica Vargas [Rollins College, USA]=1

Chapter 2. Universal Design for Learning and Assistive Technology : Promising Developments : In this chapter, the authors discuss how the Universal Design for Learning framework provides guidelines that can be leveraged to help educators consider where and how assistive features and technology can be utilized to increase flexibility and choice for students. Ways in which teachers can use the assistive features of commonplace technology tools and software for classroom-based lessons are presented that can give students multiple means of representation, expression, action, and engagement. This is accomplished by presenting three vignettes that illustrate how computer applications and Web-based tools can be used to support diverse students, including students with learning disabilities and struggling learners. Namely, the case studies highlight ways in which educators can use a Web-based book builder that has built-in assistive supports, digital graphic organizer software, and an interactive whiteboard application on a tablet computer. / Brian R. Bryant [University of Texas-Austin, USA] ; Kavita Rao [University of Hawai'i-Mānoa, USA] ; Min Wook Ok [The University of Texas-Austin, USA]=11

Chapter 3. Text-to-Speech Software as Assistive and Mainstream Technology : Transitioning from a Functional to a Socio-Constructivist Approach : In this chapter, the author focuses on reading skills and explicitly presents the case for mainstreaming text-to-speech software for students with reading difficulties in the educational environment through the use of a socio-constructivist approach. The author contends that a purely functional approach for students with assessed specific reading disabilities limits the delivery of text-to-speech software outreach and use. This is because, despite increased consumer involvement with attendant potential to increase student participation and use, the target population of students with reading disabilities is typically defined in the context of human function. By transitioning to a socio-constructivist approach, the author presents the case that there is greater potential to assist a larger number of students. / Fiona S. Baker [Emirates College for Advanced Education, UAE]=27

Chapter 4. Helping Struggling Writers : Assistive Technology as Part of Intervention Programming : In this chapter, the author discusses the challenges that today's students face while providing solutions and recommendations from the perspective of Assistive Technology (AT). The author begins the chapter by providing a brief overview, defining AT ; he helps to put the state of writing skills in context by presenting what recent U.S. and international writing assessment results indicate ; he continues with a discussion focused on the characteristics of struggling writers ; finally, he explains how AT can be used effectively to help these students improve and manage the complex and interdependent task of creating prose, story in particular. Key examples of AT services discussed include self-regulated strategy development and mnemonic strategies. The author also reviews his own research focused on story writing and how integral AT is to helping struggling writers. Finally, the need for students' pre-requisite practice with AT is also emphasized. / Michael Dunn [Washington State University-Vancouver, USA]=44

Chapter 5. Ecological Perspectives Surrounding the Design of Self-Determination-Enhanced Problem-Based Learning as a Formative Intervention for Students with Disabilities in Inclusive Settings : In this chapter, the authors focus on ecological perspectives surrounding the design of self-determination-enhanced Problem-Based Learning (PBL). The authors present a PBL conceptual framework that can be leveraged in the implementation of the skills needed for the 21st-century, specifically self-determination for students with disabilities in inclusive settings. The framework is built upon an extensive research synthesis of the principles behind PBL instructional design with an emphasis on special education. Findings of the research synthesis revealed the relationships between self-determination learning and PBL. A collaborative learning model―SHARE : Structure, Hypothesis, Analysis, Research, and Evaluation―is proposed as a positive intervention in implementing PBL. Overall, the research synthesis points to a trend whereby technology-enhanced PBL is practiced with students with disabilities in inclusive settings and teacher education programs. / Soohnwa Seok [Korea University, South Korea] ; Boaventura DaCosta [Solers Research Group, USA] ; Woo Kim [Ja Hae Special School, Korea]=57

Chapter 6. Technology and Disability Laws, Regulations, and Rights : In this chapter, the author offers a broad overview of federal civil rights laws that ensure equal opportunity and fair treatment to people with disabilities. Although great strides have been made to make information about federal civil rights laws and regulations transparent and freely available to everyone, particularly with the ease of information dissemination on the Internet, the abundance of information available today can also be overwhelming. This is especially true given the complexity of some of these laws and regulations and the subtle differences in the manner in which states operate programs and offer services. Since some of these laws and regulations bring with them a wide range of rights and services, some of which translate to entitlements in the form of assistive technology services and devices, it is imperative that those with disabilities, their family members, and individuals who support people with disabilities become familiar with these various laws and regulations. / Carolyn Kinsell [Solers Research Group, USA]=75

Section 2. Software, Devices, and Games

Chapter 7. The Changing Face of Assistive Technology : From PC to Mobile to Cloud Computing : In this chapter, the author presents the powerful effect Assistive Technology (AT) has had on people with disabilities, particularly in the areas of reading, writing, communicating, and accessing information. The author notes that one of the roadblocks for use has always been the expense of AT. Advancements in computing and mobile technology, however, are making some technology more readily available, accessible, and cost-effective for people with disabilities. Using this line of thinking, the author presents accessible technologies, discussed in terms of mobile, personal computer, and cloud computing, that have or are quickly becoming part of the mainstream and every day, but which have already shown, or have the potential, to be incredibly helpful to those with disabilities, in particular those who have visual and hearing impairments. / James R. Stachowiak [University of Iowa, USA]=90

Chapter 8. A Step toward Assistive Technology Evidence-Based Practices : Latent Dimensions of Information and Communication Technology : In this chapter, the authors discuss the importance of Assistive Technology (AT) but from the perspective of Information and Communication Technology (ICT) and the need for validation research that contributes to AT evidence-based practices. The authors present the findings of a study aimed to identify latent dimensions of ICT that can serve as the basis for the eventual development of a standardized instrument for ICT assessment and selection in the context of AT. The ICT preferences and practices of 1,258 postsecondary students across 7 major universities were examined. A confirmatory factor analysis within the framework of structure equation modeling revealed the 5 latent dimensions : communicating, socializing, downloading and sharing, gaming, and learning. These dimensions, examined in the context of age, gender, and income, further revealed that these demographics, as sole determinants of ICT usage, are not supported. Noteworthy findings were also found with regard to participants' preferences for ICT to include a tendency to text over all other technologies. / Boaventura DaCosta [Solers Research Group, USA] ; Soohnwa Seok [Korea University, South Korea]=99

Chapter 9. A Phatic Approach to Assistive and Augmentative Communications Vocabularies : In this chapter, the author presents the tools being developed to help remedy the challenges facing users of Augmentative Communications (AAC) systems and the "phatic" approach on which these tools are based. Namely, the author explains these users sometimes have difficulty participating in conversation outside of a script they already know, repairing a derailed conversation, or engaging in the quick and varied banter demanded of many social situations. Although the intent of this chapter is not to advocate for the replacement of standard AAC vocabularies, it does show how phatic vocabularies, through the use of tools and devices, can be successfully used to enhance a user's language development, particularly social language and social development, by creating vocabularies that encourage a user to engage in social settings. / Benjamin Slotznick [Point-and-Read, Inc., USA]=127

Chapter 10. Social Skills Development for Children with Autism Spectrum Disorders through the Use of Interactive Storytelling Games : In this chapter, the authors discuss the potential that video games have in assisting children with autism spectrum disorders in the development of social skills. The importance of storytelling is discussed in the context of video games in part based on the role story plays in human development from early childhood. There is research to suggest, for instance, that storytelling in video games can be beneficial because it can be used to help players identify with characters and their goals, creating a greater sense of immersion, positive feelings, and more physiological arousal. The authors articulate that the use of computers and video games, combined with more traditional storytelling, may serve as hopeful tools for motivating and engaging students as well as promoting learning. The authors also propose a conceptual model that may be used to guide such an effort. / Sukun Jin [Konkuk University, South Korea] ; Boaventura DaCosta [Solers Research Group, USA] ; Soohnwa Seok [Korea University, South Korea]=144

Chapter 11. Simulation Games as Interventions in the Promotion of Social Skills Development among Children with Autism Spectrum Disorders : In this chapter, the authors discuss use of video games in promoting social skills development for children with autism spectrum disorders, building upon the line of thinking in chapter 10 but narrowing the focus from the general application of video games to that of simulation-based games. The authors present the characteristics of this video game genre that help make this technology particularly attractive in education, especially as an intervention for social skills development. The authors also discuss the pivotal storytelling component contributing to the successful development of simulation-based games in an instructional context. This includes a discussion on the importance of immersion and motivation. This chapter is intended to be viewed as a call for researchers and practitioners who see potential in game technology to push for practical examples that can be shared as to how such games can be used to help mitigate the many challenges experienced by these children. / Carolyn Kinsell [Solers Research Group, USA] ; Boaventura DaCosta [Solers Research Group, USA] ; Angelique Nasah [Solers Research Group, USA]=160

Section 3. Implementation, Assessment, and Evaluation

Chapter 12. From Barriers to Beginnings : New Media as Assistive Technology : In this chapter, the author introduces the shifting and dynamic barriers that make the implementation of new media a challenge, while at the same time illuminating convergences between the goal of new media and Assistive Technology (AT). While the author explicitly concentrates on opportunities within the classroom, educators can also employ the guidelines outlined generally in out-of-school contexts. Barriers discussed by the author include electronic curb cuts and aggressive Internet filters. After discussing such barriers, solutions, including some classroom protocols and a list of resources, are shared to help educators evaluate new media as well as in the integration of new and old media as AT. / Aubry Threlkeld [Harvard University, USA]=183

Chapter 13. Teacher Education and Principles of Effective Assistive Technology Implementation : In this chapter, the authors maintain that effective implementation of Assistive Technology (AT) is transformative for educator practice and student learning outcomes. Educators who embrace this effort are faced with a set of challenges that are not found in typical technology integration efforts, and in order to successfully and deeply integrate technology into instruction and learning, a change in pedagogy must be made. The authors, therefore, identify the unaddressed perspectives that impede technology implementation in diverse learning environments. First, a brief discussion on special education law and AT is provided. Next, foundations of AT and effective implementation strategies at the classroom level are discussed. The process by which educators can be supported in integrating technology tools into learning tasks is reviewed. This includes the presentation of a matrix that connects student-learning tasks with technology tools common to every classroom. Systemic implementation issues and strategies for success are also shared. / Jennifer Courduff [Azusa Pacific University, USA] ; Amy Duncan [Claremont Graduate University, USA & California State University-San Bernardino, USA] ; Joanne Gilbreath [Azusa Pacific University, USA]=192

Chapter 14. Engaging in Play through Assistive Technology : Closing Gaps in Research and Practice for Infants and Toddlers with Disabilities : In this chapter, the author discusses the challenges facing those who wish to effectively implement Assistive Technology (AT) but from the perspective of infants and toddlers. This chapter first discusses the importance of play and then draws attention to some issues and tensions that limit play and AT in early intervention for infants and toddlers with special needs. The criticality of exploring the potential of play for infants and toddlers with disabilities is then discussed by presenting research on the subject and offering practice-based suggestions. The author makes submission for some easily applied practical solutions for providers and parents and discusses some of the tensions that currently limit the provision of AT and services for infants and toddlers. Finally, thoughts are presented for the future of AT through research, early intervention play-based practices, and on-going education and development of early intervention providers and parents of infants and toddlers with special needs. / Fiona S. Baker [Emirates College for Advanced Education, UAE]=207

Chapter 15. Creating Protective Barriers for Students with Disabilities in E-Learning Environments : In this chapter, the author presents two disparaging barriers facing people with disabilities : difficulties endured in securing permanent employment and obstacles in obtaining a quality education. In presenting barriers to employment, the significance of culture is discussed. This includes a discussion on the values and assumptions held by organizations and the societal changes that must occur if people with disabilities are to be given the same opportunities toward employment as those without disabilities. In presenting the barriers to education, the important role that academic institutions play in preparing people with disabilities for the workforce is discussed. This discussion is followed by the challenges facing not only learners with disabilities but also the challenges facing educational professionals in today's technologically rich online learning environment. This chapter ends by the author discussing the creation of strategies to erode the barriers commonly found in course design and how to empower students with disabilities with strategic tools. / Bob Barrett [American Public University, USA]=222

Chapter 16. Assistive Technology and Distance Learning : Making Content Accessible : In this chapter, the authors focus exclusively on online learning, specifically distance learning courses and the benefits they can provide to people with disabilities. Through the exploration of current research and trends, the authors review Learning Management Systems (LMS), learner interaction styles and tools, and methods to design accessible course materials. The authors provide educators with not only a working vocabulary but also strategies and implementation methods for ensuring accessible content in online learning. Specifically, the authors investigate the types of interactions in distance learning, identify the distance learner and their technological needs, distinguish between two classifications of LMS (i.e., open vs. closed or proprietary), recognize the features of learning managements systems that incorporate accessible design, identify the laws related to accessibility of distance learning materials in K-12 and higher education, and most importantly, offer accessibility best practices to the creation of distance learning course materials. / Kathleen Bastedo [University of Central Florida, USA] ; Jessica Vargas [Rollins College, USA]=233

Chapter 17. A 15 Factor and 157 Item Checklist for Assessing Website Usability and Accessibility : In this chapter, the authors offer a checklist comprised of 15 factors and 157 items rooted in cognitive psychology, instructional design, computer science, but most importantly, human-computer interface study. The authors contend that instruments to help assess and measure the usability of websites are vital in ensuring that websites not only meet their intended purpose but are also usable and accessible. The checklist offered in this chapter has been extensively used and matured over a number of years in assessing the usability and accessibility of website design for clients in the private and public sectors as well as government. Although the checklist should in no way be considered exhaustive, it should be viewed as a practical starting point, which can be augmented to meet the specific needs of companies, organizations, and individuals in their website assessment efforts. / Carolyn Kinsell [Solers Research Group, USA] ; Boaventura DaCosta [Solers Research Group, USA]=252

Compilation of References=277

About the Contributors=306

Index=311