Assistive technology in the classroom: enhancing the school experiences of students with disabilities
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XX, 362 S. Ill. |
| ISBN: | 9780131390409 0131390406 |
Internformat
MARC
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| 100 | 1 | |a Dell, Amy G. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Assistive technology in the classroom |b enhancing the school experiences of students with disabilities |c Amy G. Dell, Deborah A. Newton, Jerry G. Petroff |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2012 | |
| 300 | |a XX, 362 S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Educational technology |z United States | |
| 650 | 4 | |a Students with disabilities |z United States | |
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Datensatz im Suchindex
| _version_ | 1804148613036638208 |
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BRIEF CONTENTS
PART 1 BENEFITS OF COMPUTER USE IN SPECIAL EDUCATION 1
CHAPTER 1 CHAPTER 2
CHAPTER 3
CHAPTER 4
CHAPTER 5
CHAPTER 6
INTRODUCTION TO ASSISTIVE TECHNOLOGY 3
ASSISTIVE TECHNOLOGY TO SUPPORT WRITING 23
ASSISTIVE TECHNOLOGY TO SUPPORT READING 58
TECHNOLOGY TO SUPPORT UNIVERSAL DESIGN FOR LEARNING (UDLL AND
DIFFERENTIATED INSTRUCTION 95
COMPUTERS AND THE INTERNETTO TEACH MATH 117
ASSISTIVE TECHNOLOGY TO ENHANCE COMMUNICATION 139
XII
PART 2 ACCESS TO COMPUTERS 161
CHAPTER 7 PROVIDING ACCESS TO COMPUTERS: USING WHAT YOU HAVE 163 CHAPTER
8 ASSISTIVE TECHNOLOGY FOR COMPUTER ACCESS 175
CHAPTER 9 ISSUES IN SELECTION OF ACCESS METHOD(S) 208
PART 3 AUGMENTATIVE COMMUNICATION 229
CHAPTER 10 SELECTING AND DESIGNING A STUDENT S AUGMENTATIVE
COMMUNICATION SYSTEM 231
CHAPTER 11 ASSISTIVE TECHNOLOGY APPROACHES TO TEACHING EARLY
COMMUNICATION AND EMERGENT LITERACY 259
CHAPTER 12 INTEGRATING AUGMENTATIVE COMMUNICATION IN THE CLASSROOM,HOME,
AND COMMUNITY 280
PART 4 MAKING IT HAPPEN 303
CHAPTER 13 IMPLEMENTATION OF ASSISTIVE TECHNOLOGY IN SCHOOLS 305 CHAPTER
14 IMPLEMENTATION OF ASSISTIVE TECHNOLOGY IN TRANSITION PLANNING 324
INDEX 348
IMAGE 2
CONTENTS
PART 1 BENEFITS OF COMPUTER USE IN SPECIAL EDUCATION 1
CHAPTER 1: INTRODUCTIONTO ASSISTIVETECHNOLOGY 3 FOCUS OUESTIONS 3
INTRODUCTION 3
WHAT IS ASSISTIVE TECHNOLOGY? 4
RELATED TERMS 7
THE LEGAL BASIS FOR ASSISTIVE TECHNOLOGY 7
INDIVIDUALS WITH DISABILITIES EDUCATION ACT 7
SECTION 504 OF THE REHABILITATION ACT OF 1973 8
AMERICANS WITH DISABILITIES ACT 9
BRIEF HISTORY OF ASSISTIVE TECHNOLOGY 10
ASSISTIVE TECHNOLOGY DECISION-MAKING PROCESS 13
UNIVERSAL DESIGN 14
UNIVERSAL DESIGN FOR LEARNING 16
A NOTE ON TERMINOLOGY 17
CONCLUSION 18
SUMMARY 18
WEB RESOURCES 19
SUGGESTED ACTIVITIES 20
CHAPTER 2: ASSISTIVETECHNOLOGYTO SUPPORTWRITING 23
FOCUS OUESTIONS 23 INTRODUCTION 23
PROBLEMS THAT STUDENTS WITH DISABILITIES HAVE WITH WRITING 24
TECHNOLOGY TOOLS THAT SUPPORT THE WRITING PROCESS 26
PREWRITING: GRAPHIE ORGANIZERS 26
DRAFTING 28
REVIEWING 37
EDITING 39
SHARING OR PUBLISHING 42
TECHNOLOGY TOOLS THAT SUPPORT NOTE TAKING 44
PORTABLE WARD PROCESSARS 46
SMARTPEN 47
XIII
IMAGE 3
XIV CONTENTS
PORTABLE BRAILLE NOTE TAKERS 48
CAPTURING DEVICES 48
NOTE-TAKING SERVICES FOR DEAF/HARD OF HEARING STUDENTS 48
TECHNOLOGY ALONE WILL NOT IMPROVE STUDENTS WRITING 49
INSTRUCTION ON THE WRITING PROCESS 50
INSTRUCTION ON TECHNOLOGY TOOLS FOR WRITING 50
PUTTING IT ALL TOGETHER 51
SUMMARY 52
WEB RESOURCES 52
SUGGESTED ACTIVITIES 55
CHAPTER 3: ASSISTIVETECHNOLOGYTO SUPPORTREADING 58
FOCUS OUESTIONS 58
INTRODUCTION 58
WHAT WE KNOW ABOUT TEACHING CHILDREN TO READ: EVIDENCED-BASED STRATEGIES
59
FINDINGS OF THE NRP: TOPIC AREAS 59
READING PROBLEMS IN STUDENTS WITH DISABILITIES 60
HOW TECHNOLOGY CAN ADDRESS THESE PROBLEMS 60
LEARNING TO READ: THE COMPUTER AS AREMEDIATION TOOL 60
READING TO LEARN: THE COMPUTER AS A COMPENSATION TOOL 67
TECHNOLOGY TOOLS TO ACCESS ALTERNATE FORMATS 72
ALM NAVIGATOR 78
BLIO EREADER 79
DECISION MAKING: INSTRUCTIONAL TOOL OR COMPENSATORY TOOL? 86
SUMMARY 88
WEB RESOURCES 89
SUGGESTED ACTIVITIES 92
CHAPTER 4: TECHNOLOGYTO SUPPORTUNIVERSALDESIGNFOR LEARNING(UDL) AND
DIFFERENTIATEDINSTRUCTION 95
FOCUS OUESTIONS 95 INTRODUCTION 95
UDL PRINCIPLE 1: MULTIPLE MEANS OF REPRESENTATION 96
PROVIDE MULTIPLE MEANS OF REPRESENTATION 96
WHAT MULTIPLE MEANS OF REPRESENTATION LOOKS LIKE IN A CLASSROOM 98
UDL PRINCIPLE 2: MULTIPLE MEANS OF ACTION AND EXPRESSION 99
PROVIDE MULTIPLE MEANS OF ACTION AND EXPRESSION 99
IMAGE 4
CONTENTS XV
WHAT MULTIPLE MEANS OF ACTION AND EXPRESSION LOOK LIKE IN A
CLASSROOM 101
UDL PRINCIPLE 3: MULTIPLE MEANS OF ENGAGEMENT 104
PROVIDE MULTIPLE MEANS OF ENGAGEMENT 104
WHAT MULTIPLE MEANS OF ENGAGEMENT LOOKS LIKE IN A CLASSROOM 104
WEB ACCESSIBILITY 109
SUMMARY 112
WEB RESOURCES 113
SUGGESTED ACTIVITIES 115
CHAPTER5: COMPUTERS ANDTHE INTERNETTO TEACH MATH 117
FOCUS OUESTIONS 117
INTRODUCTION 117
ADDRESSING THE NEEDS OF STUDENTS WITH DISABILITIES 118
DESIRABLE FEATURES OF EDUCATIONAL APPLICATIONS 118
SELECTING EDUCATIONAL APPLICATIONS: FOCUS ON MATH 122
AUTOMATICITY AND FLUENCY 122
VISUAL-SPATIAL OR MOTOR CONTROL DIFFICULTIES 125
MATH CONCEPTS, SKILLS, AND PROBLEM SOLVING 130
SUMMARY 135
WEB RESOURCES 135
SUGGESTED ACTIVITIES 137
CHAPTER6: ASSISTIVETECHNOLOGYTO ENHANCECOMMUNICATION 139
FOCUS OUESTIONS 139 INTRODUCTION 139
THE IMPORTANCE OF COMMUNICATION-PART 1 139
PROBLEMS STUDENTS WHO ARE DEAF OR HARD OF HEARING HAVE WITH
COMMUNICATION 140
COMMUNICATION PROBLEMS IN SCHOOL 140
TECHNOLOGY TOOLS THAT ADDRESS COMMUNICATION PROBLEMS FOR STUDENTS WHO
ARE DEAF OR HARD OF HEARING 142
HEARING LECTURES WITH ASSISTIVE LISTENING DEVICES 142
TYPES OF ASSISTIVE LISTENING DEVICES 144
INTERACTING WITH TEACHERS AND PEERS OUTSIDE CLASS 148
THE IMPORTANCE OF COMMUNICATION-PART 2 148
PROBLEMS STUDENTS WITH PHYSICAL DISABILITIES OR AUTISM HAVE WITH
COMMUNICATION 148
PROBLEMS RESULTING FROM COMMUNICATION PROBLEMS 149
IMAGE 5
XVI CONTENTS
TECHNOLOGY TOOLS THAT ADDRESS COMMUNICATION PROBLEMS
FOR STUDENTS WHO CANNOT SPEAK: AUGMENTATIVE COMMUNICATION 150
SUMMARY 156
WEB RESOURCES 157
SUGGESTED ACTIVITIES 158
PART 2: ACCESS TO COMPUTERS 161
CHAPTER 7: PROVIDINGACCESSTO COMPUTERS: USING WHAT VOU HAVE 163 FOCUS
QUESTIONS 163 INTRODUCTION 163
UNIVERSAL DESIGN 164
FLEXIBILITY IN USE 164
ACCESSIBILITY FEATURES FOR USERS WITH DISABILITIES 168
KEYBOARD MODIFICATIONS AND MOUSE CONTROL 168
MODIFICATIONS FOR STUDENTS WITH SENSORY IMPAIRMENTS 171
SUMMARY 172
WEB RESOURCES 173
SUGGESTED ACTIVITIES 173
CHAPTER 8: ASSISTIVETECHNOLOGYTOR COMPUTERACCESS 175
FOCUS QUESTIONS 175 INTRODUCTION 175
LOW-TECH ADAPTATIONS FOR COMPUTER USE 175
KEYBOARD LABELS 176
SELECTING/POINTING DEVICES 177
KEYGUARDS 178
MOISTURE GUARDS 178
ALTERNATE INPUT: MOUSE ALTERNATIVES 178
TRACKBALLS 179
JOYSTICKS 181
TOUCH SCREENS 182
HEAD-POINTING SYSTEMS 182
EYE-GAZE SYSTEM 183
ALTERNATE INPUT: ALTERNATIVE KEYBOARDS 185
EXPANDED KEYBOARDS 185
MINI-KEYBOARDS 186
IMAGE 6
ONE-HANDED KEYBOARDS 187
ON-SCREEN KEYBOARDS 189
CUSTOMIZABLE KEYBOARDS 189
SINGLE SWITCHES FOR SCANNING AND MORSE CODE 191
SPEECH RECOGNITION 197
ALTERNATIVE OUTPUT OPTIONS 201
SCREEN MAGNIFICATION 201
SCREEN READERS 203
REFRESHABLE BRAILLE 203
BRAILLE EMBOSSERS 204
SUMMARY 204
WEB RESOURCES 205
SUGGESTED ACTIVITIES 206
CHAPTER 9: ISSUESIN SELEETION 01 AEEESSMETHOD(S) 208
FOCUS QUESTIONS 208 INTRODUCTION 208
CONSIDERATION OF ASSISTIVE TECHNOLOGY DURING IEP DEVELOPMENT 209
HALLMARKS OF EXEMPLARY ASSISTIVE TECHNOLOGY DECISION MAKING AND
ASSESSMENT 210
USE OF A TEAM APPROACH IN ASSISTIVE TECHNOLOGY ASSESSMENT 210
FOCUS ON STUDENT NEEDS AND ABILITIES 212
EXAMINATION OF TASKS TO BE COMPLETED 213
CONSIDERATION OF RELEVANT ENVIRONMENTALLSSUES 213
TRIAL USE OF ASSISTIVE TECHNOLOGY 214
PROVIDING NECESSARY SUPPORTS 215
VIEWING ASSESSMENT AS AN ONGOING PROCESS 216
RESOURCES TO GUIDE ASSISTIVE TECHNOLOGY CONSIDERATION AND ASSESSMENT 217
QUALITY INDICATORS FOR ASSESSMENT OF ASSISTIVE TECHNOLOGY NEEDS 217
ASSISTIVE TECHNOLOGY DECISION-MAKING GUIDES 218
EDUCATION TECH POINTS FOR ASSISTIVE TECHNOLOGY PLANNING 219
SETT FRAMEWORK 221
SUMMARY 224
WEB RESOURCES 225
SUGGESTED ACTIVITIES 226
CONTENTS XVII
IMAGE 7
XVIII CONTENTS
PART 3: AUGMENTATIVE COMMUNICATION 229
CHAPTER 10: SELECTINGAND DESIGNINGA STUDENT SAUGMENTATIVECOMMUNICATION
SYSTEM 231
FOCUS OUESTIONS 231 INTRODUCTION 231
CONSIDERATIONS IN SYSTEM SELECTION AND DESIGN 235
MYTHS AND REALITIES 235
WHO SHOULD ASSESS? COLLABORATIVE TEAM ASSESSMENT APPROACH 236
HOW SHOULD THE TEAM ASSESS? FEATURES OF THE COLLABORATIVE ASSESSMENT
PROCESS 237
FEATURES OF THE PROCESS OF SELECTING AUGMENTATIVE COMMUNICATION SYSTEMS
238
WHAT COMPONENTS MUST BE IDENTIFIED? SYMBOLS, VOCABULARY, AND ACCESS
METHOD 238
EVALUATING THE EFFICIENCY AND EFFECTIVENESS OF A STUDENT S AUGMENTATIVE
COMMUNICATION SYSTEM 254
SUMMARY 254
WEB RESOURCES 255
SUGGESTED ACTIVITIES 256
CHAPTER 11: ASSISTIVETECHNOLOGYAPPROACHESTO TEACHINGEARLYCOMMUNICATION
AND EMERGENTLITERACY 259 FOCUS OUESTIONS 259
INTRODUCTION 259
WHAT IS COMMUNICATION? 260
HOW DO COMMUNICATION AND LANGUAGE DEVELOP? 261
WHAT FACTORS PROMOTE COMMUNICATION AND LANGUAGE DEVELOPMENT? 262
PROBLEMS STUDENTS WITH DISABILITIES HAVE WITH EARLY COMMUNICATION
DEVELOPMENT 263
TECHNOLOGY TOOLS THAT SUPPORT EARLY COMMUNICATION DEVELOPMENT 264
TYPES OF SWITCHES TO PROMOTE EARLY COMMUNICATION 266
DETERMINING THE USE OF SWITCHES FOR EARLY COMMUNICATION 268
EXAMPLES OF SWITCH TECHNOLOGY FOR EARLY COMMUNICATION IN THE CLASSROOM
270
EMERGENT LITERACY 270
IMAGE 8
SUMMARY 276
WEB RESOURCES 276
SUGGESTED ACTIVITIES 277
CHAPTER 12: INTEGRATINGAUGRNENTATIVECORNRNUNICATION IN THE CLASSROORN,
HORNE, AND CORNRNUNITY 280 FOCUS OUESTIONS 280
INTRODUCTION 280
SUPPORTIVE ENVIRONMENTS FOR AUGMENTATIVE COMMUNICATION USERS: THE
TEACHER S ROLE 281
CURRICULUM ISSUES 281
ONGOING SKILL DEVELOPMENT IN COMMUNICATION 281
IMPORTANCE OF MONITORING COMMUNICATION DEVELOPMENT 284
IMPORTANCE OF SELECTING APPROPRIATE VOCABULARY 285
USE OF PEERS AS COMMUNICATION FACILITATORS 286
OTHER STRATEGIES 289
NEED FOR TEACHER TRAINING 289
NOT EVERYTHING IS HIGH TECH 291
INFUSING COMMUNICATION DEVELOPMENT WITHIN THE IEP 291
TRANSITION FROM SCHOOL TO SCHOOL AND TEACHER TO TEACHER 293
HOME AND COMMUNITY USE 293
USING AUGMENTATIVE COMMUNICATION IN THE COMMUNITY 294
AUGMENTATIVE COMMUNICATION RESOURCES FOR TEACHERS 295
SUMMARY 298
WEB RESOURCES 299
SUGGESTED ACTIVITIES 300
PART4: MAKING IT HAPPEN 303
CHAPTER 13: IRNPLERNENTATION 01 ASSISTIVETECHNOLOGYIN SCHOOLS 305 FOCUS
OUESTIONS 305 INTRODUCTION 305
LEGAL BASIS FOR ASSISTIVE TECHNOLOGY 305
INTEGRATING ASSISTIVE TECHNOLOGY INTO THE IEP 306
SPECIALLY DESIGNED INSTRUCTION 306
SUPPLEMENTARY AIDS AND SERVICES AND RELATED SERVICES 307
CRITICALLSSUES IN ASSISTIVE TECHNOLOGY IMPLEMENTATION 309
THE DIGITAL DIVIDE 309
CULTURE 310
CONTENTS XIX
IMAGE 9
XX CONTENTS
ASSISTIVE TECHNOLOGY CONSIDERATION MISUNDERSTOOD 312
EDUCATIONAL PROFESSIONALS LACK OF KNOWLEDGE AND SKILLS 312
INFORMATION TECHNOLOGY POLICIES 313
FUNDING 315
IMPLEMENTING ASSISTIVE TECHNOLOGY RECOMMENDATIONS 318
SUMMARY 320
WEB RESOURCES 321
SUGGESTED ACTIVITIES 322
CHAPTER 14: IMPLEMENTATIONOF ASSISTIVETECHNOLOGYIN TRANSITIONPLANNING
324
FOCUS QUESTIONS 324
PREPARATION FOR TRANSITION FROM HIGH SCHOOL TO COLLEGE 324
PROBLEMS STUDENTS WITH DISABILITIES FACE IN COLLEGE 325
TYPICAL ACCOMMODATIONS AT COLLEGE THAT MEET THESE NEEDS 325
THERE ARE NO IEPS IN COLLEGE 327
REASONABLE ACCOMMODATIONS 328
PROCEDURES FOR OBTAINING ASSISTIVE TECHNOLOGY IN COLLEGE 330
LEGAL AND PROCEDURAL DIFFERENCES BETWEEN ADA AND IDEA 330
IMPORTANCE OFTRANSITION PLANNING IN HIGH SCHOOL 331
ASSISTIVE TECHNOLOGY SKILLS 332
SELF-ADVOCACY SKILLS 333
ASSISTIVE TECHNOLOGY FOR TRANSITION FROM HIGH SCHOOL TO HOME, WORKPLACE,
AND COMMUNITY 335
TECHNOLOGY TO TEACH FUNCTIONAL SKILLS 335
INSTRUCTIONAL APPLICATIONS TO TEACH FUNCTIONAL SKILLS 335
AUTHORING APPLICATIONS TO TEACH FUNCTIONAL SKILLS 336
TECHNOLOGY TO PROVIDE VISUAL SUPPORTS 338
COMPUTER-GENERATED AND VIDEO-BASED SOCIAL STORIES 341
SIMPLE TECHNOLOGY FOR SELF-CARE AND LEISURE ACTIVITIES 342
PLANNING FOR TRANSITION TO HOME, WORKPLACE, AND COMMUNITY 343SUMMARY 343
WEB RESOURCES 344
SUGGESTED ACTIVITIES 346
INDEX 348
|
| any_adam_object | 1 |
| author | Dell, Amy G. Newton, Deborah A. Petroff, Jerry G. |
| author_facet | Dell, Amy G. Newton, Deborah A. Petroff, Jerry G. |
| author_role | aut aut aut |
| author_sort | Dell, Amy G. |
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| building | Verbundindex |
| bvnumber | BV039730484 |
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| callnumber-search | LB1028.3 |
| callnumber-sort | LB 41028.3 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 1962 DT 1422 |
| ctrlnum | (OCoLC)727126697 (DE-599)BVBBV039730484 |
| dewey-full | 371.33 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.33 |
| dewey-search | 371.33 |
| dewey-sort | 3371.33 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 2. ed. |
| format | Book |
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| id | DE-604.BV039730484 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:09:55Z |
| institution | BVB |
| isbn | 9780131390409 0131390406 |
| language | English |
| lccn | 2011019865 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024578392 |
| oclc_num | 727126697 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XX, 362 S. Ill. |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Pearson |
| record_format | marc |
| spelling | Dell, Amy G. Verfasser aut Assistive technology in the classroom enhancing the school experiences of students with disabilities Amy G. Dell, Deborah A. Newton, Jerry G. Petroff 2. ed. Boston ; Munich [u.a.] Pearson 2012 XX, 362 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Educational technology United States Students with disabilities United States Behinderung (DE-588)4112696-8 gnd rswk-swf Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schüler (DE-588)4053369-4 s Behinderung (DE-588)4112696-8 s Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Newton, Deborah A. Verfasser aut Petroff, Jerry G. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024578392&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Dell, Amy G. Newton, Deborah A. Petroff, Jerry G. Assistive technology in the classroom enhancing the school experiences of students with disabilities Educational technology United States Students with disabilities United States Behinderung (DE-588)4112696-8 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd Schüler (DE-588)4053369-4 gnd |
| subject_GND | (DE-588)4112696-8 (DE-588)4070087-2 (DE-588)4053369-4 (DE-588)4078704-7 |
| title | Assistive technology in the classroom enhancing the school experiences of students with disabilities |
| title_auth | Assistive technology in the classroom enhancing the school experiences of students with disabilities |
| title_exact_search | Assistive technology in the classroom enhancing the school experiences of students with disabilities |
| title_full | Assistive technology in the classroom enhancing the school experiences of students with disabilities Amy G. Dell, Deborah A. Newton, Jerry G. Petroff |
| title_fullStr | Assistive technology in the classroom enhancing the school experiences of students with disabilities Amy G. Dell, Deborah A. Newton, Jerry G. Petroff |
| title_full_unstemmed | Assistive technology in the classroom enhancing the school experiences of students with disabilities Amy G. Dell, Deborah A. Newton, Jerry G. Petroff |
| title_short | Assistive technology in the classroom |
| title_sort | assistive technology in the classroom enhancing the school experiences of students with disabilities |
| title_sub | enhancing the school experiences of students with disabilities |
| topic | Educational technology United States Students with disabilities United States Behinderung (DE-588)4112696-8 gnd Computerunterstützter Unterricht (DE-588)4070087-2 gnd Schüler (DE-588)4053369-4 gnd |
| topic_facet | Educational technology United States Students with disabilities United States Behinderung Computerunterstützter Unterricht Schüler USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024578392&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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