Tara Jeffs

Functional Communication in Individuals with Chronic Severe Aphasia Using Augmentative Communication

Intervention incorporating augmentative and alternative communication (AAC) is often implemented with adults with aphasia, although studies do not always specify the approaches and strategies used. This study examined abilities of three individuals with chronic non-fluent aphasia (NA) using a dynamic display AAC device to enhance communication. The device, Dialect with Speaking Dynamically Pro, was tailored to each participants skill level using a treatment protocol adapted from Koul, Corwin, and Hayes (). The primary caregiver was the spouse. Pre and post-treatment measures revealed improvement in quality and effectiveness of communication for all participants. Improved linguistic and cognitive functioning was observed for two participants. Results are discussed relative to use of a device with other adults with chronic NA.

Assistive Technology and Literacy Learning: Reflections of Parents and Children

Literacy is important not only to school success but is fundamental to skills needed to succeed in our rapidly changing technology-driven society. This article focuses on characteristics, interactions, and attitudes of parents and children related to their use of assistive technologies to build literacy skills. Interviews and observations involving parents and children using a variety of assistive technologies, along with a synthesis of research literature provide a framework for discussion. A contextual background for technology use by parents and children examines (a) specific learning characteristics of parents and children selecting and using assistive technology, (b) the impact of technology on their attitudes in the literacy process, and (c) areas of support needed by parents and students in literacy learning. Parents and children used a combination of technologies to meet specific individual learning needs. As a result, customization of the learning task through the use of technology occurred and in return provided enhanced opportunities for engagement and interaction to take place. Parents and children began to learn from each other and from the technology.

Using Mobile Media Devices and Apps to Promote Young Children’s Learning

In this chapter we describe how mobile technologies, with a focus on smart phones, iPod touches, and iPads or other tablet devices and applications (apps), are transforming learning for young children. This chapter discusses young children’s experiences and learning with mobile media devices and apps. Key opportunities to seize mobile media devices’ unique attributes to improve learning are described. Along with their potential for helping children develop important skills come challenges in using mobile devices for learning that must be addressed. The use of assistive technologies and best practices of Universal Design for Learning provide a viable pathway for needed customization and personalization for young children with disabilities to succeed in using such new and innovative technologies. Finally, implications and insights for education and industry on how to promote young children’s learning via mobile devices and apps are addressed.

A Retrospective Analysis of Technological Advancements in Special Education

Abstract This article investigates the impact that technology and computers have had over the past 20 years in the field of special education. A review of the literature on technology and computers was conducted in the flagship journals in the areas of learning disabilities, mental retardation, deaf/hard of hearing, and gifted/talented. The analysis yielded a variety of trends that were specific to each subfield. Findings were compared to the general literature in technology and revealed that the literature in each field reflected the general advances in, and availability of, technology over time.

Special Education Technology Addressing Diversity: A Synthesis of the Literature

With the increasing complexity of schools and society, there is great need for expanded understanding of the many dimensions of diversity within the field of assistive technology (AT). The question that lies before us is how has diversity been examined in AT research and literature? Following a research synthesis method similar to Summers (1985) and Edyburn (2000, 2001, 2002, 2003, 2004) the purpose of this study was threefold: (a) first, to conduct a literature review of scholarly publications in the area of AT that focused on the diversity dimensions of family, rural, culture, race, or gender between the years of 2000 and 2004, (b) second, to identify to what extent literature scatter was present or absent in this literature review, and (c) third, to answer the question ‘What have we learned?’ Using study criteria, 19 articles scattered across 12 peer-reviewed journals were identified and classified under five categories: family, rural, culture, race, and gender. Implications for practitioners and the field of AT are discussed.

The School Library Benefits Everyone: Technology, Approaches, and Resources for Serving Students with Special Needs

Teachers serving students with disabilities often rely on the school library because of the diversity of resources, its positive association for many students, and the perception that it facilitates individualized attention. Media specialists and educators report that teachers typically send students with disabilities to the school library during “class-time” to complete individual or small group projects; reduce classroom disruptions; provide an opportunity to focus or “calm down;” provide access to alternative curriculum and instruction; and as a reward for positive behavior. The power of the school library program and the media specialist to improve student achievement is well documented. While this research does not specifically address students with special needs, it is highly likely that they can experience the same positive impact as their non-disabled peers if the school library has adaptive technology and the media specialist provides instructional accommodations to meet their needs. This chapter presents the impact of different disabling conditions on students’ learning and functioning, and discusses evidenced-based solutions for meeting the needs of exceptional students. The chapter summarizes the current literature on assistive technology for the school library program and describes informative resources, essential technologies, and implementation strategies. The chapter concludes with resources and approaches for collaborating with special educators and other specialists on behalf of students with special needs.