Index

Abstract

Citation (2023), "Index", Bakken, J.P. and Obiakor, F.E. (Ed.) Using Technology to Enhance Special Education (Advances in Special Education, Vol. 37), Emerald Publishing Limited, Bingley, pp. 247-256. https://doi.org/10.1108/S0270-401320230000037015 Publisher: Emerald Publishing Limited Copyright © 2023 Jeffrey P. Bakken and Festus E. Obiakor. Published under exclusive licence by Emerald Publishing Limited INDEX Abbreviated episodes, 162 Academic instruction (see also Social communication instruction), 126–130 Academics, 52 Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP), 96–97 Access, 2–3 Accessibility features, 89 Accommodations, 145–146 Activity time, 221 Adobe Premiere Rush, 117 Adolescents with ASD, 118–120 Affective learning, using TAII to enhance, 114–120 Age-appropriate assistive technology, 98–99 Age-appropriate technology, 98–99 Aided communication, 111–112 supports, 130–131 Alternative and augment communication (AAC), 236–237 American Foundation for the Blind (AFB), 100–101 American National Standards Institute (ANSI), 78 American Sign Language (ASL), 77 American Speech and Hearing Association (ASHA), 72 Apple iPod ©, 135 Apple products, 23 Applied behavior analysis (ABA), 32–33, 132 Apps, 4–5, 53 Archimedes screw, 31 Artificial intelligence (AI), 43–45, 224–225 AI-based approach, 235 Artificial technologies, emergence of, 43 Assistive listening devices (ALDs), 77 Assistive technology (AT), 2–3, 16, 52, 63, 72, 77, 145 barriers to, 19–20 categorization with examples, 54 as compensatory strategies, 145–146 independence and transition, 58–63 instructional aids/academics, 53–58 for learning disabilities, 16–17 for students with visual impairments, 91–92 support communication, 111–114 Assistive Technology Act, 216 Association for Education and Rehabilitation of the Blind and Visually Impaired website (AER website), 96–97 Association of Assistive Technology Act Programs, 19 Attention, strategies to accommodate, 149–150 Attention deficit hyperactivity disorder (ADHD), 19 Audio SOPS, 60 Audiobooks, 56–57 Augmentative and alternative communication (AAC), 111 Augmented feedback, 223 Augmented reality (AR), 4, 62 Aural rehabilitation, 74–75 Autism, 118–119 Autism spectrum disorder (ASD), 35, 105–106 communicative and social challenges, 106–107 narrow interests and exceptional abilities, 106–107 poor nonverbal conversation skills, 107 TAII, 107–110 using TAII to enhance affective and social learning, 114–120 using TAII to enhance communication, 110–114 uneven language development, 107 Automatic speech recognition (ASR), 77 Basic episodes, 162 Behavior support strategies, 132–134 Behind-the-ear hearing aids (BTE hearing aids), 73–74 Bitmoji classrooms, 87–88 Blind, 88 Bone-anchored hearing aids, 73–74 Brain trauma, 146 Bug-in-ear technology, 41 Built-in accessibility features for students with visual impairments, 88–91 Calculators, 53 Center for Inclusive Technology and Educational Systems (CITES), 18 Centers for Disease Control and Prevention (CDC), 143–144 Certified Assistive Technology Instructional Specialists for People with Visual Impairments (CATIS), 96 Certified Orientation and Mobility Specialists (COMS), 96 Chrome extensions, 23 Chromebooks, 23, 224–225 Classroom learning, 148 Classroom noise, 78 Classroom practices, 2 Classroom teachers, 9–10 Classroom technology specific to DHH, 78–82 Closed captioning (CC), 194–195 Cloud computing, 208–209 Cochlear implants (CI), 73–75 Cognitive rehabilitation, 145 Collaboration, 98–102 Comics and text complexity, 165–166 Common Core State Standards (CCSS), 162–163, 166 Communication, 2, 43–44 using TAII to enhance, 110–114 Communication access real-time translation (CART), 77 Communicative supports, 111 Compensatory interventions, 145 Compensatory strategies to enhance learning for students with TBI, 148–150 strategies to accommodate attention, 149–150 strategies to accommodate for working memory, 148–149 strategies to accommodate language, 150 Complex communication needs (CCN), 130 Computer modeling, 44–45 Computer-aided note-taking (CAN), 77 Computer-assisted instruction (CAI), 1–2 Computer-based instruction (CBI), 205–206 Computer-based technology, 205–210 Concrete, representational, and abstract learning (CRA), 25–26 Concrete manipulatives, 55–56 Concussions, 144 Constant time delay (CTD), 129 Content areas, 129–130 Cooperative learning, 206–210 Council for Exceptional Children (CEC), 96–97 Covert audio coaching (CAC), 136 COVID-19 pandemic, 224 using technology to deliver instruction during, 8–11 Cruel optimism of technological advancement, 33–34 Cultural model of disability, 185 Culturally or linguistically diverse students (CLD students), 199–200, 234 computer-based technology, 205–210 culturally relevant instructional strategies, 204–205 future perspectives, 210–212 students from CLD backgrounds, 201–204 Culturally Relevant Pedagogy (CRP), 188, 204 Curricular resources, 204–205 d/Deaf and hard of hearing (DHH), 71–72 classroom technology specific to, 78–82 Daily living skills, 134–135 Daily living tasks, 59 Data-based evidence, 36–42 technology as limitation, 36 technology to improve academic outcomes, 38–40 technology to improve social outcomes, 36–38 technology to train or support teachers, 40–42 Data-based individualization (DBI), 42–43 Deaf, 71–72 assistive technology, 77 classroom technology specific to DHH, 78–82 common types of amplification for children with hearing loss, 73–75 educational attainment, 71–72 hearing loss, 72–73 impact of hearing loss on student learning, 75–77 virtual learning, 82 Delaware Autistic Program (DAP), 111–112 Digital comic creation importance of narratives, 162–164 importance of visual narratives, 164–166 macrostructural element supports and digital comics, 167–171 macrostructural narrative elements, 161–162 microstructural element support and digital comics, 171–176 microstructural narrative elements, 160–161 Digital Education Community Caucus (DECC), 191 Digital Education Hub (DEH), 182, 186–187 throughlines, 188–190 Digital gaming, 241–242 Digital radio frequency (DM), 80–81 Digital storytelling, 160, 165 Digital technologies, 234 Digital timers, 133 Digital token boards, 133 Direct Instruction, 32–33 Disabilities Education Act, 216–217 Disability, 184–186 Disability Studies, 184 Disability Studies in Education (DSE), 184 Distance, 79–80 Diversity, equity, and inclusion (DEI), 202–203 Diversity of population of learners with visual impairments, 97–98 Dyscalculia, 16 Dysgraphia, 16 Dyslexia, 16 Early childhood education (ECE), 10 Early intervention with technology for students with visual impairments, 98–99 Education for All (EFA), 217 Education policies on technology, U. S. department of, 219–220 Educational attainment, 71–72 Educational teams, 98–99 Educational technology, 2, 17, 19, 200 policy, 219–220 Educators, 23, 105–106, 240–241 Electromagnetic induction, 80–81 Electronic books (E-books), 56–57 Emotional and behavioral difficulties, strategies to accommodate, 151–153 Emotional and behavioral disorders (EBD), 34, 184 addressing practical problems, 31–33 claims vs. evidence, 35–36 cruel optimism of technological advancement, 33–34 currently available technologies in education, 32–33 data-based evidence, 36–42 failure of technologies in education, 33 generality of findings, 36 issues in database, 34–36 predictions of changes and technologies in serving students with, 43 problematic participant identification, 34–35 recurring themes in technology development, 32 search procedures, 34 Emotional Disturbance (ED), 34 Employment, 125–126 supports, 135–136 English language learners (ELLs), 205 Enhance learning, 218–219 challenges, 227–229 purpose of technology, 220–223 using qualitative movement diagnosis for students with physical disabilities and health impairments, 226–227 technology use by students with physical disabilities and health impairments, 224–225 U.S. department of education policies on technology, 219–220 united nations sustainable development goals and ISTE standards, 217–218 use of technology by youth and young adults in general, 223–224 Equity, 187–188 Every Student Succeeds Act (ESSA), 221 Executive functioning, 143–144 Explain Everything, 209 Explicit instruction, 25–26 Expressive narrative skills, 159–160 Extensive support needs (ESN), 125–126 academic instruction, 126–130 social communication instruction, 130–136 Facebook, 236 Feedback, 223 Filmmaker Pro, 117 FilmoraGo, 117 Fishtopia, 148 Flash cards, 4–5 FlyTM Pentop Computer, 53–55 Free and appropriate public education (FAPE), 185 Frequency modulation (FM), 80–81 Gaming consoles, 134–135 Generation Z (Gen Z), 223–224 Graduated teaching sequence, 25–26 Graphic organizers, 58, 167 Handheld devices, 117 Head traumas, 144 Health impairments, 216 using qualitative movement diagnosis for students with, 226–227 technology use by students with, 224–225 Hearing aids, 73–74 Hearing assistive technologies (HATs), 78, 80, 82 Hearing loss, 72–73 common types of amplification for children with, 73–75 configuration, 72–73 degree, 72–73 impact of hearing loss on student learning, 75–77 type, 72 High incidence disability; educational technology, 16–17 High-speed networks, 239–240 High-tech assistive technology, 52–53 High-tech tools, 21–22 High-technology tools, 95 I-Connect self-monitoring application, 134 iMovie, 117 Implicit Relational Assessment Procedure (IRAP), 41 In-the-ear hearing aids (ITE hearing aids), 73–74 Inclusion, 187–188 Incomplete episodes, 162 Independence, 58–63 Individualized educational programs (IEPs), 2, 16, 98, 108, 110, 211–212 Individuals Family Service Plans (IFSPs), 98 Individuals with Disabilities Education Act (IDEA), 7–8, 19–22 Individuals with Disabilities Education Improvement Act (IDEIA), 91–92, 144, 200–201, 216, 234–235 Information technology (IT), 210 Infrared, 80–81 Instagram, 236 Instruction, 32–33 Instructional aids/academics, 53–58 Intellectual disability (ID), 51–52 International Society for Technology in Education (ISTE), 217–218 united nations sustainable development goals and, 217–218 Internet access, 236–237 Intersectionality, 184–186 iPad, 145–146, 224–225, 236–237 Jigsaw learning strategies, 207–208 Kahoot!, 148 Kinect Xbox One console, 134–135 KineMaster, 117 Language, strategies to accommodate, 150 Laptops, 88 Learners, technology to reach all, 238–242 Learning assistive technology, 52–63 dichotomy, 52 stages, 51–52 teaching and, 221–222 Learning Disability (LD), 15–16 assistive technology for, 16–17 barriers to AT, 19–20 educational technology vs., 17–19 eliminating barriers and identifying solutions, 20–22 translating process to application, 22–26 Learning management systems (LMS), 2 LearningAlly, 56–57 Lexical cohesion, 172 Life skills, 52 LinkedIn, 236 Low vision, 88 Low-tech assistive technology, 52–53, 56–57 Low-tech tools, 21–22, 95 LumaFusion, 117 Macrostructural element supports and digital comics, 167–171 designing settings, 167–169 sequencing panels for episodic structure, 169–171 storyboards, 167 Macrostructural narrative elements, 159–162 Manipulatives, 26, 53, 55–56 Massive open online courses (MOOCs), 242 Mathematics, 24, 26, 53, 55, 129 Metacognitive verb, 161 Microphone, 81 Microstructural element support and digital comics, 171–176 Microstructural narrative elements, 159–161 Mild traumatic brain injuries, 144 Miro, 187–188 Mixed reality, 4–5 Mnemonic instruction, 32–33 Mobile applications, 235 Mobile devices, 4–5 Morpheme, 75 Morphology, 75 MotivAider, 133–134 My Pictures TalkTM , 147 Narratives (see also Visual narratives) importance of, 162–164 production, 159–160 writing, 176–177 National Assessment of Educational Progress (NAEP), 22–23 National Council of Teachers of English (NCTE), 166 National Professional Development Center on Autism Spectrum Disorders (NPDC), 108 Near-field magnetic induction (NFMI), 80–81 Neuroscience, 45 emergence of, 43 No Child Left Behind Act (NCLB Act), 238–239 No-tech tools, 21–22, 95 Non-culturally relevant passages NCR passages), 205 Online learning, 5–6, 236–237, 242 Online mentorship, 38 Operating system (OS), 88–89 Opinions Relative to Mainstreaming Scale (ORMS), 41 Opportunities to respond (OTRs), 35–36 Oral reading fluency (ORF), 205 Organization, strategies to accommodate, 150–153 Organizational deficits, 143–144 Orientation and mobility (O&M), 96–97 Orthopedic impairments, 216–217 Person and remote learning experiences of students with visual impairments, 100–102 Personal RM system, 81 Personalized AT, 146 Persuasive AT, 146 Phonemic awareness, 22–23 Photos, 117 Physical disability, 216–217 using qualitative movement diagnosis for students with, 226–227 technology use by students with, 224–225 Physical education, 220 Picture Exchange Communication System (PECS®), 111–112, 130 Picture SOPS, 59 Pinterest, 236 Planning AT, 146 Positionality, 183–184 Practice-based evidence (PBE), 42 Present level of performance (PLP), 222 Preteaching of technology and assistive technology to school-age learners, 99–100 Professional development, 42–43 Proloquo2Go, 130–131, 236–237 Qualitative movement diagnosis (QMD), 223 for students with physical disabilities and health impairments, 226–227 Quality Indicators for Assistive Technology Services (QIAT), 20–21 Quik, 117 Quizlet, 148 Reading, 22–23, 56, 126, 128 fluency, 39–40 Real-time captioning, 77 Receiver, 81 Rehabilitation Act, 216 Remote learning, 7 Remote microphone (RM), 74, 81 Repetitive language, 106 Research accessibility, 42 Reverberation, 79–80 Rigid language (see Repetitive language) Robots, 235 Schema-based instruction (SBI), 129 School districts, 20 School leaders, 240–241 School teams, 19–20 Science education, 39 Self-directed video prompting, 136 Self-management strategies, 133–134 Self-operated prompting systems (SOPS), 59 Semantics, 75 Shaduf, 31 Short-term memory, 148 Show Me, 209 Sign language interpreters, 72 Signal-to-noise ratio (SNR), 78–79 Smart and Equitable Technology Use (SETU), 188 Smart Travel Concierge System (STCS), 135 Smartpens, 24 Smartphones, 88, 224–225 Snapchat, 236 Social AT, 146 Social communication instruction, 130–136 aided communication supports, 130–131 behavior support strategies, 132–134 daily living skills, 134–135 employment supports, 135–136 teaching social communication skills, 131–132 Social communication skills, 131 Social learning, using TAII to enhance, 114–120 Social media apps, 224–225, 236 Social narratives on devices, 117–118 Social skills instruction, 37–38 Social Stories™, 118 Social validity, 42 Socio-collaborative learning approach, 235 Socratic approach, 241–242 Solid-state drives (SSD), 210–211 Soundfield systems, 81 Special education, 2, 32–34, 199–200, 221 using technology, 6, 8, 236, 238 with technology to reach learners, 238–242 Special educators, 219–223 Specialized training, 96–97 Specific learning disability (SLD), 15–16 Speech-generating device (SGD), 108, 110, 112 Speech-to-text AT, 2–3, 145–146 Story Builder, 58 Storyboards, 167 Student Environmental Task Tool framework (SETT framework), 19 Student learning, impact of hearing loss on, 75–77 Student Support and Academic Enrichment (SSAE), 221 Students with disabilities, 3–5, 7–8, 182, 234–235 Students with emotional disabilities, 19 Students with learning disabilities, 19 Students with physical disabilities and health impairments, 224–225 using QMD for, 226–227 Success, 5 Summer Institute, 192–195 pre-planning sessions, 192–195 Super Scape VRT, 134 Support, 2 Sustainable Development Goals (SDGs), 217 and ISTE standards, 217–218 Syntactic complexity, 161 Syntax, 75 Systems of least prompts (SLP), 129 Tablets, 88 Teacher attitudes toward inclusion, 41 coaching, 41 collaboration, 42 perception, 37 training, 42–43 Teachers of students with visual impairments (TVIs), 96 Teaching and learning, 221–222 social communication skills, 131–132 Technological advancements, 234 Technology, 1–2, 30, 34, 88, 105–106, 126, 166, 182–183, 224, 237–238 AT, 2–3 assessment, 222–223 as bridge, 186–187, 190, 195 in classroom, 146–147 currently available technologies in education, 32–33 device, 216 failure of technologies in education, 33 feedback, 223 foundations and throughlines, 187–190 future implications, 195 to improve academic outcomes, 38–40 to improve social outcomes, 36–38 intersectionality and disability, 184–186 as limitation, 36 mobile devices, apps, virtual reality and mixed reality, 4–5 online learning, 5–6 positionality, 183–184 purpose of, 220–223 to reach learners, 238–242 recurring themes in technology development, 32 research in special education, 2 in special education, 236–238 special education using, 6–8 for students with visual impairments, 87–88 teaching and learning, 221–222 using technology to deliver instruction during COVID-19, 8–11 to train or support teachers, 40–42 U.S. department of education policies on, 219–220 use by students with physical disabilities and health impairments, 224–225 by youth and young adults in general, 223–224 Technology-aided instruction and intervention (TAII), 107–110 using TAII to enhance affective and social learning, 114–120 using TAII to enhance communication, 110–114 Terminable unit (T-unit), 161 Text-to-speech (TTS), 2–3, 23, 57–58 Therapy professionals, 9–10 Think-Pair-Share strategies, 207–208 Toontastic, 58 Transition, 58–63 Transmitter, 81 Traumatic brain injury (TBI), 143–144 assistive technology as compensatory strategies, 145–146 compensatory strategies to enhance learning for students with, 148–150 recommendations, 153–154 resources, 154 strategies to accommodate emotional and behavioral difficulties, 151–153 strategies to accommodate organization, 150–153 symptoms associated with, 144–145 technology in classroom, 146–147 Twitter, 236 U.S. department of education policies on technology, 219–220 Unaided communicative supports, 111 United Nations Educational, Scientific and Culture Organization (UNESCO), 217 Universal Design for Learning (UDL), 9–10, 164–165, 188, 238–239 University Affiliated Program (UAP), 238 Video activity schedules (VidAS), 147 Video modeling (VM), 129, 131, 136, 147 on devices, 116–117 Video self-modeling, 37, 129 Video self-monitoring (VSM), 37 Video SOPS, 60 Virtual calendars and agendas, 61 Virtual learning, 82 Virtual manipulatives, 26, 55–56 Virtual reality (VR), 4–5, 62, 224–225 simulators, 35 Virtual role-play, 41 Virtual videoconferencing, 41 Visual activity schedules, 59–60 Visual impairments assistive technology for students with, 91–92 built-in accessibility features for students with, 88–91 challenges of using technology to enhance learning for students with, 92–96 collaboration, 98–102 diversity of population of learners with, 97–98 specialized training, 96–97 technology for students with, 87–88 Visual narratives comics and text complexity, 165–166 and designing equitable learning experiences, 164–165 importance of, 164–166 Visual schedules on devices, 114–116 Visual task analysis and schedules, 133 Vocabulary choice, 161 VoiceOver, 23 WhatsApp, 236 Wikis, 208–209 Working memory, strategies to accommodate for, 148–149 World Health Organization (WHO), 100–101 Writing, 23–24, 39, 58 Written expression, 128–129 Written language, 32–33 Young adults in general, technology by, 223–224 Youth in general, technology by, 223–224 Book Chapters Prelims Using Technology to Enhance Special Education: An Introduction Using Technology to Enhance Learning for Students With Learning Disabilities Research on Using Technology for Students With Emotional and/or Behavioral Disorders: Cruel Optimism or Meaningful Progress? Using Technology to Enhance Learning for Students With Intellectual Disabilities Using Technology to Enhance Learning for Students Who Are Deaf/Hard of Hearing Using Technology to Enhance Learning for Students With Visual Impairments Using Technology to Enhance Learning for Students With Autism Spectrum Disorders Using Technology to Enhance Learning for Students With Extensive Support Needs Using Technology to Enhance Learning for Students with Traumatic Brain Injuries Using Digital Comic Creation to Improve Adolescents' Written Narratives Technology as a Bridge to Co-create Inclusive and Equitable Learning Environments for Students with Intersectional Identities Using Technology to Enhance Learning for Students from Culturally and Linguistically Diverse Backgrounds Using Technology to Enhance Learning for Students with Physical Disabilities and Other Health Impairments Using Technology to Enhance Learning in Special Education: Moving Forward Index