Academic Journal
Improving Engagement: Integrating Assistive Technology in Early Literacy
| العنوان: | Improving Engagement: Integrating Assistive Technology in Early Literacy |
|---|---|
| اللغة: | English |
| المؤلفون: | Marsh, Kathryn L. (ORCID |
| المصدر: | TEACHING Exceptional Children. Nov-Dec 2021 54(2):146-153. |
| الاتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| تاريخ النشر: | 2021 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | H327S160017 |
| Intended Audience: | Teachers |
| نوع الوثيقة: | Journal Articles Guides - Classroom - Teacher Reports - Descriptive |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Assistive Technology, Students with Disabilities, Educational Technology, Literacy Education, Emergent Literacy, Technology Uses in Education, Technology Integration, Preschool Education, Young Children, Graphemes, Phonemes, Student Needs, Educational Environment, Educational Resources, Educational Practices, Phonemic Awareness, Vocabulary Development, Alphabets |
| DOI: | 10.1177/00400599211010189 |
| تدمد: | 0040-0599 2163-5684 |
| مستخلص: | Although there are documented benefits and legislative mandates for children from birth through age 22, assistive technology (AT) is highly underused, especially among young children (Dunst & Trivette, 2011). One of the main reasons for this underuse is that while teachers are legally required to provide AT for children with disabilities, many teachers do not have the knowledge, confidence, or skills needed to provide AT to support early literacy instruction (Dean, 2020; Hilaire & Gallagher, 2020; Temple, 2019). This article identifies the benefits of AT during early literacy instruction and describes how teachers can integrate practical AT tools and strategies into early literacy instruction using a widely utilized framework call the SETT (Student Environment Task Tool; Zabala, 1995) Framework. The authors aim to provide free professional development resources to improve teachers integration of AT in their classrooms to enhance opportunities for young children with disabilities to meaningfully participate in everyday literacy activities. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1323530 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0040-0599 2163-5684 |
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| DOI: | 10.1177/00400599211010189 |