Improving Engagement: Integrating Assistive Technology in Early Literacy

Autor/inn/en	Marsh, Kathryn L.; Schladant, Michelle; Sudduth, Christina; Shearer, Rebecca; Dowling, Monica; Natale, Ruby
Titel	Improving Engagement: Integrating Assistive Technology in Early Literacy
Quelle	In: TEACHING Exceptional Children, 54 (2021) 2, S.146-153 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Marsh, Kathryn L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/00400599211010189
Schlagwörter	Leitfaden; Unterricht; Lehrer; 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 + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtsmedien; Frühleseunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-school education; Vorschulerziehung; Frühe Kindheit; Fonem; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsmittel; Bildungspraxis; Wortschatzarbeit; Buchstabenschrift
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01