Literacy, assistive technology, and students with significant disabilities
Literacy, assistive technology, and students with significant disabilities
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识字、辅助技术和有严重残疾的学生
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
S. Clendon
中科院分区：
文献类型：
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作者：
K. Erickson;Penelope Hatch;S. Clendon
扫盲是国家教育的优先事项。在过去的十年中，前所未有的资金投入用于确保学童，特别是那些面临识字学习困难风险的学童，能够获得基于研究的教学，这最有可能支持他们作为读者和作家的发展。然而，对于全国数千名患有严重智力障碍的学生来说，识字教学是一个遥远的目标，并且有关研究性教学的信息极其有限。雪上加霜的是，缺乏有关使用辅助技术来支持患有严重智力障碍的学生进入课程和学习的信息。在本文中，我们回顾了这项研究，并将对无残疾学生的识字教学中使用的理解和策略应用于有严重智力障碍的学生。
Literacy is a national educational priority. During the last decade, unprecedented funds have been committed to ensuring that school children, particularly those at risk for literacy-learning difficulties, have access to research-based instruction that is most likely to support their development as readers and writers. Yet, for the thousands of students across the country with significant intellectual disabilities, literacy instruction is a distant goal, and information regarding research-based instruction is extremely limited. Adding to the challenge is the absence of information regarding the use of assistive technology to support access to the curriculum and learning for students with significant intellectual disabilities. In this article, we review the research and apply understandings and strategies used in literacy instruction for students without disabilities to students with significant intellectual disabilities.
DOI：
10.1002/mrdd.20137
发表时间：
2007
期刊：
Mental retardation and developmental disabilities research reviews
影响因子：
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作者：
Saunders,KathrynJ
通讯作者：
Saunders,KathrynJ