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• W4312596912 abstract "Mainstream media praises the potential of digital technology to help youth with disabilities overcome deficits/impairments, often in contrast to other public health messaging cautioning against screen time for general populations of children. This chapter provides a critical review of research into the use and effects of assistive technology, technology-based instructional programs, and Universal Design for Learning (UDL) interventions among children with disabilities. Assistive technology can augment children's learning experiences through digital supports like speech-to-text and captioning. Technology-based instructional programs provide robust educational experiences, aiming to teach important skills to all children generally or to children with disabilities specifically. Universal Design for Learning (UDL) interventions often incorporate technology with the goal of providing multiple means of engagement with learning content, representations of information/concepts, and ways for children to act on and express their knowledge. There is a small body of research focused on these different, sometimes complementary, approaches to leveraging digital technology, depicting them as each fairly promising. The chapter focuses on how these digital tools/programs have been applied to support and scaffold literacy development. Practitioners and caregivers can be cautiously optimistic about the value of these resources when appropriately matched to children's needs. Nevertheless, much work remains in developing an understanding of whom these resources are most effective and under what conditions." @default.
• W4312596912 created "2023-01-05" @default.
• W4312596912 creator A5089939345 @default.
• W4312596912 date "2023-01-01" @default.
• W4312596912 modified "2023-09-24" @default.
• W4312596912 title "SpEdTech: Design and effects of assistive and instructional technologies for children with disabilities" @default.
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• W4312596912 doi "https://doi.org/10.1016/b978-0-12-818872-9.00163-1" @default.
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