Related Resources on the LD@school Website
Please review the module pages for resources relevant to the specific concepts covered in each section. The following are other resources on the LD@school website that have not been mentioned previously in this module.
Media Resources
Click here to access the video Building Reading Skills through Assistive Technology.
Click here to access the webinar recording Lead with Pedagogy, follow with Technology.
Click here to access the podcast How Assistive Technology (AT) Affects Self-Esteem.
Articles
Click here to access the article Mobile Assistive Technology for Learning in a Digital World.
Click here to access the article Metacognition and Assistive Technology.
Click here to access the article Choosing Appropriate Assistive Technology for Students with ADHD.
References
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Amiripour, P., Bijan-zadeh, M. H., Pezeshki, P., & Najafi, M. (2011). Effects of assistive technology instruction on increasing motivation and capacity of mathematical problem solving in dyscalcula student. Educational Research, 2(10), 1611-1618.
Bethell, S. & Miller, N. (1998). From an E to an A in first year algebra with the help of a graphing calculator. Mathematics Teacher, 91, 118-119.
Bouck, E. C., Bassette, L., Taber-Doughty, T., Flanagan, S. M., & Szwed, K. (2009). Pentop computers as tools for teaching multiplication to students with mild intellectual disabilities. Education and Training in Developmental Disabilities, 44, 367–380.
Bouck, E. & Flanagan, S. (2009). Assistive technology and mathematics: What is there and where can we go in special education. Journal of Special Education Technology, 24, 24-30.
Bouck, E., Flanagan, S., Miller, B., & Bassette, L. (2012). Technology In Action. Journal of Special Education Technology, 27, 47-57.
Chiang, H., & Jacobs, K. (2009). Effect of computer-based instruction on students’ self-perception and functional task performance. Disability and Rehabilitation: Assistive Technology, 4(2), 106-118. doi:10.1080/17483100802613693
Council of Ontario Directors of Education. (2017). Technology and Learning Fund: A Guide to Implementation 2017. Retrieved from http://www.edugains.ca/resourcesAER/Overview/TechnologyAndLearningFund_2017.pdf
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Hecker, L., Burns, L., Elkind, J., Elkind, K., & Katz, L. (2002). Benefits of assistive reading software for students with attention disorders. Annals of Dyslexia, 52, 243–272. doi:10.1007/s11881-002-0015-8
Higgins, E. L., & Raskind, M. H. (2000). Speaking to read: A comparison of continuous vs. discrete speech recognition in the remediation of learning disabilities. Journal of Special Education Technology, 15, 19-30.
Holmes, A., & Silvestri, R. (2009). Text-to-voice technology in adult aboriginal sample with reading difficulties: Examination of the efficacy. Toronto, ON: Aboriginal Office of the Ministry of Education and Ministry of Training, Colleges, and Universities.
Institute for the Advancement of Research in Education. (2003). Graphic organizers: A review of scientifically based research. Prepared for Inspiration Software at AEL.
Izzo, M., Yurick, A., & McArrell, B. (2009). Supported eText: Effects of text-to-speech on access and achievement for high school students with disabilities. Journal of Special Education Technology, 24, 9-20.
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Ontario Ministry of Education. (2004). The Individual Education Plan (IEP): A Resource Guide. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
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Rao, K., Dowrick, P., Yuen, J., & Boisvert, P. (2009). Writing in a multimedia environment: Pilot outcomes for high school students in special education. Journal of Special Education Technology, 24, 27-38.
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