An increasing number of students with learning disabilities are attending postsecondary institutions. To meet the educational demands of these students, support service providers will likely rely on assistive technology. This article lists types of assistive technology appropriate for use with persons with learning disabilities at the postsecondary level and discusses ways in which assistive technology enhances learning. Additionally, an overview of legislation that has had an impact on assistive technology at the postsecondary level is presented. Issues involving assistive technology programs at the postsecondary level are discussed. Postsecondary assistive technology program components, device selection, and training guidelines also are outlined.

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Teachers of students with visual impairments in Florida were surveyed to determine their use of various types of access technologies. Each category of device, with the exception of refreshable braille devices, was used by at least 25 percent of the teachers. The majority stated that they were not familiar with most of the devices listed and had difficulty acquiring the training needed to learn devices well enough to teach the students to use them. On the basis of these findings, recommendations for preservice and in-service training are suggested.

Adherence with atovaquone-proguanil malaria prophylaxis is high among travelers from a non-endemic region. Adverse effects are minimal. Non-adherence was primarily attributable to travelers' perception of need.