BACKGROUND: The benefits of successful integrated employment for people with intellectual and developmental disabilities (IDD) are immense. However, barriers contributing to high rates of unemployment among people with IDD, such as lack of appropriate training for employers and inadequate supports, are still widespread. Ensuring access to technology in the workplace is one method to support employees with IDD and mitigate those barriers. Furthermore, assistive technology may provide a simple and cost-effective intervention in the vocational setting. OBJECTIVE: In this study, we conducted a series of focus groups with adults with IDD and their family members to explore the use of technology by individuals with IDD in vocational contexts. METHODS: We used a qualitative descriptive approach to frame the study design. Data were analyzed using a multi-cycle thematic coding process. RESULTS: Four major themes emerged from the analysis: participants’ wireless/wearable technology use, benefits and facilitators of technology use at work, barriers and challenges to technology use at work, and expectations for and outcomes associated with technology supports in the workplace. CONCLUSIONS: Findings have the potential to impact employer education and training on benefits of appropriate technology use for individuals with IDD at work, onboarding and training of individuals with IDD when using technology at work, and funding responsibility for technology in the workplace.

Despite the enactment of the Americans with Disabilities Act and its amendments, there are still barriers to successful employment for people with intellectual and developmental disabilities (IDD). Known barriers include lack of accommodations; negative stigma; and lack of investment in education, on-the-job training, and work experiences. Although many young adults with IDD want to fully engage in community-based employment, they often require supports that employers are unable or unwilling to provide. Wireless or wearable technologies in the workplace have the potential to provide necessary supports to employees with IDD and their employers. In the present study, we conducted a web-based survey of employees with IDD ( n = 66), service providers ( n = 54), and family members ( n = 19) to determine which technologies individuals with IDD use in the workplace, and how these technologies influence their employment experiences. We analyzed survey data using quantitative and qualitative descriptive analyses. All survey respondents endorsed the use of technology in the workplace to enhance employment outcomes for individuals with IDD. The three groups of respondents varied in their identification of barriers; however, the most commonly identified barriers to effective technology use at work were Lack of Knowledge and Instruction on Device Use/Adaptations and Employer-imposed Barriers. Study findings have the potential to influence workplace decisions and training for people with IDD and their employers, families, and other service providers.

Of all the tasks that special education teachers are charged with completing, managing classroom behaviors has been reported as one of the most challenging and one of the top reasons the teachers are leaving the field. The task of providing effective support in classroom management is also daunting for leadership personnel in school systems. This paper provides four components that should be considered when planning a professional development (PD) package for teachers regarding behavior management. These four components include didactic presentation, performance feedback, technology, and maintenance and generalization. These components have been proven to be effective in the current field of research. Further examples and supportive details regarding each component and how to create an effective PD package are provided in this paper.

Objectives The purpose of this review is to describe the variety and effectiveness of instructional technologies used in the early childhood setting. Methods A systematic review of three databases was completed, and studies were reviewed by two independent coders to determine if they met inclusion criteria. Studies were excluded from this review if (a) the technology was used to train teachers and was not directly used with early childhood students, (b) participants were all enrolled in 2nd grade or higher, (c) the setting was not an early childhood education setting, or (d) studies were descriptive in nature or utilized a survey methodology. Data were extracted from each article related to participant characteristics, setting characteristics, research design, technology type, and dependent variables. Results Thirty-five studies met criteria were included in this review. A wide range of technologies were used to provide or facilitate instruction on (a) academics, (b) social and communication skills, and (c) cognitive skills. Academic outcomes targeted in Head Start preschools were the most common across studies. The results ranged from no effect to highly effective. Conclusions The findings from the included studies varied widely in their outcomes from reporting no difference between traditional instruction and technology-aided instruction to reporting significant difference between groups or reporting a functional relation between the technology-based intervention and the target behavior or skill. Studies that included students identified with neurodevelopmental disorders demonstrated a positive impact in the outcomes of students who experience an intervention that included technology-aided instruction. Future research is needed to identify critical components of effective technology-based interventions in early childhood educational settings.