A Review of Evidence on Practices for Teaching Young Children to Use Assistive Technology Devices

Abstract

Published articles about assistive technology (AT) from 1980 through 2004 were reviewed to identify those that focused on infants and young children. A total of 104 articles about AT with infants and toddlers were identified, and of these, 23 reported practices for teaching switch activation (12), computer use (6), power mobility skills (4), or augmentative and alternative communication (1). A majority of the subjects were children with physical or multiple disabilities. Studies used group, single-subject, and case study reports. Only one study used random assignment to conditions. Across all devices, the primary teaching strategy was opportunity to access and use the device, either independently or with teacher or peer facilitation. For the most part, children learned to use the targeted device and gained competence in device use through practice.

Use of Writing with Symbols 2000 Software to Facilitate Emergent Literacy Development

“…But to date this extant evidence base is largely positive (e.g., Campbell et al, 2006;Dugan, Milbourne, Campbell, & Wilcox, 2004;Judge, 2006). Considering the ease with which the features of WWS 2000 lend themselves to early literacy instruction (Judge, 2006), early childhood educators would be well-advised to develop operational and functional competence with this emergent literacy support tool.…”

“…The research base to date supporting the use of such software is still incomplete (Campbell, Milbourne, Dugan, & Wilcox, 2006;Edyburn & Smith, 2004;Parette, Peterson-Karlan, & Wojcik, 2005;Rust & Smith, 2006; SEAT Center, National Center for Technology Innovation, and University of Kansas, 2005;Vukelich, 2004). However, the potential educational contributions of technology are such that early childhood education professionals should actively seek to be implement such applications.…”

Using Clicker 5 to Enhance Emergent Literacy in Young Learners

“…In short, a small but growing evidence base supports the use of a computer-based technologies to enhance the development of emergent literacy skills, especially in young learners with disabilities or who are at risk (cf. Campbell, Milbourne, Dugan, & Wilcox, 2006;Dugan, Milbourne, Campbell, & Wilcox, 2004;Floyd, Jeffs, & Judge, in press;Judge, 2006).…”

Benefits of the use of ICT in school activities by students with motor, speech, visual, and hearing impairment: A literature review

“…The World Health Organization (WHO) for example stresses that ATDs are one strategy that can be used by children with disabilities to improve functioning and minimize the impact of environmental barriers to their participation in everyday life, such as school activities (19). Therefore, research into the benefits of ICT use for participation in school activities for these students is needed (20,21).…”