Digital Literacy, Access to Technology and Inclusion for Young Adults with Developmental Disabilities

Khanlou, Nazilla; Khan, Attia; Vázquez, Luz María; Zangeneh, Masood

doi:10.1007/s10882-020-09738-w

Cited by 31 publications

(19 citation statements)

References 63 publications

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“…In addition to the challenges of shifting instruction entirely online, teachers of students with ESN faced complex challenges associated with supporting students to access the general curriculum through distance learning. Advances in technology over the last two decades have resulted in classrooms equipped with tablets, iPads, laptops, and smartboards to support curriculum in general and specialized settings, and technology instruction and has been shown to increase twenty-first century skills critical to positive post-school outcomes (e.g., digital literacy, global awareness, Jimenez & Khulod, 2018; Khanlou et al, 2021). Despite this, many students with ESN still do not have access to accessible technology and are not equipped with basic technology skills (Jackson et al, 2014).…”

mentioning

confidence: 99%

The American Rescue Plan Act Funds and Students With Extensive Support Needs: Three Considerations for Technology Access and Use

Reed

Francis

Kinas-Jerome

2021

Inclusive Practices

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The COVID-19 pandemic highlighted inequities in technology literacy and access for students with extensive support needs (ESN) in k-12 settings. Technology is critical for students with ESN to continue lifelong learning after graduation. The unprecedented level of funds from the American Relief Plan provides schools opportunities to invest in sustainable and accessible technology which benefits all students. The Universal Design for Learning (UDL) framework is used to increase access to learning for all students, and should be applied to decision making surrounding technology investment and purchasing. This essay provides three considerations for schools to reflect on when spending ARP Act funds: (a) use UD to purchase technology, (b) provide UDL professional development to teach technology literacy skills, and (c) provide learning opportunities aimed at technology use among students with ESN.

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mentioning

confidence: 99%

The American Rescue Plan Act Funds and Students With Extensive Support Needs: Three Considerations for Technology Access and Use

Reed

Francis

Kinas-Jerome

2021

Inclusive Practices

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“…The general problems of integration of people with disabilities into society are considered in the works of different social scientists and psychologists [1], [6][7][8][9][10][11][12][13], [16][17][18], [20][21][22][23][24], [29]. Much attention is paid to problems generated not by specific restrictions on life, but by special socio-cultural status of the disabled.…”

Section: Methodsmentioning

confidence: 99%

The Digital Educational Environment: The Problem of Its Accessibility for Visually Impaired Students

Bilyalova

Bazarova

Salimova

et al. 2021

Int. J. Emerg. Technol. Learn.

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The changes taking place in recent decades in the humanitarian sphere of the life of Russian society are manifested in the increased attention to problems of social integration of people with disabilities. The social state policy concerning such people is increasingly focused on creating equal opportunities so as to participate in the life of society and get involved in socially useful activities. One of the most important aspects of equal opportunities for the visually impaired is ensuring the access to information and opportunity to participate in public information exchange. The process of society informatization makes the solution of these problems even more urgent. In this regard, the wide distribution of digital electronic resources is of particular importance, taking into account the requirements for the visually impaired and computer technology. In the given research there substantiated possibilities of using digital educational resources, computer typhlotechnologies when interacting with the information public. Such results can be implemented in the organization of both academic and corporate education. The developed approaches can be used by various groups of developers to create their own digital educational environment

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“…Analysis for this article draws on Project 3 (Khanlou, 2018), particularly interviews with female and male young adults with DDs between the ages 19 and 29 years, and who were reported to have autism spectrum disorder, global developmental delay, Down syndrome, cerebral palsy, fetal alcohol spectrum disorders, and attention-deficit hyperactivity disorder. Particularly, our analysis draws on the interviewers’ and transcribers’ field note logs from the interviews with young adults, as well as on discussions and analyses that took place during research team meetings.…”

Section: Community-based Studiesmentioning

confidence: 99%

“…In this article, we discuss strategies researchers can apply to accommodate YADD participants to capture their important and missing voices in community-based qualitative studies. As case examples, we draw from three community-based projects in which we applied in-depth qualitative interviews (Project 1, Project 2, Project 3) with caregivers, service providers (SPs), and YADD (Jennings, Khanlou, & Su, 2014; Khanlou, 2018; Khanlou, Haque, Davidson, & Dastjerdi, 2016; Khanlou, Haque, Sheehan, & Jones, 2015; Khanlou, Haque et al, 2017, Khanlou, Mustafa, Vazquez, Davidson, & Yoshida, 2017). The article is divided in two sections.…”

Section: Introductionmentioning

confidence: 99%

Strategies to Promote the Inclusion of Young Adults With Developmental Disabilities in Community-Based Health Studies

et al. 2018

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We discuss strategies to promote the inclusion of people with developmental disabilities (DDs) in qualitative community-based research studies. Strategies were applied in three projects conducted between 2012 and 2017 that addressed issues of socioeconomic challenges, discrimination, and exclusion of children and young adults with developmental disabilities (YADD). Strategies included partnership with community organizations; inclusion of YADD, family caregivers (FCs), and service providers in advisory committees (ACs); and strategies to accommodate YADD. As part of our contribution, we discuss issues of invisibility and exclusion of individuals with DDs who have "low" functioning capacities. There is a need to review studies sampling inclusion criteria as they may constitute a barrier for participation. Preference for sampling "high" functioning individuals may reinforce exclusion in research, and replicate broader patterns of socioeconomic exclusion of individuals with disabilities. Our discussion of inclusive research is informed by critical disability studies and the underlying principle "nothing about us without us.

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Digital Literacy, Access to Technology and Inclusion for Young Adults with Developmental Disabilities

Cited by 31 publications

References 63 publications

The American Rescue Plan Act Funds and Students With Extensive Support Needs: Three Considerations for Technology Access and Use

The American Rescue Plan Act Funds and Students With Extensive Support Needs: Three Considerations for Technology Access and Use

The Digital Educational Environment: The Problem of Its Accessibility for Visually Impaired Students

Strategies to Promote the Inclusion of Young Adults With Developmental Disabilities in Community-Based Health Studies

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