Legal and Ethical Considerations Regarding the Integration of Assistive and Educational Technology for Students with Disabilities: Perspectives from the United States of America

Morgan, Joseph John; Yeager, Kristopher Hawk; Murphy, Sarah J.; Spies, Tracy Griffin

doi:10.1007/978-3-319-77751-1_18

Cited by 1 publication

(1 citation statement)

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“…Instructional and assistive technology has been shown to play an important role in providing learning support to students with ASD and is a legally required consideration for students with disabilities (Morgan, Yeager, Murphy, & Spies, 2018). In particular, video modeling (VM) has been shown to be an evidence-based practice for teaching tasks to students like Samantha, Devon, and Marcus who have been diagnosed with ASD and prefer visual stimuli (Bellini & Akullian, 2007).…”

Section: Video Modeling and Augmented Realitymentioning

confidence: 99%

Augmented Reality Supporting Reading Skills of Students with Autism Spectrum Disorder

Howorth

Rooks-Ellis

Flanagan

et al. 2019

Intervention in School and Clinic

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Teachers’ use of video modeling has been established as an evidence-based practice for teaching students with autism spectrum disorder (ASD). Augmented reality (AR) applications can be used as tools to provide trigger-based, video-modeled instructional supports to students with ASD. The use of AR in this way may help teachers implement evidence-based reading skills practice such as video modeling and provide more independent practice opportunities. It also provides more options for student engagement and concept representation. This article describes ideas for how to use a particular AR application to (a) teach phonics and word identification, (b) support reading fluency, (c) embed videos into texts as cues for reading comprehension, (d) teach content area vocabulary words, and (e) use video models during transition planning.

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Section: Video Modeling and Augmented Realitymentioning

confidence: 99%