Date of Award
Fall 11-30-2021
Document Type
Dissertation (799 registration)
Degree Name
Master of Science in Special Education
Department
Graduate Studies
Committee Chair
Keri DeSutter
Keywords
assistive technology, early childhood, inclusion, physical health disabilities
Abstract
This capstone will be focusing on assistive technology in early childhood special education as it relates to students with physical health disabilities. This project is important because there seems to be a lack of information about supporting early childhood students with physical health disabilities in home and school settings. As an early childhood special education teacher, it can be difficult to determine what assistive technologies would be appropriate for each individual student. This project focuses on exploring assistive technology within early childhood to promote inclusion.
Assistive technology is any product or tool that helps individuals with disabilities learn, work, and live more productive lives. Assistive technology increases students opportunities for education, social interaction, and participation in all aspects of life (home, school, and community). Assistive technology helps students to access their right to a free and appropriate education in their least restrictive environment. Assistive technology can range from simple pencil grips to sophisticated software. Literature findings explain that it is a fundamental responsibility of educators to provide students with the tools needed to fully participate and learn in the inclusive classroom.
In this capstone project, a literature review will be used to include studies on the process of determining appropriate assistive technology in early childhood, evaluating assistive technology in early childhood, and how to develop and implement assistive technology in early childhood education. This project will also include a resource file that I have created to gather information about specific types and examples of assistive technology that would be appropriate to use with students with physical health disabilities in home and preschool early childhood settings.
References
Abend, A. (2017). Achieving the promise of assistive technology: Why assistive technology evaluations are essential for compliance with the individuals with disabilities education act. Cardozo Law Review, 38(3), 1171-1210.
Dugan, L., Campbell, P., & Wilcox, J. (2006). Making decisions about assistive technology with infants and toddlers. Topics in Early Childhood Special Education, 26(1), 25-32.
Judge, S. (2006). Constructing an assistive technology toolkit for young children: Views from the field. Journal of Special Education Technology, 21(4), 17-24.
Judge, S., Floyd, K., & Jeffs, T. (2008). Using an assistive technology toolkit to promote inclusion. Early Childhood Education Journal, 36(1), 121-126.
Kling, A., Campbell, P., Wilcox, J. (2010). Young children with physical disabilities caregiver perspectives about assistive technology. Infants and Young Children, 23(3), 169-183.
Lyons, C. & Tredwell, C. (2015). Steps to implementing technology in inclusive early childhood programs. Computers in the Schools, 32, 152-166.
Murchland, S., Parkyn, H. (2011). Promoting participation in schoolwork: assistive technology use by children with physical disabilities. Assistive Technology, 23, 93-105.
Parette, H., Blum, C. & Boeckmann, N. (2009). Evaluating assistive technology in early childhood education. Early Childhood Education Journal, 37, 5-12.
Parette, H. & Stoner, J. (2008). Benefits of assistive technology user groups for early childhood educational professionals. Early Childhood Education Journal, 35(1), 313-319.
Tamakloe, D. & Agbenyega, J. (2017). Exploring preschool teachers’ and support staff’s use and experiences of assistive technology with children with disabilities. Australasian Journal of Early Childhood, 42 (2), 29-36.
Recommended Citation
Thoreson, Ciarah, "Assistive Technology in Early Childhood" (2021). Dissertations, Theses, and Projects. 580.
https://red.mnstate.edu/thesis/580