Assistive technology user group perspectives of early childhood professionals

Education and Training in Developmental Disabilities

Volumn 44, Issue 2, 2009, Pages 257-270

  Parette, Howard P ^a   Stoner, Julia B ^a   Watts, Emily H ^a  

^a ILLINOIS STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77950558831     PISSN: 15470350     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (56)

1. Anderson, R. S., Grant, M. M., & Speck, B. W. (2008). Technology to teach literacy. A resource for K-8 teachers (2nd ed.). Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.
2. Appel, A. E., & O'Gara, C. (2001). Technology and young children: A review of literature [Electronic version]. TechKnowLogia, September/October, 35-36.
3. Assistive Technology Outcomes Measurement System. (2007). Welcome to the ATOMS project. Retrieved July 27, 2007, from http://www.r2d2. uwm.edu/atoms/
4. Barbour, R. S. (2001). Checklists for improving rigour in qualitative research: A case of the tail wagging the dog? British Medical journal, 322, 1115-1118.
5. Bogden, R., & Biklen, S. (1998). Qualitative research in education: An introduction to theory and methods. Boston, MA: AUyn and Bacon.
6. Bruder, M. B. (1998). Inservice in assistive technology: A necessity in early childhood special education. In S. L. Judge & H. P. Parette (Eds.), Assistive technology for young children with disabilities. A guide to family-centered services (pp. 211-232). Cambridge, MA: Brookline.
7. Campbell, P. H. (2004). Participation-based services: Promoting children's participation in natural settings. Young Exceptional Children, 8(1), 20-29.
8. Campbell, P. H., Milbourne, S., Dugan, L. M., & Wilcox, M. J. (2006A review of evidence on practices for teaching young chUdren to use assistive technology. Topics in Early Childhood Special Education, 26(1), 3-13. (Pubitemid 43813081)
9. Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 509-536). Thousand Oaks, CA: Sage.
10. Consortium on Assistive Technology Outcomes Research. (n.d.). Projects. Retrieved July 27, 2007, from http://www.atoutcomes.com/pages/projects. html
11. Creswell, J. (2002). Educational research: Planning conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: MerriU Prentice Hall.
12. Edyburn, D. L. (2000). Assistive technology and students with mild disabilities. Focus on Exceptional Children, 32(9), 1-23.
13. Edyburn, D. L. (2006). Failure is not an option: Collecting, reviewing, and acting on evidence for using technology to enhance academic performance. Learning and Leading With Technology, 34(1), 20-23.
14. Edyburn, D., Fennema-Jansen, S. A., Hariharan, P., & Smith, R. O. (2005). Assistive technology outcomes: Implementation strategies for collecting data in the schools [Electronic version]. Assistive Technology Outcomes and Benefits, 2(1), 25-30. Retrieved July 27, 2007, from http://www.atia.org/atob. ATOBWeb/ATOBV2N1/index.htm
15. Epstein, A. (1993). Training for quality. Ypsilanti, MI: High/Scope Press.
16. Fullan, M. (2002). The change leader. Educational Leadership, 59(8), 16-20.
17. Hains, A. H., Belland, J., Conceicão-Runlee, S., Santos, R. M., & Rothenberg, D. (2000). Instructional technology and personnel preparation. Topics in Early Childhood Special Education, 20, 132-144.
18. Hohmann, C. (1994). Staff development practices for integrating technology in early childhood education programs. In J. L. Wright & D. D. Shade(Eds.), Young children: Active learners in a technological age (pp. 93-104).Washington, DC: National Association for the Education of Young Children.
19. Hutinger, P. L., &Johanson, J. (2000). Implementing and maintaining an effective early childhood comprehensive technology system. Topics in Early Childhood Special Education, 20, 159-173.
20. Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400 et seq. (2004)
21. Janesick, V. (2000). The choreography of qualitative research design. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 379-399). Thousand Oaks, CA- Sage.
22. rd ed.). Washington, DC: Association for Supervision & Curriculum Development
23. Judge, S. (2006). Constructing an assistive technology toolkit for young chUdren: Views from the field. Journal of Special Education Technology, 21(4), 17-24.
24. Judge, S. L., & Parette, H. P. (Eds.). (1998). Assistive technology for young children with disabilities: A guide to providing family-centered services. Cambridge, MA: Brookline.
25. Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
26. Lahm, E. A., & Case, D. (2003). UKAT toolkit Retrieved July 27, 2007, from http://serc.gws. uky.edu/www/ukatii/
27. Lankshear, C., & Knobel, M. (2003). New technologies in early childhood literacy research: A review of research. Journal of Early Childhood Literacy, 3, 59-82.
28. th ed). Upper Saddle River, NJ: Merrill Prentice Hall.
29. Loveless, A., & Bore, B. (Eds.). (2002). ICT in the primary school Buckingham, England: Open University Press.
30. nd ed.). Columbus, OH: Merrill.
31. Miles, M., & Huberman, A. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
32. Mistreet S. G., Lane, S. J., & Ruffino, A. G. (2005). Growing and learning dirough technology: Birth to five. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 273-307). Whitefish Bay, WI: Knowledge by Design.
33. Moore, H. W., & Wilcox, M.J. (2006). Characteristics of early intervention practitioners and their confidence in the use of assistive technology. Topics in Early Childhood Special Education, 26(1), 15-23.
34. National Association for the Education of Young Children. (1996). Technology and young childrenAges 3 through 8. A position statement of the National Association for the Education of Young Children. Retrieved July 27, 2007, from http://www.naeyc. org/about/positions/pdf/PSTECH98.PDF
35. National Center for Technology Innovation and Center for Implementing Technology in Education. (2006). Tools for evaluation: Assistive technology tools kits. Retrieved July 27, 2007, from http://www.ldonline.org/article/6240
36. National Early Childhood Technical Assistance Center. (2006). Assistive technology overview. Retrieved August 30, 2006, from http://www./topics/atech/ overview.asp
37. No Child Left Behind Act of 2001, 20 U.S.C. 6301 et seq.
38. Oblinger, D. G., & Obilnger, J. (2005). Educating the net generation. Washington, DC: Educause. Retrieved July 27, 2007, from http://www.educause. edu/EducatingtheNetGeneration/5989
39. st Pacific-Rim Conference on Education (pp. 36-37, 90-91). Sapporo, JP: Hokkaido University of Education.
40. nd ed., pp. 143-167). Austin, TX: Pro-Ed.
41. Parette, H. P., Peterson-Karlan, G. R., Smith, S. J., Gray, T., & Silver-Pacuilla, H. (2006). The state of assistive technology: Themes from an outcomes summit Assistive Technology Outcomes and Benefits, 3, 15-33.
42. Parette, H. P., Peterson-Karlan, G. R., Wojcik, B. W., & Bardi, N. (2007). Monitor that progress! Interpreting data trends for AT decision-making. Teaching Exceptional Children, 39(7), 22-29.
43. Parette, H. P., Peterson-Karlan, G. R., Wojcik, B. W., Watts, E. H., & Stoner, J. B. (2007). Developing competence in assistive technology implementation dirough user groups. Teaching Exceptional Children, 40(2), 28-34.
44. Parette, H. P., & Stoner, J. B. (2008). Benefits of assistive technology user groups for early childhood education professionals. Eariy Childhood Education Journal, 35, 313-319.
45. Parette, H. P., Stoner, J. B., & Watts, E. H. (2007). I know what I need! Preschool teacher perceptions of AT. Poster presentation to the Council for Exceptional Children Annual Convention and Expo, Louisville, KY.
46. Parette, H. P., Watts, E. H., & Stoner, J. B. (2005). Making a difference with assistive technology. Grant funded by the Illinois Children's Healthcare Foundation.
47. Parette, H. P., Wojcik, B. W., Stoner, J. B., & Watts, E. H. (2007, January). Emergent writing literacy outcomes in preschool settings using AT toolkits. Paper presented at the Assistive Technology Industry Association (ATTA) Annual Meeting, Orlando, FL.
48. Parette, P., & Dikter, D. (2006). Outcomes and benefits in assistive technology service delivery. Assistive Technology Outcomes and Benefits, 3, 11-14.
49. Peterson-Karlan, G. R., & Parette, H. P. (2005). Millennial students with mild disabilities and emerging assistive technology trends. Journal of Special Education Technology, 20(4), 27-38.
50. Robinson, L., Schneider, C., & Hutinger, P. (2007). Providing curriculum access to young children: Online workshops for educators. Assistive Technology Outcomes and Benefits, 4, 46-61.
51. Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (2005). DEC recommended practices. A comprehensive guide for practical application in early intervention/early childhood special education. Missoula, MT: Division for Early Childhood, Council for Exceptional Children.
52. Smith, S. J., & Allsopp, D. (2005). Technology and inservice professional development Integrating an effective medium to bridge research to practice. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 777-792). Whitefish Bay, WI: Knowledge by Design.
53. Stake, R. (2000). Case studies. In N. K Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 435-454). Thousand Oaks, CA: Sage.
54. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
55. Tsantis, L. A., Bewick, C. J., & Thouveneile, S. (2003). Examining some common myths about computer use in the early years. Beyond the Journal Retrieved May 3, 2007, from http://www.journal. naeyc.org/btj/20031/ CommonTechnoMyths.pdf
56. Wikipedia. (2007). Learning community. Retrieved May 3, 2007, from http://en.wikipedia.org/wiki/Leaming-community