Assistive Technology: An Annotated Bibliography
By
Joyce
Master’s Project
For
ED 7999
for the degree of
Master of Education
June 2015
Major: CTE Education
Introduction:
In the 21st century technology has become a great benefit for special needs students and is
used to aid them in in their educational goals. I am working at a cyber-school that specializes in
educating special needs students with: dyslexia, dyscalculia, and dysgraphia, autism, hearing
loss, as well as other learning difficulties. This school gives students a unique alternative
learning experience using assistive technology. I would like to extend my knowledge, through
research, on the benefits of using assistive technology for students with special needs who are
trying to achieve their academic goals by working independently.
My research starts with theories on assistive technology. Researchers feel, that as a
result of the passing of laws for special education students, that assistive technology would
benefit special needs students in the classroom. The next section is on research which examines
the benefits of assistive technology in the classroom and how it improves the performance of
students. Practice related to assistive technology is the third section which gives results of
studies on how to use assistive technology in the classroom are outlined for the use of
educationalists. The last section is on teacher resources which covers books, and articles on
lowering cost, training for teachers, myths on assistive technology and special needs students and
how the use of technology will benefit both student and teacher.
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Theory
Edyburn, Dave L. (2013). Critical Issues in Advancing the Special Education Technology
Evidence Base. Exceptional Children, Vol. 80, No. 1.
Edyburn breaks down the term special educational technology into three main
components for school based learning: assistive, instructional and universal design. Most
technology used in schools is considered to be assistive but incorporates the other two when used
by teachers for learning. Technology used today is based on innovations that meet the user’s
specific needs, especially in the special education technology arena. Government changes to
laws for special needs students now demands schools to include assistive technology when
planning curriculums for students with special needs
DeWitt, John C. (1991). The Role of Technology in Removing Barriers. The Milbank Quarterly.
Vol. 69. pp. 313-332.
As a result of the passing of the Individuals with Disabilities Education Act in 1997
giving every child the right to access public education and The Americans with Disabilities Act
of 1990 stating there shall not exist: discrimination against individuals with disabilities in all
areas of public life, including jobs, schools, transportation, and all public and private places that
are open to the general public and present a need for assistive technology. Dewitt feels removing
barriers for the learning disable is essential. He discusses the power of technology on everyday
life for people with special needs and how it is crucial to their success in American society. He
wants individuals to think about how they would complete specific tasks without the use of
assistive technology because of limitations in their everyday functioning: Hearing a normal
conversation; reading print; walking across the room; speaking to someone and interpreting
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instructions. He defines assistive technology tools and the many uses for individuals with
special needs and explains how an accessible world should be inclusive for everyone
Traynor, Patrick L. (June 2003). Computer Assisted Instruction—Research. Journal of
Instructional Psychology. Vol. 30, No. 2.
The purpose of Traynor’s theories is to analyze how computer assisted instruction
expands academic performance for all students. Schools have been incorporating computer
assisted technology into their curriculums by using the internet for research, word processing to
create reports and spreadsheets to enhance their mathematical skills. These tools help all
students enhance their learning of specific educational topics in their coursework. Programmers
are now designing computer assistive learning programs that help all students to:

Personalize data

Increase motivation through animation

Provide practice of subject information

Provide choices to the learner on the material
Using learner controlled programs lets a student decide what they need to learn regarding
a specific subject verses rehashing material they already have learned.
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Research:
Kennedy, Michael J., Deshler, Donald D. (2010). Literacy Instruction, Technology, and
Students with Learning Disabilities: Research We Need and Research We Have.
Learning Disability Quarterly, Vol. 25, Issue No. 3.
Learning disable students face enormous challenges in education. They are usually five
or more grade levels behind general education students in reading; the most likely to drop out of
school and few attend any educational institutions after high school.
Kennedy and Deshler discuss current protocols in technology to help with literacy for LD
students.
They first review current technology that is paired with literacy for LD students next
they discuss outlines for multimedia instruction, and lastly they give recommendations for
multimedia and future technology inventions.
There are questions that need to be answered along with constant research to make
certain that the use of technologies for literacy for LD students are kept up-to-date whether their
use is assistive or instructional for students. The gap between special needs students and the
school curriculum can be wide. Curriculum designers should make certain that new instructional
designs are integrated with technology. They should: logically extend existing teaching and
explicitly help students build skills necessary for literacy (Koehler & Mishra, 2005).
Holtzberg, Carol S. (1995). Technology in Special Education, Technology and Learning, Vol.
15, No. 5.
Holtzberg reveals the findings from a grant that Boston Public Schools, Special
Education Resource Center received from Apple Corporation. The centers coordinator gave one
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computer to each teacher in the district, who has an inclusion classroom, to use on various
projects in the classroom. The results from the various projects showed that special needs
students: felt good about themselves, worked outside of their box, didn’t feel so isolated using
the computer, eliminated a lot of behavior problems, worked at their skill level, went on line with
peers, played games, spoke into the computer, enjoyed working with others on the computer,
didn’t feel threatened by their peers and designed a play or book with classmates. The article
discusses how their use of computers for special needs students was beneficial.
Alnahdi, Ghaleb. (2014). Assistive Technology in Special Education and the Universal Design
for Learning Turkish Online Journal of Educational Technology - TOJET, Vol. 13 n2 p.
18-23.
The article explains the importance of using assistive technology in the role of Universal
Design for Learning (UDL) and what needs to be considered when interfacing the technology in
today’s classrooms. Alnahdi felt that, technology enhances the special needs student’s quality
of life and allows them to have independence in the classroom. He researched how technology
helps the learning process for students, especially those with special needs. He feels in the new
“digital age” we must bring the students’ world of using technology devices at home into the
classroom. Technology design has benefited students who were in the past having difficulty
learning in the traditional classroom. He discusses and gives examples of assistive technology
tools and what needs to be considered when planning programs that include technology for
special needs students. Assistive technology allows students to participate in classroom
discussions, master academic tasks, participate in group discussions, group projects, gain access
to peers and role models, and not feel different or isolated in the classroom.
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Anya Evmenova, Melinda Jones Ault, and Margaret E. Bausch (2010). Students with
Disabilities Can Participate and Succeed in STEM Education. Journal of Special
Education Technology Vol. 25 • Issue 3.
The authors examine the STEM program and how educators can use assistive technology
for students who have a disability. STEM is a Science, Technology, Engineering, and
Mathematics program designed to give its students an opportunity to participate in highly
technical areas of employment upon completion. This program came about because the United
States government was concerned that the U.S. workforce was behind other nations in training
for technical jobs, especially if individuals have a disability. Graduates of secondary and
postsecondary schools with a disability have only 6% of the available STEM jobs. The authors
examine a lot of assistive technologies that are already in place that would help students with
disabilities participate in STEM: The “Span Limiting Tactile Reinforcement” (SLTR) device
available on mobile devices has shown promise for struggling readers. A study on math
instruction details the “Blending Assessment with Instruction Program” (BAIP), a database
program that uses instant feedback and tutorials for feedback for math for grades three through
twelve. The use of various assistive technology tools has made participation in STEM possible
for special needs students.
Gordon, David T (2003). The Digital Classroom: New Independence for Special Education
Students. Special Edition, Harvard Education Letter. pp. 36-50.
The author discusses how new technologies have bridged the gap for special needs
students in their learning process. In the past there was a limited range of assistive technologies
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tools available for these students. Now the there is a lot more software to choose from which
reduces the gap between the disabled student and the student with special needs. The advent of
today’s technologies far outweighs the technology of the past because of its design it has
increased their inclusiveness and independence in the classroom. The design of assistive
technology keyboards, mice, rollerballs, and software to help students who have speaking or
writing concerns has increased their motivation and interest in completing projects. The author
talks about the expense of some of the new technologies and gives budget friendly ideas.
Practice
Dyal, Allen; Carpenter, Laura Bowden; Wright, James V. (2009). Assistive Technology: What
Every School Leader Should Know, Education. Vol. 129, No. 3.
These authors discuss and give information on the importance of school leaders knowing
the definition of assistive technology; the laws that must be followed; the importance of
following the laws both ethically and legally; who should be a member of the IEP team and what
assistive technology devices are available. School leaders should also know the cost and the
importance of setting up professional developments for staff so they can become familiar with
equipment and services.
Boettcher, Judith V. (2008). Finding Their Voice: Via an Online Debate Program That Models
the Use of Technology to Foster Collaboration. Technological Horizons in Education,
Vol. 35, No. 3.
Boettcher discusses how special needs students are discovering something that others
questioned they had any potential for: Debating Online. District 75 schools in New York took
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on debate teams like no other debate team in the past. Teams consisted of middle school special
needs students who debated online led by trained teachers. Their debates started off with 19
teams and increased to 350 schools participating in the New York Burroughs. The benefit of
debating online for special needs students includes the three teaching and learning discourses:

Teacher to student

Student to Student

Student to resources
The students learned to come up with their own ideas and gain confidence to work
collaboratively. The technology tools used by special need students were: smart phones, the
internet, podcasts, videos and blogs that stated their own opinions. Students worked in teams
preparing all of the debate questions, points, and cross questioning for their opponents in the
debates. This program gave special needs students’ a skill they are most lacking – confidence!
Shah, Nirvi (2011). Special Education Pupils Find Learning Tool in iPad Applications.
Education Week, Vol. 30 n22 p.1, pp. 16-17.
Shah states that special needs students benefit from using the iPad because tablets have
become a popular tool to bridge their gap in learning. If they have poor motor skills or dexterity
with their hands, iPad becomes a good solution. When special needs students are using the iPad
the student can adjust the font sizes or students with eyesight problems can place the computer
closer to them according to their needs.
The iPad is user friendly and gives students a sense of
individuality and independence. Most of the time, general education students aren’t aware that
some students have a disability while they are working on projects using the iPad. Using the
iPad gives special needs students a sense of belonging and takes away their fear of standing out
in the classroom.
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Courduff, Jennifer (2011). One Size Never Fits All: Tech Integration for Special Needs.
Learning & Leading with Technology, Vol. 38 n8 pp. 16-19.
Courduff discusses how her school engaged for 7 years in a training program for
technology integration. They used their professional development for teacher training at the
beginning, intermediate and advanced levels. After rolling the program out they soon realized
that their training did not include the special needs students. Their goal was to involve teachers,
increase student achievement, and address student learning goals, strengths, and styles. They
knew for special needs students they would have to be more creative and use their training in
ways that would help them meet their IEP goals.
In response, they implemented a practical technology support plan for teachers working
in specialized academic instruction programs. Their vision and subsequent goal was to enable
teachers to help students with special needs and challenges through the process of weaving
existing technology resources into instructional practices in meaningful ways. Through
creativity and hard-work, academic teachers, are meeting students individualized education
program (IEP) goals quicker than ever. Their integration training benefited the student
performance and interest. Students who are unable to write are using software that helps assist
their writing: Text-to-Speech, to write stories and PowerPoint to give presentations.
As a
result, the teacher training and creativity for special needs students showed that the reading
scores increased and they are meeting students IEP’s goals.
They learned that matching
technology integration and training for teachers to meet the needs of all students, especially those
with special needs, engages and increases their understanding and learning.
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Cook, Albert M., and Jan Miller Polgar. (2008). Cook & Hussey's Assistive Technologies:
Principles and Practice. 3rd ed. St. Louis, Mo.: Mosby Elsevier.
In chapter fifteen of their book the authors discuss Assistive Technologies in the context
of the classroom and their use. They discuss the needs of students with different types of special
needs both physical and cognitive and how using technology is assisting those students so they
can meet their academic needs for grades K-12. In many cases the technology used is
computers, specialized software and the internet. They describe, in detail, tasks students need to
be able to perform and the technology tools for the students to achieve success:
Reading requires motor skills, sensory and cognitive skills, computer programs that use
drill and practice are effective. Writing also requires motor skills; using automatic speech
recognition software should be used. Math can be achieved with educational software programs
that use graphics, games and drill practice. Students who are having difficulty playing an
instrument in music can have notes stored on a sound card in the computer and played back to
the student by using a Musical instrument Digital Interface. In science, students can work on
virtual reality software projects on a computer which is highly interactive software for learners
with special needs.
Piehler, Christopher (2014). Five Keys To Using Technology to Help At-Risk Students THE
Journal - Alliance for Excellent Education.
This article was released by the Alliance for Excellent Education and the Stanford Center for
Opportunity Policy in Education. The research showed that low income poorer schools were
lacking in technology access and using it incorrectly, which became a challenge for educators.
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Their research offers five recommendations for schools to adopt for special needs and at risk
students:
a) Schools should offer one-on-one access – each student should have their own computer
b) Faster internet connections – which will keep students focused
c) Interactive Technology - that includes lots of visuals and graphics that allows student to
see, hear and learn about course concepts
d) Create their own content – Students should have projects, compose reports, access and
manipulate course content
e) Blended environment – interaction between students in a group or project based
environment.
The study compares technology use in the suburbs as a supplement to coursework and
curriculum presentations verses in the poorer school areas technology is not used as a
supplement, instead it is used in place of coursework which could be detrimental to a students’
academic success. Technology used correctly will show significant improvement in student
achievement and improve student focus on coursework, particularly for the at risk population
Hayes, Heather (2013). How Technology is Helping Special-Needs Students to Excel, Ed Tech
Focus on K-12.
The article discusses how the importance of choosing the best assistive technology for a
special needs student is essential in order for them to be successful. Educating special needs
students with the correct assistive technology has always been a challenge in today’s classrooms.
Assistive technologies are now merged with consumer technology which has given the special
education departments a lot bigger toolbox to choose from when they are planning their
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educational needs. Using smartphones, and tablets allows students to download assistive
technology software that can be used for speech, reading, sound amplifiers, close caption and
video conferencing. All of these new devices allow the special needs student to integrate into the
classroom and have a greater sense of accomplishment along with gaining a sense of confidence
and independence.
Teacher Resources
Madden, Kaitlyn (2012). Teaching Students with Disabilities Literacy through Technology.
Language and Literacy Spectrum, Vol. 22 pp. 30-42.
Madden analyses various views on why teachers should use technology for students with
disabilities and the types of technology for special needs students. She talks about technology in
the context of Response to Intervention (RTI) and outlines technology devices for literacy. She
goes over specific tools in the classroom that would benefit both students and teachers and gives
alternative ways to address both their physical and learning needs.
A few examples of
technology tools that align with curriculum best practices are, explicit instruction, teachersupport, for both learners with disabilities and general education students, and incorporating
graphic organizers which offer an interactive alternative for students such as Inspiration,
Kidspiration, Webspiration, and FreeMind all programs have graphic organizers through
technological means. Effective Writing programs were also researched, Draft Builder and CoWriter to assist special needs students who have trouble writing. Studies show that using
programs like Simon Sound it out, or iPhones and iPads benefit students with their phonetics and
help teachers monitor their progress. Her research shows that students benefit when using
technology whether they are self-contained or in an inclusion classroom.
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Fratt, Lisa (2005). Solutions in Special Education: Smart Districts Use Tech-Based Approaches
to Keep Special Education Requirements from Draining Staff and Budgets, District
Administration, Vol. 21. No. 6 p. 60.
The author discusses past downfalls of the high cost of educating a special needs student.
Fratt focuses on solutions and gives advice to school districts planning to acquire new software
to cut the enormous cost of special education for school districts. In the past both administrators
and special education teachers became over worked trying to complete tons of paper work,
which resulted in a high rate of turn over for special education teachers.
The advent of Special Education Management Software, bought by districts to assist
special education teachers with the mounds of paper work wound up making teachers frustrated
because the software was not living up to their expectations. Another problem was a lot of
special education teachers didn’t know how to use the software, which meant they were still
spending time on paperwork. All of this takes them away from their main purpose - focusing on
student achievement.
Several schools are now focusing on a new technology based on past special education
software from a company called Encore. Their software saves time, costs less, and better serves
the teachers and students. It embeds student names, profiles, and information into the software
for teachers to view. It contains all the special education governmental laws, compliance issues,
forms and tasks they need to complete are listed in the program. Prior to using Encore
Management Software teachers were spending hours inputting information manually. The
improvement of management software has made the processing tasks for teachers and
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administrators less time consuming. This new software is a big benefit to students because now
their special education teachers can spend more time working on their needs and achievements.
Zorigan, Khris and Job Jennifer (2010). How Do Special Education Students Benefit from
Technology? Learn NC. Web.
Zorigan and Job discuss the myth that students with learning disabilities are unable to use
the same technology tools as other students. Many teachers are unaware that students with
disabilities sometimes have more technology knowledge than their teacher or other students,
because they are drawn to computer tools. They discuss how technology can become the
“equalizer” in the classroom. They give examples of how technology will benefit special needs
students’ especially assistive technology and give examples: E-books, which help users, turn
pages, “alternative pencils” for writing and Voice Thread, software which helps students answer
questions without needing to write. The authors recommend blogging and logging onto their site
to review different tools for assistive technology that will motivate student with special needs to
learn.
Palmer, Randall (2013). The Top 10 iPads for Special Education Empowering Independence in
SPED Learners: There's an App for That! T.H.E. Journal, Vol. 40 n6 pp. 10-13.
The article’s emphasis is on how using an iPad is one of the best tools for today’s SPED
students and describes how beneficial its use is for their independence in a classroom setting. I
pads can be set up to be used with assistive technology features which will provide a variety of
special needs software applications.
Randall discusses his research on a school in Verona,
New Jersey that picks through over a million applications at the iTunes App Store and rates the
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appropriateness for students with various special needs. They rate the apps for both teachers and
parents use.
Palmer outlines the top 10 software programs for special needs students. He gives steps
for software evaluation so teachers can evaluate the software on their own and make informed
choices. Grade levels and prices are also on the website.
The choices for evaluation of special needs software are:

Differentiation - How adaptable?

Alignment – Does it align with curriculum?

Data collection - feedback

Motivation – Do students respond to software?
Teachers in the technology classrooms need to be certain that they are prepared with the correct
software applications for students who have special needs, correct selections will keep students
working independently, motivated and be a big support for the teacher.
Evanciew, Cheryl E P. (2003). Preparing Technology Teachers to Work with Special Needs
Students. The Technology Teacher, Vol. 62, Issue 7, p7.
The author reviews the research on inclusion for special needs students in technology
classes for teachers. She discusses the benefits of technology coursework to special needs
students. She also goes over the various acts that have been passed to ensure that they are
included in the technology classroom experience. The passing of the Perkins Act, The
Individuals with Disabilities Act, and the Vocational Rehabilitation Act, to name a few,
specifically lay out the advantages of a inclusion in a technology classroom. Technology
education is important to students with disabilities because research shows students benefit from
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the “hands on learning” experiences that they receive in technology classes. Also students in
technology programs receive information on careers that are available to them. Information is
presented in application format that allows learning to be “embedded in authentic contexts where
students engage directly with real life objects and situations" (Rojewski & Schell, 1994, p. 241).
The author also discusses the importance of technology teachers being at the IEP meetings in
order to be part of the planning process to gain knowledge on what technology tools would be
most beneficial to the student.
By Smith, Sean J (Fall 2010). Introduction to the Special Issue on Technology Integration,
Learning Disability Quarterly Vol. 33, No. 4.
Smith covers five articles in this issue on the ongoing discussions on why implementing
technology integration for students is so important for the RTI (Response to Interaction) program
in schools. The article’s focus at first is on the background of the RTI program and how both
assistive technology and instructional technology are sometimes not used in schools for various
reasons: money, matching the correct technology with the student. Research studies on
technology integration show that students with learning and behavior issues would benefit the
most from using technology. In looking at the future of technology integration for the RTI
students, educators must consider both the larger framework of education (general education and
special needs in the same classroom) along with the social factors that influence special needs
students.
Karen E. Forgrave (2002). Assistive Technology: Empowering Students with Learning
Disabilities. The Clearing House, Vol. 75, No. 3, pp. 122-126.
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Forgrave feels most special education educators don’t recognize the advantages of using
technology in the classroom to assist special needs students. She discusses the advances in
assistive technology in three important areas that, if used, could benefit the learning process for
special needs students in middle and high school. The biggest areas of concern is reading and
writing. In the area of reading students who read slowly, have poor word coding skills and
decoding skills. In writing, students have poor grammar, poor spelling and lack of organization
skills. Forgrave outlines three types of software to assist teachers in the classroom: speech
synthesis software, organizational software, and voice recognition software. She summarizes by
giving recommendations on how assistive technology tools should be used in the classroom
along with suggestions for future study.
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Reflections
Through my research I have learned an enormous amount of information that will help
me now and in the future when working with special needs students especially in an inclusion
classroom setting where they are blended with general education students. I’ve worked with
upper school and now with primary students. What I have experienced is the fear that they all
have of not being included in projects or groups because they may require additional or a
different type of assistance than their peers. They are especially cognizant of this when attending
middle and high school. They don’t want to be seen as different, they would rather just fade into
the woodwork – It’s just not cool.
My job, as a technology teacher, is to make special needs students feel comfortable in a
technology classroom. I knew they enjoyed working with technology but wasn’t aware that
technology is the key to allowing them to fit into an inclusion classroom so well. I never knew
that the different tools, that I ordered, were called assistive technology tools. This term is new to
me but it fits when used to help them succeed. In the past I have given students keyboards, while
others students were using touch pads, larger screen font sizes, changed wording for directions same document but lower level language in the directions, iPads so they can use their voice for
searching, voice software to write a story when their handwriting is not legible, headphones so
the story can be read to them and special microphones so the student with a hearing deficiency
can hear me when I lecture – Most students don’t even notice any differences in their learning
methods when technology is used.
My research has shown that assistive technology is a huge key to their success for both
students and teachers. I have also learned, from the research by Traynor, how using assistive
technology for all students benefits both general education students as well as special needs
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students in todays’ technology based classrooms. Schools are using technology for language
courses, math drills, English comprehension and science. Teacher software is now available
that links the students work progress (math, reading and science) test scores and completion of
work assigned to the teachers laptop for evaluation.
I learned reading the various researchers opinions on assistive technology: That using
assistive technology software allows students to work at their own pace and cuts down on
behavior problems in the classroom, assistive technology enhances a special needs students’ life
and allows them to be independent in the classroom.
Studying the research has alerted me to think of a more “practical approach” for students
with special needs when I recommend tools for assistive technology. I will take advantage of the
site suggested for teachers to aid in selecting software that includes reviews, cost and ratings.
When using assistive technology educators feel, it gives special needs students the ability to:

Achieve greater levels of independence

Gain confidence

Be more willing to reach out to their teachers and peers to ask questions and
collaborate;

Self-advocate

Challenge themselves
It’s a better world out there now in the 21 st century for students using assistive
technology, whether it’s helping regular education students with a report, a presentation,
learning a language or allowing students who need to feel included in the classroom
learning process not feel isolated. Using assistive technology makes them feel included
in the coursework and work more independently. It’s only going to get better now that
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new technology tools are being designed year after year -- just to ensure improved
academic success for all students.
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References
Cook, Albert M., & Jan Miller Polgar. (2008). Cook & Hussey's Assistive Technologies:
Principles and Practice, 3rd ed. St. Louis, Mo.: Mosby Elsevier.
Courduff, Jennifer (2011). One Size Never Fits All: Tech Integration for Special Needs,
Learning & Leading with Technology, V38 n8 p16-19
DeWitt, John C. (1991). The Role of Technology in Removing Barriers. The Milbank
Quarterly. Vol. 69. pp. 313-332.
Dyal, Allen Carpenter, Laura Bowden, Wright, James V. (2009). Assistive Technology: What
Every School Leader Should Know, Education. Vol. 129, No. 3.
Edyburn, Dave L. (2013). Critical Issues in Advancing the Special Education Technology
Evidence Base. Exceptional Children, Vol. 80, No. 1.
Evanciew, Cheryl E P. (2003). Preparing Technology Teachers to Work with Special Needs
Students. The Technology Teacher, Vol. 62, Issue 7, p. 7
Fratt, Lisa (2005). Solutions in Special Education: Smart Districts Use Tech-Based Approaches
to Keep Special Education Requirements from Draining Staff and Budgets, District
Administration, Vol. 21. No. 6 p. 60.
Gordon, David T (2003). The Digital Classroom: New Independence for Special Education
Students. Special Edition, Harvard Education Letter. pp. 36-50.
Hayes, Heather (2013). How Technology is Helping Special-Needs Students to Excel, Ed Tech
Focus on K-12.
Holtzberg, Carol S. (1995). Technology in Special Education, Technology and Learning, Vol.
15, No. 5.
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Karen E. Forgrave (2002). Assistive Technology: Empowering Students with Learning
Disabilities. The Clearing House, Vol. 75, No. 3, pp. 122-126.
Kennedy, Michael J., Deshler, Donald D. (Fall 2010). Literacy Instruction, Technology, and
Students with Learning Disabilities: Research We Need and Research We Have.
Learning Disability Quarterly, Vol. 25, Issue No. 3.
Madden, Kaitlyn (2012). Teaching Students with Disabilities Literacy through Technology.
Language and Literacy Spectrum, Vol. 22 pp. 30-42.
Palmer, Randall (2013). The Top 10 iPads for Special Education Empowering Independence in
SPED Learners: There's an App for That! T.H.E. Journal, V40 n6 pp. 10-13.
Piehler, Christopher (2014). Five Keys To Using Technology to Help At-Risk Students THE
Journal - Alliance for Excellent Education.
Shah, Nirvi (2011). Special Education Pupils Find Learning Tool in iPad Applications.
Education Week, V30 n22 p1, pp. 16-17.
Smith, Sean J (2010). Introduction to the Special Issue on Technology Integration, Learning
Disability Quarterly Vol. 33, No 4.
Traynor, Patrick L. (June 2003). Computer Assisted Instruction—Research. Journal of
Instructional Psychology. Vol. 30, No. 2.
Zorigan, Khris & Job Jennifer (2010). How Do Special Education Students Benefit from
Technology? Learn NC. Web.
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