Assistive Technology: Legislation and Legal Issues

Developing special education programs that confer a free appropriate public education (FAPE) for students with disabilities has been a challenge for local education agencies since the Individuals with Disabilities Education Act (IDEA) was first passed in 1975. Developing a FAPE has been particularly challenging when students require assistive technology (AT) services or devices to meet their unique educational needs. In this article, we consider how students' individualized education program (IEP) planning teams have met this challenge by examining administrative and judicial rulings on the use of AT services and devices by students' with disabilities. Specifically, we first examine rulings from 2005 to the first half of 2013 regarding the IDEA, FAPE, and AT. Second, we explore how courts have interpreted the AT obligations of educational agencies with a focus on cases in which parents were the prevailing party. Primary reasons for school district losses in these cases include failing to: (a) provide AT assessments (b) address AT needs, (c) provide the AT devices or services specified in a student's IEP, (d) properly implement AT services. We end by discussing the implications of these court decisions for school districts use of AT services and devices with students in special education.     

A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence

Learning Environments Research - Supportive classroom environments are associated with improved student outcomes, particularly during early adolescence (ages 10–14 years). Applying...     

The observation of special education classrooms by school personnel

Learning Environments Research - Classroom observation is an accountability practice which promotes the evaluation of teachers’ capacity to meet standards, improve teaching practices, and...     

Exercising older people´s brains in Costa Rica: Design principles for using information and communication technologies for cognitive activity and social interaction

This study is part of a design-based research project aimed at designing a learning intervention for enabling Costa Rican older people to use information and communication technologies for cognitive activity and social interaction. Data from relevant literature, a focus group with older adults, and interviews with professionals teaching older adults how to use information and communication technologies were analyzed, in order to create context-sensitive design principles that could guide the design of learning interventions that meet the needs of older learners. The analysis derived context-sensitive design principles that include wider topics that influence the learning process, such as emotions and stereotypes related to learning about and using information and communication technologies, as well as the social support to that learning. The resulting eight design principles argue for respectful learning environments, in-depth comprehension of changes related to aging, time and space to reflect on emotions related to the learning process, and acknowledgment of participants’ individuality.     

Telling the Tale and Living Well: Adolescent Narrative Identity,Personality Traits,and Well‐Being Across Cultures

This study explored links between narrative identity, personality traits, and well‐being for 263 adolescents (age 12–21) from three New Zealand cultures: Māori, Chinese, and European. Turning‐point narratives were assessed for autobiographical reasoning (causal coherence), local thematic coherence, emotional expressivity, and topic. Across cultures, older adolescents with higher causal coherence reported better well‐being. Younger adolescents with higher causal coherence instead reported poorer well‐being. Personal development topics were positively linked to well‐being for New Zealand European adolescents only, and thematic coherence was positively linked to well‐being for Māori adolescents only. Negative expressivity, neuroticism, conscientiousness, and openness were also linked to well‐being. Implications of these cultural similarities and differences are considered for theories of narrative identity, personality, and adolescent well‐being.     

Addressing Disparities in Parent Education: Examining the Effects of Learn the Signs/Act Early Parent Education Materials on Parent Outcomes

Early intervention is critical for improved prognosis and quality of life for young children with developmental delays and disabilities. Yet, disparities persist among underserved families with young children. These disparities include knowledge of child development, use of medical providers as referral sources, and later diagnosis. The current study employed a mixed method, randomized controlled trial to examine participant outcomes among low-income, underserved families who received child development information. The information included the 42-page Milestone Moments booklet that was developed by the Centers for Disease Control and Prevention’s Learn the Signs/Act Early initiative. Participants (n = 108) included parents or legal guardians of children ages birth through 5 years. The participants were predominantly Black/African American (86 %) and female (90 %), and all had incomes below the federal poverty level. Study variables related to the location (home vs. child care center) and context (single session vs. extended visits) for delivering the information did not yield significant differences. Yet, there were clear findings that parents who received the booklet reported increased knowledge about child development, a decrease in concern about their own children’s developmental progress, and a positive perception of the booklet. On interview, parents reported learning new information about child development or being reminded of developmental information they had forgotten and the importance of following up with professionals when concerns arose. While not statistically significant, there was a consistent trend toward greater participant outcomes for parents who received materials in the child care setting relative to the home.     

Changing the Landscape of Social Emotional Learning in Urban Schools: What are We Currently Focusing On and Where Do We Go from Here?

The Urban Review - This study provides a systematic review of the use of social emotional learning (SEL) interventions in urban schools over the last 20 years. I summarize the types of...