In the international arena, the use of technology as a tool for accessing information but also for creating content and sharing that generated content is beginning to gain importance. The main objective of this article is to provide knowledge of the new tools used in the international context in cultural access and to facilitate understanding, use…

The authors employed a scoping review to examine peer-reviewed journal articles published 2002-2020 focusing on adolescents who are deaf or hard of hearing and their self-reported identities. d/Deaf identity theory was explored in light of recent advances in developed countries, e.g., universal newborn hearing screening, increased access to…

This paper delineates some of the ways students with high incidence special needs are currently being served with technology in the United States in K-12 to learn skills or accomplish tasks related to reading. Categories examined were read aloud tools, computer applications, traditional instructional methods that utilized technology, and online…

The annual National Deaf-Blind Child Count is the world's first and longest running count of children who are deaf-blind. Begun in 1986 on behalf of the U.S. Department of Education, it represents a collaborative effort between the National Center on Deaf-Blindness (NCDB) and state deaf-blind projects throughout the country, including those in the…

Audiovisual Translation (AVT) and Assistive Technology (AST) are two fields that share common grounds within accessibility-related research, yet they are rarely studied in combination. The reason most often lies in the fact that they have emerged from different disciplines, i.e. Translation Studies and Computer Science, making a possible combined…

In western democracies like Canada, children develop understandings of themselves by participating in physical, social, and civic activities. Such activities occur in the built environments within which they live, learn, and play. Children with motor impairments are only able to engage in these activities in environments that are accessible. These…

What are today's best methods for teaching literacy skills to students with complex support needs--including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-to-date, evidence-based answers for pre- and in-service educators. Developed by Copeland and Keefe, the experts behind the landmark book…

During the last years, the design and development of technology-enhanced training systems for disabled groups of learners has attracted the attention of the technology-enhanced learning community. However, although a number of such systems have been designed to meet accessibility needs and preferences for those groups, most of them anticipate…

Environment is an essential area of attention for practitioners who support young children with disabilities and their families. Decisions about the environment impact the quality of care and education for young children with disabilities showing measurable influence on expected outcomes. Environment impacts true access, quality participation, and…

Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all children in quality…

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to…

This, the 32nd annual National Child Count of Children and Youth Who Are Deaf-Blind, is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a thirty-plus year collaborative effort between the National Center on…

This, the 31st annual National Child Count of Children and Youth Who Are Deaf-Blind, is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a thirty-plus year collaborative effort between the National Center on…

The legacy of defectology, Vygotsky's theoretical work on children with disabilities, still offers a useful approach in disability research. Vygotsky understood disability as an incongruence between the individual's psychological structure and the structure of cultural forms. The incongruence describes a dialectical relation between the person…

This report continues the series in which Education Scotland evaluates the quality of young people's learning and achievements, in this case in the technologies. The report contributes to the overall picture of what it is like to be a learner in a Scottish early learning or childcare setting or school in this second decade of the 21st Century. The…