The purpose of this study was to systematically review literature on assistive technology (AT) used to develop literacy skills in students with physical disabilities. Primary databases were searched using search terms AT, disability, and literacy. Eight studies were eligible for inclusion. Six studies reported positive change to literacy…

People with and without disabilities value the goals of greater control and self-determination, participation in their school or community, and enhanced social inclusion. Technology is an important support in achieving these goals. In this article we examine the intensity of the support needs of persons with intellectual disability (ID), as…

This research project studied the effect that a technology-based training program, WheelchairNet, could contribute to the education of children with physical disabilities by providing a chance to practice driving virtual motorized wheelchairs safely within a computer-generated world. Programmers created three virtual worlds for training. Scenarios…

Students with physical disabilities often have difficulty with writing fluency, despite the use of various strategies, adaptations, and assistive technology (AT). One possible intervention is the use of speech recognition software, although there is little research on its impact on students with physical disabilities. This study used an…

The ability to read fluently is a critical skill that allows the reader to concentrate on the meaning of the text. It also can contribute to a successful reading experience. However, students with physical disabilities may have difficulty reading fluently due to any number of functional, psychosocial, or environmental factors that can accompany a…

A gestural-assisted menu-driven communication system for motorically impaired persons was developed using a low-cost microcomputer with adaptations and adjustments to hardware and software. (CL)

The Alternative Communication System Project pilot tested a microcomputer-based communication device with five physically disabled students (8-15 years old). Ss exhibited a high level of accuracy in using the system, which translates Morse Code into English letters, numbers, and punctuation. Videotapes available as project demonstration materials…

A microcomputer-based Universal Laboratory Training and Research Aid (ULTRA) provides meaningful laboratory access to blind students and students with upper limb disabilities. Using ULTRA, blind students can perform chemical experiments independently. (CL)

Four physicaly handicapped children with mental ages between three and three-and-a-half years progressed through a sound training program teaching word generation with and without an auditory model. Treatment procedures progressed from production of single phonemes to multisound levels. Results suggested that some prereading nonvocal physically…

Activities using Logo, a programing language, have been successful in helping severely physically disabled students as well as autistic children express themselves. (CL)

This discussion of assistive technology for children with AIDS considers management in the school setting, functional limitations related to HIV/AIDS, and the use of assistive technology to address HIV/AIDS- related bodily, mental, sensory, and speech and language impairments. (Contains references.) (DB)

A discussion of augmentative communication aids for nonreading severely physically handicapped children focuses on factors in movements to electronic aids, criteria for selection of aids, and specific training suggestions. The importance of maintaining flexibility is stressed. (Author/CL)

Three mildly and moderately retarded, physically handicapped institutionalized men (17-30 years old) successfully participated in a recreation program involving adapted videogames. Doubles play fostered cooperative social interaction between players. (CL)

Five handicapping conditions--emotional disturbance, visual impairment, mental retardation, hearing impairment, and physical disability--are discussed in terms of definition, range of impairment, and daily school management. The summaries are designed to be of practical help to the regular class teachers involved with mainstreamed students. (CL)

Computer access has become increasingly important within special education due to the increased functional independence that computers can provide children of all ages. Children with disabilities, especially, have benefited from access to computers (Glickman, Deitz, Anson, & Stewart, 1996; Judge & Parete, 1998; Swinth, Anson, & Deitz, 1993).…