The purpose of this article is to present a step-by-step process for using self-monitoring to support college students with autism spectrum disorder (ASD) to achieve a variety of goals. Self-monitoring can be used with no technology (e.g., pencil and paper, tangible object placement) or technology-based applications (e.g., interval timers, mobile…

The purpose of this review was to scope the existing research literature that describes educational interventions using mid- and high-tech assistive technology (AT) for students with disabilities in rural settings. The authors conducted a systematic literature search and then analyzed the included studies to develop descriptions of current…

This article provides an overview of wearable technology devices that measure physiological markers associated with stress and their use with children and youth. Tips for teachers and educational team members regarding their use are provided.

Within the US there are over 300 postsecondary education (PSE) programs for students with intellectual and developmental disabilities (IDD). College students enrolled in PSE programs for students with IDD often require support in using assistive technology (AT) to complete living, learning, and working tasks. To date, there is no systematic review…

Students with learning disabilities in reading often have difficulty with comprehension. Four participants with learning disabilities, ages 16 and 17, were assessed in listening comprehension to determine the effects of two treatments, text-to-speech and human reader. Results of this single subject, alternating treatments study indicate that…

Computer-assisted instruction (CAI) gives students with visual impairment (VI) immediate access to information and enables direct collaboration with sighted educators and peers. This systematic review examined interventions addressing the impact of CAI interventions on school-age children with VI. Twenty-eight studies examined CAI interventions…

This study asked Teachers of the Visually Impaired to evaluate a shared reading intervention for Students with Intellectual Disabilities and Visual Impairments and how they felt about their preparedness to teach reading. There has been little research on the student population's literacy skills acquisition. For this study, TVIs evaluated stories…

Experts laud the potential of educational technology (edtech) to promote reading among students with disabilities, but supporting evidence is lacking. This study evaluated the effectiveness of the Lexia® Core5® Reading edtech program (Core5) on the Measures of Academic Progress® (MAP) Growth Reading™ and easyCBM oral reading fluency performance of…

Computer-assisted instruction (CAI) is a critical tool for accessing information and instruction among students with visual impairment (VI). This systematic review examined eight CAI intervention studies implemented with 92 U.S. school-age children with VI. The interventions were implemented with a diverse group of students across a variety of…

The increasing use of Information and Communication Technologies (ICT) has brought advances in interventions for people with disabilities. The aim of this study was to review the scientific literature of the last ten years regarding technologies as tools for improving the quality of life of people with disabilities. To this end, PRISMA methodology…

Online education is an increasingly popular format of schooling used around the world (Digital Learning Collaborative, 2019). For students with Autism Spectrum Disorders (ASDs), challenges with executive functioning skills like self-management can have a significant impact on their ability to successfully participate in online learning. With a…

Postsecondary students with traumatic brain injuries (TBI) encompass a rapidly growing population that does not achieve comparable academic outcomes to their peers without disabilities. These students may experience a vast range of impairments, including those that affect cognitive, physical, emotional, behavioral, psychosocial, and self-awareness…

Since the reopening of schools after COVID-19, students and staff have been required to wear face masks. Some students, including those with extensive support needs (ESN), may have difficulty in wearing these novel protective garments. Fortunately, researchers have demonstrated the effectiveness of several procedures for supporting the wearing of…

Students with specific learning disabilities (SLD) have difficulty with most reading skills, including reading comprehension. Improving reading comprehension skills requires efficient interventions that consider both meaning- and code-based skills simultaneously. Using a single-subject multiple-baseline design across participants, with alternating…

This study examined the use of a wearable smartwatch-based intervention to support the executive functioning needs of college students with intellectual disability and autism spectrum disorders. The study was designed to address the universal design for learning guidelines and checkpoints for Provide options for Executive Functions. Three students…