Can Assistive Technology Help Us to Not Leave Any Child Behind?

Although there is excellent evidence for the efficacy of using various technologies to enhance emergent literacy skills in young children with disabilities, society, including parents and professionals, has been slow in acknowledging these positive findings. The authors of this article demonstrate t...

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Bibliographic Details
Published in:Preventing school failure 2003-07, Vol.47 (4), p.181-186
Main Authors: Weikle, Bobbie, Hadadian, Azar
Format: Article
Language:English
Subjects:
assistive technology
Child development
disability
early childhood
Early intervention
Education
Educational Technology
Families & family life
Households
Language Acquisition
Language Skills
Learning Activities
Learning disabilities
Literacy
parents
Parents & parenting
Preschool Children
Preschool education
Special education
Special Needs Students
Thinking Skills
Young Children
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Summary:Although there is excellent evidence for the efficacy of using various technologies to enhance emergent literacy skills in young children with disabilities, society, including parents and professionals, has been slow in acknowledging these positive findings. The authors of this article demonstrate the dichotomous position that places preschool children with disabilities at risk for not becoming literate members of communities along with their typically developing peers. There are profound implications for children with special needs who do not develop literacy skills. The authors provide practical recommendations to enable parents and professionals to enhance their literacy-related activities using assistive technology.
ISSN:1045-988X
1940-4387
DOI:10.1080/10459880309603365