Abbreviated episodes

, 162

Academic instruction (see also Social communication instruction)

, 126–130

Academics

, 52

Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP)

, 96–97

Access

, 2–3

Accessibility features

, 89

Accommodations

, 145–146

Activity time

, 221

Adobe Premiere Rush

, 117

Adolescents with ASD

, 118–120

Affective learning, using TAII to enhance

, 114–120

Age-appropriate assistive technology

, 98–99

Age-appropriate technology

, 98–99

Aided communication

, 111–112

supports

, 130–131

Alternative and augment communication (AAC)

, 236–237

American Foundation for the Blind (AFB)

, 100–101

American National Standards Institute (ANSI)

, 78

American Sign Language (ASL)

, 77

American Speech and Hearing Association (ASHA)

, 72

Apple iPod ©

, 135

Apple products

, 23

Applied behavior analysis (ABA)

, 32–33, 132

Apps

, 4–5, 53

Archimedes screw

, 31

Artificial intelligence (AI)

, 43–45, 224–225

AI-based approach

, 235

Artificial technologies, emergence of

, 43

Assistive listening devices (ALDs)

, 77

Assistive technology (AT)

, 2–3, 16, 52, 63, 72, 77, 145

barriers to

, 19–20

categorization with examples

, 54

as compensatory strategies

, 145–146

independence and transition

, 58–63

instructional aids/academics

, 53–58

for learning disabilities

, 16–17

for students with visual impairments

, 91–92

support communication

, 111–114

Assistive Technology Act

, 216

Association for Education and Rehabilitation of the Blind and Visually Impaired website (AER website)

, 96–97

Association of Assistive Technology Act Programs

, 19

Attention, strategies to accommodate

, 149–150

Attention deficit hyperactivity disorder (ADHD)

, 19

Audio SOPS

, 60

Audiobooks

, 56–57

Augmentative and alternative communication (AAC)

, 111

Augmented feedback

, 223

Augmented reality (AR)

, 4, 62

Aural rehabilitation

, 74–75

Autism

, 118–119

Autism spectrum disorder (ASD)

, 35, 105–106

communicative and social challenges

, 106–107

narrow interests and exceptional abilities

, 106–107

poor nonverbal conversation skills

, 107

TAII

, 107–110

using TAII to enhance affective and social learning

, 114–120

using TAII to enhance communication

, 110–114

uneven language development

, 107

Automatic speech recognition (ASR)

, 77

Basic episodes

, 162

Behavior support strategies

, 132–134

Behind-the-ear hearing aids (BTE hearing aids)

, 73–74

Bitmoji classrooms

, 87–88

Blind

, 88

Bone-anchored hearing aids

, 73–74

Brain trauma

, 146

Bug-in-ear technology

, 41

Built-in accessibility features for students with visual impairments

, 88–91

Calculators

, 53

Center for Inclusive Technology and Educational Systems (CITES)

, 18

Centers for Disease Control and Prevention (CDC)

, 143–144

Certified Assistive Technology Instructional Specialists for People with Visual Impairments (CATIS)

, 96

Certified Orientation and Mobility Specialists (COMS)

, 96

Chrome extensions

, 23

Chromebooks

, 23, 224–225

Classroom learning

, 148

Classroom noise

, 78

Classroom practices

, 2

Classroom teachers

, 9–10

Classroom technology specific to DHH

, 78–82

Closed captioning (CC)

, 194–195

Cloud computing

, 208–209

Cochlear implants (CI)

, 73–75

Cognitive rehabilitation

, 145

Collaboration

, 98–102

Comics and text complexity

, 165–166

Common Core State Standards (CCSS)

, 162–163, 166

Communication

, 2, 43–44

using TAII to enhance

, 110–114

Communication access real-time translation (CART)

, 77

Communicative supports

, 111

Compensatory interventions

, 145

Compensatory strategies to enhance learning for students with TBI

, 148–150

strategies to accommodate attention

, 149–150

strategies to accommodate for working memory

, 148–149

strategies to accommodate language

, 150

Complex communication needs (CCN)

, 130

Computer modeling

, 44–45

Computer-aided note-taking (CAN)

, 77

Computer-assisted instruction (CAI)

, 1–2

Computer-based instruction (CBI)

, 205–206

Computer-based technology

, 205–210

Concrete, representational, and abstract learning (CRA)

, 25–26

Concrete manipulatives

, 55–56

Concussions

, 144

Constant time delay (CTD)

, 129

Content areas

, 129–130

Cooperative learning

, 206–210

Council for Exceptional Children (CEC)

, 96–97

Covert audio coaching (CAC)

, 136

COVID-19

pandemic

, 224

using technology to deliver instruction during

, 8–11

Cruel optimism of technological advancement

, 33–34

Cultural model of disability

, 185

Culturally or linguistically diverse students (CLD students)

, 199–200, 234

computer-based technology

, 205–210

culturally relevant instructional strategies

, 204–205

future perspectives

, 210–212

students from CLD backgrounds

, 201–204

Culturally Relevant Pedagogy (CRP)

, 188, 204

Curricular resources

, 204–205

d/Deaf and hard of hearing (DHH)

, 71–72

classroom technology specific to

, 78–82

Daily living skills

, 134–135

Daily living tasks

, 59

Data-based evidence

, 36–42

technology as limitation

, 36

technology to improve academic outcomes

, 38–40

technology to improve social outcomes

, 36–38

technology to train or support teachers

, 40–42

Data-based individualization (DBI)

, 42–43

Deaf

, 71–72

assistive technology

, 77

classroom technology specific to DHH

, 78–82

common types of amplification for children with hearing loss

, 73–75

educational attainment

, 71–72

hearing loss

, 72–73

impact of hearing loss on student learning

, 75–77

virtual learning

, 82

Delaware Autistic Program (DAP)

, 111–112

Digital comic creation

importance of narratives

, 162–164

importance of visual narratives

, 164–166

macrostructural element supports and digital comics

, 167–171

macrostructural narrative elements

, 161–162

microstructural element support and digital comics

, 171–176

microstructural narrative elements

, 160–161

Digital Education Community Caucus (DECC)

, 191

Digital Education Hub (DEH)

, 182, 186–187

throughlines

, 188–190

Digital gaming

, 241–242

Digital radio frequency (DM)

, 80–81

Digital storytelling

, 160, 165

Digital technologies

, 234

Digital timers

, 133

Digital token boards

, 133

Direct Instruction

, 32–33

Disabilities Education Act

, 216–217

Disability

, 184–186

Disability Studies

, 184

Disability Studies in Education (DSE)

, 184

Distance

, 79–80

Diversity, equity, and inclusion (DEI)

, 202–203

Diversity of population of learners with visual impairments

, 97–98

Dyscalculia

, 16

Dysgraphia

, 16

Dyslexia

, 16

Early childhood education (ECE)

, 10

Early intervention with technology for students with visual impairments

, 98–99

Education for All (EFA)

, 217

Education policies on technology, U. S. department of

, 219–220

Educational attainment

, 71–72

Educational teams

, 98–99

Educational technology

, 2, 17, 19, 200

policy

, 219–220

Educators

, 23, 105–106, 240–241

Electromagnetic induction

, 80–81

Electronic books (E-books)

, 56–57

Emotional and behavioral difficulties, strategies to accommodate

, 151–153

Emotional and behavioral disorders (EBD)

, 34, 184

addressing practical problems

, 31–33

claims vs. evidence

, 35–36

cruel optimism of technological advancement

, 33–34

currently available technologies in education

, 32–33

data-based evidence

, 36–42

failure of technologies in education

, 33

generality of findings

, 36

issues in database

, 34–36

predictions of changes and technologies in serving students with

, 43

problematic participant identification

, 34–35

recurring themes in technology development

, 32

search procedures

, 34

Emotional Disturbance (ED)

, 34

Employment

, 125–126

supports

, 135–136

English language learners (ELLs)

, 205

Enhance learning

, 218–219

challenges

, 227–229

purpose of technology

, 220–223

using qualitative movement diagnosis for students with physical disabilities and health impairments

, 226–227

technology use by students with physical disabilities and health impairments

, 224–225

U.S. department of education policies on technology

, 219–220

united nations sustainable development goals and ISTE standards

, 217–218

use of technology by youth and young adults in general

, 223–224

Equity

, 187–188

Every Student Succeeds Act (ESSA)

, 221

Executive functioning

, 143–144

Explain Everything

, 209

Explicit instruction

, 25–26

Expressive narrative skills

, 159–160

Extensive support needs (ESN)

, 125–126

academic instruction

, 126–130

social communication instruction

, 130–136

Facebook

, 236

Feedback

, 223

Filmmaker Pro

, 117

FilmoraGo

, 117

Fishtopia

, 148

Flash cards

, 4–5

FlyTM Pentop Computer

, 53–55

Free and appropriate public education (FAPE)

, 185

Frequency modulation (FM)

, 80–81

Gaming consoles

, 134–135

Generation Z (Gen Z)

, 223–224

Graduated teaching sequence

, 25–26

Graphic organizers

, 58, 167

Handheld devices

, 117

Head traumas

, 144

Health impairments

, 216

using qualitative movement diagnosis for students with

, 226–227

technology use by students with

, 224–225

Hearing aids

, 73–74

Hearing assistive technologies (HATs)

, 78, 80, 82

Hearing loss

, 72–73

common types of amplification for children with

, 73–75

configuration

, 72–73

degree

, 72–73

impact of hearing loss on student learning

, 75–77

type

, 72

High incidence disability; educational technology

, 16–17

High-speed networks

, 239–240

High-tech assistive technology

, 52–53

High-tech tools

, 21–22

High-technology tools

, 95

I-Connect self-monitoring application

, 134

iMovie

, 117

Implicit Relational Assessment Procedure (IRAP)

, 41

In-the-ear hearing aids (ITE hearing aids)

, 73–74

Inclusion

, 187–188

Incomplete episodes

, 162

Independence

, 58–63

Individualized educational programs (IEPs)

, 2, 16, 98, 108, 110, 211–212

Individuals Family Service Plans (IFSPs)

, 98

Individuals with Disabilities Education Act (IDEA)

, 7–8, 19–22

Individuals with Disabilities Education Improvement Act (IDEIA)

, 91–92, 144, 200–201, 216, 234–235

Information technology (IT)

, 210

Infrared

, 80–81

Instagram

, 236

Instruction

, 32–33

Instructional aids/academics

, 53–58

Intellectual disability (ID)

, 51–52

International Society for Technology in Education (ISTE)

, 217–218

united nations sustainable development goals and

, 217–218

Internet access

, 236–237

Intersectionality

, 184–186

iPad

, 145–146, 224–225, 236–237

Jigsaw learning strategies

, 207–208

Kahoot!

, 148

Kinect Xbox One console

, 134–135

KineMaster

, 117

Language, strategies to accommodate

, 150

Laptops

, 88

Learners, technology to reach all

, 238–242

Learning

assistive technology

, 52–63

dichotomy

, 52

stages

, 51–52

teaching and

, 221–222

Learning Disability (LD)

, 15–16

assistive technology for

, 16–17

barriers to AT

, 19–20

educational technology vs.

, 17–19

eliminating barriers and identifying solutions

, 20–22

translating process to application

, 22–26

Learning management systems (LMS)

, 2

LearningAlly

, 56–57

Lexical cohesion

, 172

Life skills

, 52

LinkedIn

, 236

Low vision

, 88

Low-tech assistive technology

, 52–53, 56–57

Low-tech tools

, 21–22, 95

LumaFusion

, 117

Macrostructural element supports and digital comics

, 167–171

designing settings

, 167–169

sequencing panels for episodic structure

, 169–171

storyboards

, 167

Macrostructural narrative elements

, 159–162

Manipulatives

, 26, 53, 55–56

Massive open online courses (MOOCs)

, 242

Mathematics

, 24, 26, 53, 55, 129

Metacognitive verb

, 161

Microphone

, 81

Microstructural element support and digital comics

, 171–176

Microstructural narrative elements

, 159–161

Mild traumatic brain injuries

, 144

Miro

, 187–188

Mixed reality

, 4–5

Mnemonic instruction

, 32–33

Mobile applications

, 235

Mobile devices

, 4–5

Morpheme

, 75

Morphology

, 75

MotivAider

, 133–134

My Pictures Talk^TM

, 147

Narratives (see also Visual narratives)

importance of

, 162–164

production

, 159–160

writing

, 176–177

National Assessment of Educational Progress (NAEP)

, 22–23

National Council of Teachers of English (NCTE)

, 166

National Professional Development Center on Autism Spectrum Disorders (NPDC)

, 108

Near-field magnetic induction (NFMI)

, 80–81

Neuroscience

, 45

emergence of

, 43

No Child Left Behind Act (NCLB Act)

, 238–239

No-tech tools

, 21–22, 95

Non-culturally relevant passages NCR passages)

, 205

Online learning

, 5–6, 236–237, 242

Online mentorship

, 38

Operating system (OS)

, 88–89

Opinions Relative to Mainstreaming Scale (ORMS)

, 41

Opportunities to respond (OTRs)

, 35–36

Oral reading fluency (ORF)

, 205

Organization, strategies to accommodate

, 150–153

Organizational deficits

, 143–144

Orientation and mobility (O&M)

, 96–97

Orthopedic impairments

, 216–217

Person and remote learning experiences of students with visual impairments

, 100–102

Personal RM system

, 81

Personalized AT

, 146

Persuasive AT

, 146

Phonemic awareness

, 22–23

Photos

, 117

Physical disability

, 216–217

using qualitative movement diagnosis for students with

, 226–227

technology use by students with

, 224–225

Physical education

, 220

Picture Exchange Communication System (PECS^®)

, 111–112, 130

Picture SOPS

, 59

Pinterest

, 236

Planning AT

, 146

Positionality

, 183–184

Practice-based evidence (PBE)

, 42

Present level of performance (PLP)

, 222

Preteaching of technology and assistive technology to school-age learners

, 99–100

Professional development

, 42–43

Proloquo2Go

, 130–131, 236–237

Qualitative movement diagnosis (QMD)

, 223

for students with physical disabilities and health impairments

, 226–227

Quality Indicators for Assistive Technology Services (QIAT)

, 20–21

Quik

, 117

Quizlet

, 148

Reading

, 22–23, 56, 126, 128

fluency

, 39–40

Real-time captioning

, 77

Receiver

, 81

Rehabilitation Act

, 216

Remote learning

, 7

Remote microphone (RM)

, 74, 81

Repetitive language

, 106

Research accessibility

, 42

Reverberation

, 79–80

Rigid language (see Repetitive language)

Robots

, 235

Schema-based instruction (SBI)

, 129

School districts

, 20

School leaders

, 240–241

School teams

, 19–20

Science education

, 39

Self-directed video prompting

, 136

Self-management strategies

, 133–134

Self-operated prompting systems (SOPS)

, 59

Semantics

, 75

Shaduf

, 31

Short-term memory

, 148

Show Me

, 209

Sign language interpreters

, 72

Signal-to-noise ratio (SNR)

, 78–79

Smart and Equitable Technology Use (SETU)

, 188

Smart Travel Concierge System (STCS)

, 135

Smartpens

, 24

Smartphones

, 88, 224–225

Snapchat

, 236

Social AT

, 146

Social communication instruction

, 130–136

aided communication supports

, 130–131

behavior support strategies

, 132–134

daily living skills

, 134–135

employment supports

, 135–136

teaching social communication skills

, 131–132

Social communication skills

, 131

Social learning, using TAII to enhance

, 114–120

Social media apps

, 224–225, 236

Social narratives on devices

, 117–118

Social skills instruction

, 37–38

Social Stories™

, 118

Social validity

, 42

Socio-collaborative learning approach

, 235

Socratic approach

, 241–242

Solid-state drives (SSD)

, 210–211

Soundfield systems

, 81

Special education

, 2, 32–34, 199–200, 221

using technology

, 6, 8, 236, 238

with technology to reach learners

, 238–242

Special educators

, 219–223

Specialized training

, 96–97

Specific learning disability (SLD)

, 15–16

Speech-generating device (SGD)

, 108, 110, 112

Speech-to-text AT

, 2–3, 145–146

Story Builder

, 58

Storyboards

, 167

Student Environmental Task Tool framework (SETT framework)

, 19

Student learning, impact of hearing loss on

, 75–77

Student Support and Academic Enrichment (SSAE)

, 221

Students with disabilities

, 3–5, 7–8, 182, 234–235

Students with emotional disabilities

, 19

Students with learning disabilities

, 19

Students with physical disabilities and health impairments

, 224–225

using QMD for

, 226–227

Success

, 5

Summer Institute

, 192–195

pre-planning sessions

, 192–195

Super Scape VRT

, 134

Support

, 2

Sustainable Development Goals (SDGs)

, 217

and ISTE standards

, 217–218

Syntactic complexity

, 161

Syntax

, 75

Systems of least prompts (SLP)

, 129

Tablets

, 88

Teacher

attitudes toward inclusion

, 41

coaching

, 41

collaboration

, 42

perception

, 37

training

, 42–43

Teachers of students with visual impairments (TVIs)

, 96

Teaching

and learning

, 221–222

social communication skills

, 131–132

Technological advancements

, 234

Technology

, 1–2, 30, 34, 88, 105–106, 126, 166, 182–183, 224, 237–238

AT

, 2–3

assessment

, 222–223

as bridge

, 186–187, 190, 195

in classroom

, 146–147

currently available technologies in education

, 32–33

device

, 216

failure of technologies in education

, 33

feedback

, 223

foundations and throughlines

, 187–190

future implications

, 195

to improve academic outcomes

, 38–40

to improve social outcomes

, 36–38

intersectionality and disability

, 184–186

as limitation

, 36

mobile devices, apps, virtual reality and mixed reality

, 4–5

online learning

, 5–6

positionality

, 183–184

purpose of

, 220–223

to reach learners

, 238–242

recurring themes in technology development

, 32

research in special education

, 2

in special education

, 236–238

special education using

, 6–8

for students with visual impairments

, 87–88

teaching and learning

, 221–222

using technology to deliver instruction during COVID-19

, 8–11

to train or support teachers

, 40–42

U.S. department of education policies on

, 219–220

use by students with physical disabilities and health impairments

, 224–225

by youth and young adults in general

, 223–224

Technology-aided instruction and intervention (TAII)

, 107–110

using TAII to enhance affective and social learning

, 114–120

using TAII to enhance communication

, 110–114

Terminable unit (T-unit)

, 161

Text-to-speech (TTS)

, 2–3, 23, 57–58

Therapy professionals

, 9–10

Think-Pair-Share strategies

, 207–208

Toontastic

, 58

Transition

, 58–63

Transmitter

, 81

Traumatic brain injury (TBI)

, 143–144

assistive technology as compensatory strategies

, 145–146

compensatory strategies to enhance learning for students with

, 148–150

recommendations

, 153–154

resources

, 154

strategies to accommodate emotional and behavioral difficulties

, 151–153

strategies to accommodate organization

, 150–153

symptoms associated with

, 144–145

technology in classroom

, 146–147

Twitter

, 236

U.S. department of education policies on technology

, 219–220

Unaided communicative supports

, 111

United Nations Educational, Scientific and Culture Organization (UNESCO)

, 217

Universal Design for Learning (UDL)

, 9–10, 164–165, 188, 238–239

University Affiliated Program (UAP)

, 238

Video activity schedules (VidAS)

, 147

Video modeling (VM)

, 129, 131, 136, 147

on devices

, 116–117

Video self-modeling

, 37, 129

Video self-monitoring (VSM)

, 37

Video SOPS

, 60

Virtual calendars and agendas

, 61

Virtual learning

, 82

Virtual manipulatives

, 26, 55–56

Virtual reality (VR)

, 4–5, 62, 224–225

simulators

, 35

Virtual role-play

, 41

Virtual videoconferencing

, 41

Visual activity schedules

, 59–60

Visual impairments

assistive technology for students with

, 91–92

built-in accessibility features for students with

, 88–91

challenges of using technology to enhance learning for students with

, 92–96

collaboration

, 98–102

diversity of population of learners with

, 97–98

specialized training

, 96–97

technology for students with

, 87–88

Visual narratives

comics and text complexity

, 165–166

and designing equitable learning experiences

, 164–165

importance of

, 164–166

Visual schedules on devices

, 114–116

Visual task analysis and schedules

, 133

Vocabulary choice

, 161

VoiceOver

, 23

WhatsApp

, 236

Wikis

, 208–209

Working memory, strategies to accommodate for

, 148–149

World Health Organization (WHO)

, 100–101

Writing

, 23–24, 39, 58

Written expression

, 128–129

Written language

, 32–33

Young adults in general, technology by

, 223–224

Youth in general, technology by

, 223–224