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Research for Guideline 4

Akpan, J. P., & Beard, L. A. (2013). Overview of assistive technology possibilities for teachers to enhance academic outcomes of all students. Universal Journal of Educational Research, 1(2), 113-118.*

Al Siyabi, J., Tuzlukova, V., Al Kaabi, K., & Hadra, M. (2022). Assistive technology in the English language classroom: Reality and perspectives. Journal of Language Teaching and Research, 13(6), 1203-1210.*

Binger, C., Harrington, N., & Kent-Walsh, J. (2024). Applying a developmental model to preliterate aided language learning. American Journal of Speech-Language Pathology, 33(1), 33-50.*

Cañete, R., & Peralta, E. (2022). Assistive technology to improve collaboration in children with ASD: State-of-the-art and future challenges in the smart products sector. Sensors, 22(21), 8321.*

Clouder, L., Cawston, J., Wimpenny, K., Mehanna, A. K. A., Hdouch, Y., Raissouni, I., & Selmaoui, K. (2019). The role of assistive technology in renegotiating the inclusion of students with disabilities in higher education in North Africa. Studies in Higher Education, 44(8), 1344-1357.*

Courduff, J., Lee, H., & Rockinson-Szapkiw, A. (2022). Voices from Academia Assistive Technology/Augmentative & Alternative Communication Implementation: School to Home during COVID-19. Assistive Technology Outcomes and Benefits AT Services During & After the COVID-19 Pandemic.*

Davis, N. R., Vossoughi, S., & Smith, J. F. (2020). Learning from below: A micro-ethnographic account of children's self-determination as sociopolitical and intellectual action. Learning, Culture and Social Interaction, 24, 100373.*

Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive technologies to support students with dyslexia. Teaching exceptional children, 51(3), 226-239.*

Floyd, K., Galyon, C. L., & Floyd-Norris, K. (2020). Overcoming barriers: Use of assistive technology to access curriculum. Teaching Exceptional Children, 52(6), 436-439.*

Gehris, J. S., Gooze, R. A., & Whitaker, R. C. (2015). Teachers' perceptions about children's movement and learning in early childhood education programmes. Child : Care, Health & Development, 41(1), 122–131.*

Greco, G. M. (2019). Towards a pedagogy of accessibility: The need for critical learning spaces in media accessibility education and training. Linguistica Antverpiensia, New Series–Themes in Translation Studies, 18.*

Johnson, H. N., Wakeman, S. Y., & Clausen, A. M. (2023). Inclusive supports and strategies to increase opportunities to respond for all learners. TEACHING Exceptional Children, 56(2), 72-80.*

Kaczorowski, T., McMahon, D., Gardiner-Walsh, S., & Hollingshead, A. (2023). Designing an inclusive future: Including diversity and equity with innovations in special education technology. TEACHING Exceptional Children, 55(5), 376-383.*

Khan, A., & Khusro, S. (2021). An insight into smartphone-based assistive solutions for visually impaired and blind people: Issues, challenges and opportunities. Universal Access in the Information Society, 20(2), 265-298.*

Kim, J., & Soto, G. (2024). A comprehensive scoping review of caregivers' experiences with Augmentative and Alternative Communication and their collaboration with school professionals. Language, Speech, and Hearing Services in Schools, 55(2), 607-627.*

Lindt, S. F., & Miller, S. C. (2017). Movement and learning in elementary school. Phi Delta Kappan, 98(7), 34–37.*

Malcolm, M. P., & Roll, M. C. (2017). The impact of assistive technology services in post-secondary education for students with disabilities: Intervention outcomes, use-profiles, and user-experiences. Assistive technology, 29(2), 91-98.*

Margot-Cattin, I., Deblock-Bellamy, A., Wassmer, J., Ledgerd, R., von Zweck, C., & World Federation of Occupational Therapists. (2024). Worldwide Survey on Digital Assistive Technology (DAT) Provision. Occupational Therapy International, 2024(1), 9536020.*

Nyce, A. R. (2022). Children, disability, and the digital classroom: Rethinking access and assistive technology for low-income children with disabilities in the digital age. Conn. L. Rev., 55, 135.*

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.*

Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100.*

Pope, L., Light, J., & Franklin, A. (2022). Black children with developmental disabilities receive less augmentative and alternative communication intervention than their White peers: Preliminary evidence of racial disparities from a secondary data analysis. American journal of speech-language pathology, 31(5), 2159-2174.*

Rhodes, L., & Seiler, R. (2007). Assistive technology for infants and toddlers with disabilities: A handbook for parents and caregivers. Moscow, ID: Idaho Assistive Technology Project.*

Satterfield, B. (2020). Mastery of assistive technology in high school and postsecondary performance. Assistive Technology Outcomes & Benefits (ATOB), 14.*

Sharpe, S., & Young, G. (2023). Using google classroom as assistive technology in universally designed classrooms. Canadian Journal of Learning and Technology, 49(1), 1-17.*

Shoval, E. (2011). Using mindful movement in cooperative learning while learning about angles. Instructional Science, 39(4), 453-466.*

Stumbo, N. J., Martin, J. K., & Hedrick, B. N. (2009). Assistive technology: Impact on education, employment, and independence of individuals with physical disabilities. Journal of Vocational Rehabilitation, 30(2), 99-110.*

Svensson, I., Nordström, T., Lindeblad, E., Gustafson, S., Björn, M., Sand, C., ... & Nilsson, S. (2021). Effects of assistive technology for students with reading and writing disabilities. Disability and Rehabilitation: Assistive Technology, 16(2), 196-208.*

Temple, B. A., Bentley, K., Pugalee, D. K., Blundell, N., & Pereyra, C. M. (2020). Using Dance & Movement to Enhance Spatial Awareness Learning. Athens Journal of Education, 7(2), 153-167.*

U.S. Department of Education. (2024). Myths and facts surrounding assistive technology devices and services. Retrieved from https://sites.ed.gov/idea/files/Myths-and-Facts-Surrounding-Assistive-Technology-Devices-01-22-2024.pdf *