Pub Date : 2024-02-07DOI: 10.1177/01626434241232117
Nikola Ebenbeck, Markus Gebhardt
Technologies that enable individualization for students have significant potential in special education. Computerized Adaptive Testing (CAT) refers to digital assessments that automatically adjust their difficulty level based on students' abilities, allowing for personalized, efficient, and accurate measurement. This article examines whether CAT performs differently for students with and without special educational needs (SEN). Two simulation studies were conducted using a sample of 709 third-grade students from general and special schools in Germany, who took a reading test. The results indicate that students with SEN were assessed with fewer items, reduced bias, and higher accuracy compared to students without SEN. However, measurement accuracy decreased, and test length increased for students whose abilities deviated more than two SD from the norm. We discuss potential adaptations of CAT for students with SEN in the classroom, as well as the integration of CAT with AI-supported feedback and tailored exercises within a digital learning environment.
{"title":"Differential Performance of Computerized Adaptive Testing in Students With and Without Disabilities – A Simulation Study","authors":"Nikola Ebenbeck, Markus Gebhardt","doi":"10.1177/01626434241232117","DOIUrl":"https://doi.org/10.1177/01626434241232117","url":null,"abstract":"Technologies that enable individualization for students have significant potential in special education. Computerized Adaptive Testing (CAT) refers to digital assessments that automatically adjust their difficulty level based on students' abilities, allowing for personalized, efficient, and accurate measurement. This article examines whether CAT performs differently for students with and without special educational needs (SEN). Two simulation studies were conducted using a sample of 709 third-grade students from general and special schools in Germany, who took a reading test. The results indicate that students with SEN were assessed with fewer items, reduced bias, and higher accuracy compared to students without SEN. However, measurement accuracy decreased, and test length increased for students whose abilities deviated more than two SD from the norm. We discuss potential adaptations of CAT for students with SEN in the classroom, as well as the integration of CAT with AI-supported feedback and tailored exercises within a digital learning environment.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139797696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.1177/01626434241232117
Nikola Ebenbeck, Markus Gebhardt
Technologies that enable individualization for students have significant potential in special education. Computerized Adaptive Testing (CAT) refers to digital assessments that automatically adjust their difficulty level based on students' abilities, allowing for personalized, efficient, and accurate measurement. This article examines whether CAT performs differently for students with and without special educational needs (SEN). Two simulation studies were conducted using a sample of 709 third-grade students from general and special schools in Germany, who took a reading test. The results indicate that students with SEN were assessed with fewer items, reduced bias, and higher accuracy compared to students without SEN. However, measurement accuracy decreased, and test length increased for students whose abilities deviated more than two SD from the norm. We discuss potential adaptations of CAT for students with SEN in the classroom, as well as the integration of CAT with AI-supported feedback and tailored exercises within a digital learning environment.
{"title":"Differential Performance of Computerized Adaptive Testing in Students With and Without Disabilities – A Simulation Study","authors":"Nikola Ebenbeck, Markus Gebhardt","doi":"10.1177/01626434241232117","DOIUrl":"https://doi.org/10.1177/01626434241232117","url":null,"abstract":"Technologies that enable individualization for students have significant potential in special education. Computerized Adaptive Testing (CAT) refers to digital assessments that automatically adjust their difficulty level based on students' abilities, allowing for personalized, efficient, and accurate measurement. This article examines whether CAT performs differently for students with and without special educational needs (SEN). Two simulation studies were conducted using a sample of 709 third-grade students from general and special schools in Germany, who took a reading test. The results indicate that students with SEN were assessed with fewer items, reduced bias, and higher accuracy compared to students without SEN. However, measurement accuracy decreased, and test length increased for students whose abilities deviated more than two SD from the norm. We discuss potential adaptations of CAT for students with SEN in the classroom, as well as the integration of CAT with AI-supported feedback and tailored exercises within a digital learning environment.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139857359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-06DOI: 10.1177/01626434241232118
Othelia EunKyung Lee, Stella Y. Kim
This study investigates the correlation between how learners are classified in terms of disability and their perceptions of (1) the effectiveness of online instructional methods, (2) their self-efficacy levels, and (3) the accommodations they need. Conducted during the COVID-19 pandemic and subsequent lockdown, the study included 278 higher education students with disabilities who participated in an online survey, with 50 of them undergoing in-depth interviews. Using an embedded mixed methods design, the research aimed to explore participants’ experiences with online classes. Data triangulation was employed to better comprehend the adequacy of accommodations and accessibility in online learning. The findings indicate that individuals with disabilities experience diverse benefits and challenges in online learning, influenced by their specific disability classifications and social contexts in which they engage with the learning environment. Further research is necessary to gain a more profound understanding of the challenges and opportunities faced by students with disabilities in the realm of online learning.
{"title":"Exploring the Impact of Disabilities and Accommodation on Students’ Online Learning Experiences","authors":"Othelia EunKyung Lee, Stella Y. Kim","doi":"10.1177/01626434241232118","DOIUrl":"https://doi.org/10.1177/01626434241232118","url":null,"abstract":"This study investigates the correlation between how learners are classified in terms of disability and their perceptions of (1) the effectiveness of online instructional methods, (2) their self-efficacy levels, and (3) the accommodations they need. Conducted during the COVID-19 pandemic and subsequent lockdown, the study included 278 higher education students with disabilities who participated in an online survey, with 50 of them undergoing in-depth interviews. Using an embedded mixed methods design, the research aimed to explore participants’ experiences with online classes. Data triangulation was employed to better comprehend the adequacy of accommodations and accessibility in online learning. The findings indicate that individuals with disabilities experience diverse benefits and challenges in online learning, influenced by their specific disability classifications and social contexts in which they engage with the learning environment. Further research is necessary to gain a more profound understanding of the challenges and opportunities faced by students with disabilities in the realm of online learning.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139859671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-06DOI: 10.1177/01626434241232118
Othelia EunKyung Lee, Stella Y. Kim
This study investigates the correlation between how learners are classified in terms of disability and their perceptions of (1) the effectiveness of online instructional methods, (2) their self-efficacy levels, and (3) the accommodations they need. Conducted during the COVID-19 pandemic and subsequent lockdown, the study included 278 higher education students with disabilities who participated in an online survey, with 50 of them undergoing in-depth interviews. Using an embedded mixed methods design, the research aimed to explore participants’ experiences with online classes. Data triangulation was employed to better comprehend the adequacy of accommodations and accessibility in online learning. The findings indicate that individuals with disabilities experience diverse benefits and challenges in online learning, influenced by their specific disability classifications and social contexts in which they engage with the learning environment. Further research is necessary to gain a more profound understanding of the challenges and opportunities faced by students with disabilities in the realm of online learning.
{"title":"Exploring the Impact of Disabilities and Accommodation on Students’ Online Learning Experiences","authors":"Othelia EunKyung Lee, Stella Y. Kim","doi":"10.1177/01626434241232118","DOIUrl":"https://doi.org/10.1177/01626434241232118","url":null,"abstract":"This study investigates the correlation between how learners are classified in terms of disability and their perceptions of (1) the effectiveness of online instructional methods, (2) their self-efficacy levels, and (3) the accommodations they need. Conducted during the COVID-19 pandemic and subsequent lockdown, the study included 278 higher education students with disabilities who participated in an online survey, with 50 of them undergoing in-depth interviews. Using an embedded mixed methods design, the research aimed to explore participants’ experiences with online classes. Data triangulation was employed to better comprehend the adequacy of accommodations and accessibility in online learning. The findings indicate that individuals with disabilities experience diverse benefits and challenges in online learning, influenced by their specific disability classifications and social contexts in which they engage with the learning environment. Further research is necessary to gain a more profound understanding of the challenges and opportunities faced by students with disabilities in the realm of online learning.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139799536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-10DOI: 10.1177/01626434241227170
Kathryn Nieves Licwinko
This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the inclusion classroom in grades pre-kindergarten through 12th grade throughout the country. In the quantitative phase, participants completed a three-part survey about their technology integration attitudes within their co-taught classroom, as well as their practices in integrating specific technology tools. For the qualitative phase, semi-structured interviews were conducted with eight of the outlier co-teachers about their lived experiences with technology as a co-teacher. The pairing of the quantitative and qualitative data collected led to three conclusions about special education co-teachers, including that they (a) are seeking additional learning opportunities about technology, (b) plan asynchronously using collaborative technology tools with their partners, and (c) tend to focus on pedagogy within technology integration.
{"title":"Technology Integration Among Special Education Certified Co-Teachers in the Inclusion Classroom","authors":"Kathryn Nieves Licwinko","doi":"10.1177/01626434241227170","DOIUrl":"https://doi.org/10.1177/01626434241227170","url":null,"abstract":"This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the inclusion classroom in grades pre-kindergarten through 12th grade throughout the country. In the quantitative phase, participants completed a three-part survey about their technology integration attitudes within their co-taught classroom, as well as their practices in integrating specific technology tools. For the qualitative phase, semi-structured interviews were conducted with eight of the outlier co-teachers about their lived experiences with technology as a co-teacher. The pairing of the quantitative and qualitative data collected led to three conclusions about special education co-teachers, including that they (a) are seeking additional learning opportunities about technology, (b) plan asynchronously using collaborative technology tools with their partners, and (c) tend to focus on pedagogy within technology integration.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.1177/01626434231217050
Michael Tuttle, Erik W. Carter
Assistive technology (AT) is a critical in providing students with visual impairments (VI) access to classroom information. However, little is known about how the fluid and diverse experiences across core-content classrooms that impact the nature of AT use among students with VI. We conducted three classroom observations of 10 secondary-age (i.e., 6th through 12th grade) students with VI in core-content classrooms (i.e., math, English, social studies, or science). Wide variations in AT use suggest that AT needs are individualized. Additionally, writing tasks, reading tasks, and independent instructional groupings were associated with the highest rates of AT usage. However, students receive little support for using their AT in classrooms. We offer implications and recommendations for research and practice aimed at increasing AT use in core-content classrooms.
{"title":"Assistive Technology Use Among Students with Visual Impairments in Academic Classes","authors":"Michael Tuttle, Erik W. Carter","doi":"10.1177/01626434231217050","DOIUrl":"https://doi.org/10.1177/01626434231217050","url":null,"abstract":"Assistive technology (AT) is a critical in providing students with visual impairments (VI) access to classroom information. However, little is known about how the fluid and diverse experiences across core-content classrooms that impact the nature of AT use among students with VI. We conducted three classroom observations of 10 secondary-age (i.e., 6th through 12th grade) students with VI in core-content classrooms (i.e., math, English, social studies, or science). Wide variations in AT use suggest that AT needs are individualized. Additionally, writing tasks, reading tasks, and independent instructional groupings were associated with the highest rates of AT usage. However, students receive little support for using their AT in classrooms. We offer implications and recommendations for research and practice aimed at increasing AT use in core-content classrooms.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139245632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-21DOI: 10.1177/01626434231210988
Jiyeon Park, Michelle Gremp, M. Ok
Assistive technology (AT) is critical for students with disabilities to access and engage in the general education curriculum, but research has consistently reported a lack of AT knowledge among general and special education teachers. This synthesis reviewed the literature on AT instruction in teacher preparation programs. A total of 14 studies were selected using specific selection criteria. Findings indicated that after receiving AT instruction, pre-service teachers showed positive gains in self-reported AT skills/knowledge, assessed AT skills/knowledge, and attitudes/perspectives toward AT, regardless of modality, incorporated instructional methods, or measurement. Despite the promising effects of AT instruction, this synthesis highlights the scarcity of research in the realm of such instruction within teacher preparation programs and emphasizes the need for more robust research methodologies in this area.
{"title":"Effects of Assistive Technology Instruction on Pre-Service Teachers: A Systematic Review","authors":"Jiyeon Park, Michelle Gremp, M. Ok","doi":"10.1177/01626434231210988","DOIUrl":"https://doi.org/10.1177/01626434231210988","url":null,"abstract":"Assistive technology (AT) is critical for students with disabilities to access and engage in the general education curriculum, but research has consistently reported a lack of AT knowledge among general and special education teachers. This synthesis reviewed the literature on AT instruction in teacher preparation programs. A total of 14 studies were selected using specific selection criteria. Findings indicated that after receiving AT instruction, pre-service teachers showed positive gains in self-reported AT skills/knowledge, assessed AT skills/knowledge, and attitudes/perspectives toward AT, regardless of modality, incorporated instructional methods, or measurement. Despite the promising effects of AT instruction, this synthesis highlights the scarcity of research in the realm of such instruction within teacher preparation programs and emphasizes the need for more robust research methodologies in this area.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139251395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.1177/01626434231198227
Mia Kim Williams, Robert Paul Maddox, Tiffany Hunt, Alexandra Frank, James Rujimora, Lindsey Nichols, Heather Summers
Digital technology has been an integral part of transforming educational resources for students in recent decades, however, the fallout of the COVID-19 pandemic has focused education on infusion of digital technologies throughout programs to better meet students’ needs. School districts have benefited from the American Rescue Plan Act funding and the surge of new or re-envisioned resources and tools launched in the aftermath of the pandemic’s influence on school environments. Through this phenomenon, new opportunities have become particularly accessible to students with disabilities, and educators are in a new position to collaboratively consult to ensure resource availability. This paper discusses implications of the progressing landscape of technology in schools for providing mental health services. Using a fictional district-wide memo it illustrates how collaborative consultation can guide practitioners to use ethical considerations and ideal practices in technology integration and collaboration to meet the needs of students with disabilities.
近几十年来，数字技术一直是改变学生教育资源的一个组成部分，然而，2019冠状病毒病大流行的影响使教育重点放在将数字技术融入整个课程中，以更好地满足学生的需求。各学区受益于《美国救援计划法案》(American Rescue Plan Act)的资金，以及在疫情对学校环境产生影响后启动的大量新的或重新设想的资源和工具。通过这种现象，残疾学生特别容易获得新的机会，教育工作者处于一个新的位置，可以进行协作协商，以确保资源的可用性。本文讨论了技术的发展前景对学校提供心理健康服务的影响。通过一份虚构的全区备忘录，它说明了协作咨询如何指导从业人员在技术整合和协作方面考虑道德因素和理想做法，以满足残疾学生的需求。
{"title":"Demystifying Tele-Counseling: Meeting Student Needs Through Ethical Decision-Making and Collaborative Consultation","authors":"Mia Kim Williams, Robert Paul Maddox, Tiffany Hunt, Alexandra Frank, James Rujimora, Lindsey Nichols, Heather Summers","doi":"10.1177/01626434231198227","DOIUrl":"https://doi.org/10.1177/01626434231198227","url":null,"abstract":"Digital technology has been an integral part of transforming educational resources for students in recent decades, however, the fallout of the COVID-19 pandemic has focused education on infusion of digital technologies throughout programs to better meet students’ needs. School districts have benefited from the American Rescue Plan Act funding and the surge of new or re-envisioned resources and tools launched in the aftermath of the pandemic’s influence on school environments. Through this phenomenon, new opportunities have become particularly accessible to students with disabilities, and educators are in a new position to collaboratively consult to ensure resource availability. This paper discusses implications of the progressing landscape of technology in schools for providing mental health services. Using a fictional district-wide memo it illustrates how collaborative consultation can guide practitioners to use ethical considerations and ideal practices in technology integration and collaboration to meet the needs of students with disabilities.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134901508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-11DOI: 10.1177/01626434231214792
Zhigao Liang, Juanjuan Zuo, David Lee
Multiple evidence-based practices (EBPs) were identified in education, but relatively little attention has been paid to implementation. Special education teachers in the Chinese mainland faced great challenges in terms of a lack of knowledge and skills regarding EBPs. Asynchronous online training has been successfully provided for pre-service professionals on instructional methods or strategies. The present study evaluated the effects of self-paced online training on pre-service special education teachers’ case application of visual schedules to support individuals with intellectual and developmental disabilities. A pre/post-test control group design was utilized. Seventy-seven undergraduate students (mean age 20.5 years) who majored in special education participated in this study. Results indicated that the self-paced online training was effective in improving pre-service special education teachers’ case application of the visual schedules strategy. In addition, participants were in agreement on the social acceptability of the online module of visual schedules. The results are discussed from a perspective of effective and socially valid online training, along with limitations and future implications.
{"title":"An Evaluation of Online Training on Pre-service Special Education Teachers’ Case Application of Visual Schedules for Individuals With Intellectual and Developmental Disability in China","authors":"Zhigao Liang, Juanjuan Zuo, David Lee","doi":"10.1177/01626434231214792","DOIUrl":"https://doi.org/10.1177/01626434231214792","url":null,"abstract":"Multiple evidence-based practices (EBPs) were identified in education, but relatively little attention has been paid to implementation. Special education teachers in the Chinese mainland faced great challenges in terms of a lack of knowledge and skills regarding EBPs. Asynchronous online training has been successfully provided for pre-service professionals on instructional methods or strategies. The present study evaluated the effects of self-paced online training on pre-service special education teachers’ case application of visual schedules to support individuals with intellectual and developmental disabilities. A pre/post-test control group design was utilized. Seventy-seven undergraduate students (mean age 20.5 years) who majored in special education participated in this study. Results indicated that the self-paced online training was effective in improving pre-service special education teachers’ case application of the visual schedules strategy. In addition, participants were in agreement on the social acceptability of the online module of visual schedules. The results are discussed from a perspective of effective and socially valid online training, along with limitations and future implications.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135043236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.1177/01626434231210989
Olivia R. Hester, Lori E. Cooney, Don D. McMahon
Since the passing of the Higher Education Opportunity Act in 2008, more students with intellectual disability are being admitted to inclusive postsecondary education programs at U.S. colleges and universities. One of the challenges many students with intellectual disability face when arriving on a college campus is learning to navigate their new surroundings independently. We share how postsecondary education programs can use an assistive technology, Google My Maps, to customize maps to address each student’s unique needs in independently navigating the college campus and the surrounding community. Also discussed are ways to infuse person-centered planning into Google My Maps. Implications for practice and future research directions are discussed.
{"title":"Navigation Support for Students with Intellectual Disability Using Mobile Devices","authors":"Olivia R. Hester, Lori E. Cooney, Don D. McMahon","doi":"10.1177/01626434231210989","DOIUrl":"https://doi.org/10.1177/01626434231210989","url":null,"abstract":"Since the passing of the Higher Education Opportunity Act in 2008, more students with intellectual disability are being admitted to inclusive postsecondary education programs at U.S. colleges and universities. One of the challenges many students with intellectual disability face when arriving on a college campus is learning to navigate their new surroundings independently. We share how postsecondary education programs can use an assistive technology, Google My Maps, to customize maps to address each student’s unique needs in independently navigating the college campus and the surrounding community. Also discussed are ways to infuse person-centered planning into Google My Maps. Implications for practice and future research directions are discussed.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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