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ERIC Number: EJ785702
Record Type: Journal
Publication Date: 2008
Pages: 6
Abstractor: ERIC
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1054-0040
Assistive Technology for Every Child
Boyd, Barbara Foulks
Montessori Life: A Publication of the American Montessori Society, v20 n1 p30-35 2008
The Montessori philosophy advocates that the classroom be a reflection of the home, the community, and the world. Now, a century after Maria Montessori founded her Casa dei Bambini, the world is becoming a high-technology society, with computers a part of everyday American lives. Computers are almost a household necessity, and basic word-processing programs are now easier for young children to use. It is important that early childhood teachers use technology in their classrooms, and Montessori teachers integrate technology into the Montessori environment and curriculum areas. The technology requirements of the No Child Left Behind Act include resources and best practices on technology literacy and effective teaching using technology. The National Education Technology Plan (U.S. Department of Education, 2003) promotes universal access to technology for all children. Finally, the Council for Exceptional Children/Division of Early Childhood (2001) recommends that children use assistive technology to enhance their learning. Ongoing research and continued development of new and emerging technologies and assistive technologies are critical to supporting children's learning. Assistive technology--according to the Technology-Related Assistance for Individuals with Disabilities Act, Public Law 100-407 (the "Tech Act")--is defined as an item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. Assistive technology also includes "low-tech" items that are enhanced and refined by present-day advances in technology. While the term "assistive technology" is new, the idea of adapting technology to fit the needs of children with and without disabilities is not. Thus, the author states that the Montessori curriculum, literacy, children's thinking, and computer literacy can be greatly enhanced using assistive technology with all children in the classroom--not just those with special needs. Social skills can also be developed if two children work together on the same technology. Assistive technology is designed to be durable and washable, to support academic and technological learning, and to facilitate each child's computer literacy skills at developmentally appropriate levels. (Contains 13 resources.)
American Montessori Society. 281 Park Avenue South, New York, NY 10010-6102. Tel: 212-358-1250; Fax: 212-358-1256; e-mail: info@amshq.org; Web site: http://www.amshq.org/publications.htm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001