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Evmenova, Anya S.; Regan, Kelley; Hutchison, Amy – TEACHING Exceptional Children, 2020
Writing is essential for all students to demonstrate their knowledge and skills across various subject areas and tasks. The Common Core State Standards (CCSS) indicate that first graders should write opinion papers, explanatory texts, and narratives. Further, the CCSS requires students beginning in kindergarten to explore digital tools to produce…
Descriptors: Assistive Technology, Instructional Materials, Writing (Composition), Writing Instruction
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Hill, Sophie – Studies in Higher Education, 2020
It has been stated that a criterion of a threshold concept is that it is troublesome or difficult to understand. However, not all difficult concepts are also threshold concepts. This article explores this difference through the context of students' difficulties in learning prosthetics and two models of describing threshold concepts. Students and…
Descriptors: Foreign Countries, Fundamental Concepts, Difficulty Level, Assistive Technology
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Whitney, Michael – Information Systems Education Journal, 2020
Curb cuts and automatic doors are a commonplace in the physical world as they provide access to our buildings for persons with disabilities. In the world of the web, millions of individuals have the legal right to rely on electronic curb cuts so they too can access the web. To this end, a new generation of information systems graduates must…
Descriptors: Accessibility (for Disabled), Design, Web Sites, College Students
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Gold, Rinat; Segal, Osnat – Language Learning and Development, 2020
The "bouba-kiki effect" refers to the correspondence between arbitrary visual and auditory stimuli. Previous studies have demonstrated that neurodevelopmental conditions and sensory impairment affect subjects' performance on the bouba-kiki task. This study examined the bouba-kiki effect in participants with severe-to-profound hearing…
Descriptors: Visual Stimuli, Auditory Stimuli, Correlation, Neurological Organization
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Davies, Benjamin; Rattanasone, Nan Xu; Davies, Aleisha; Demuth, Katherine – Journal of Speech, Language, and Hearing Research, 2020
Purpose: Normal-hearing (NH) children acquire plural morphemes at different rates, with the segmental allomorphs /-s, -z/ (e.g., cat-s) being acquired before the syllabic allomorph /-[schwa]z/ (e.g., bus-es). Children with hearing loss (HL) have been reported to show delays in the production of plural morphology, raising the possibility that this…
Descriptors: Young Children, Hearing Impairments, Morphemes, Comprehension
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Thompson, Emily C.; Benítez-Barrera, Carlos R.; Angley, Gina P.; Woynaroski, Tiffany; Tharpe, Anne Marie – Journal of Speech, Language, and Hearing Research, 2020
Purpose: This study examined the impact of home use of remote microphone systems (RMSs) on caregiver communication and child vocalizations in families of children with hearing loss. Method: We drew on data from a prior study in which Language ENvironmental Analysis recorders were used with 9 families during 2 consecutive weekends--1 that involved…
Descriptors: Audio Equipment, Hearing Impairments, Parent Child Relationship, Parent Attitudes
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Jung, Jongmin; Houston, Derek – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The study sought to determine whether the onset of canonical vocalizations in children with cochlear implants (CIs) is related to speech perception skills and spoken vocabulary size at 24 months postactivation. Method: The vocal development in 13 young CI recipients (implanted by their third birthdays; mean age at activation = 20.62…
Descriptors: Auditory Perception, Assistive Technology, Speech Communication, Oral Language
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Wang, Zhidan; Zhu, Xiaoyu; Fong, Frankie T.; Meng, Jing; Wang, Haijing – Infants and Young Children, 2020
Our proclivity toward high-fidelity transmission of knowledge is one of the key mechanisms that underpins our success as a species. This study evaluated overimitation within children with hearing impairments (who had either a cochlear implant or a hearing aid) in relation to those with normal hearing. A total of seventy-two 4-year-old children…
Descriptors: Imitation, Preschool Children, Hearing Impairments, Assistive Technology
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Regan, Kelley; Weiss, Margaret P. – Intervention in School and Clinic, 2020
Practice-based opportunities are provided throughout a teacher preparation program. During these opportunities, teachers demonstrate learned skills and strategies and receive performance feedback. Real-time feedback is delivered when the teaching behavior is occurring, allowing for more immediate and, typically, more targeted performance feedback.…
Descriptors: Preservice Teacher Education, Preservice Teachers, Coaching (Performance), Assistive Technology
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Mize, Minnie; Park, Yujeong; Schramm-Possinger, Megan; Coleman, Mari Beth – Intervention in School and Clinic, 2020
Tablet devices, as assistive and instructional technologies, can be highly effectual pedagogical tools with multifaceted benefits, such as the ability to integrate multimedia and the ability to track student progress over time. The unique value of particular assistive and instructional technologies explains, in part, why they are more widely used…
Descriptors: Reading Difficulties, Scoring Rubrics, Multimedia Instruction, Literacy
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Chukwuemeka, Emeka Joshua; Samaila, Dominic – Contemporary Educational Technology, 2020
The study investigated teachers' perception and factors limiting the use of high-tech assistive technologies resources in special education schools in North-West Nigeria. The study adopted a descriptive survey design using a questionnaire to sought data from 120 respondents who were drawn using a multi-stage sampling technique from special…
Descriptors: Assistive Technology, Special Education, Special Schools, Students with Disabilities
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Maboe, Motlhabane Jacobus – International Journal of Virtual and Personal Learning Environments, 2020
It is almost impossible to perform academic activities, such as accessing study material or contacting lecturers and other teaching and learning processes, at an open distance learning institution without the use of computers and the internet. This article investigates and reports on the time taken by students with and without disabilities to…
Descriptors: Electronic Learning, Distance Education, Students with Disabilities, Integrated Learning Systems
Erickson, Karen A.; Koppenhaver, David A. – Brookes Publishing Company, 2020
Literacy improves lives--and with the right instruction and supports, "all students" can learn to read and write. That is the core belief behind this teacher-friendly handbook, your practical guide to providing comprehensive, high-quality literacy instruction to students with significant disabilities. Drawing on decades of classroom…
Descriptors: Severe Disabilities, Literacy Education, Elementary Secondary Education, Preschool Education
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Rodrigo, Covadonga; Tabuenca, Bernardo – Comunicar: Media Education Research Journal, 2020
E-Learning environments are enhancing both their functionalities and the quality of the resources provided, thus simplifying the creation of learning ecologies adapted for students with disabilities. The number of students with disabilities enrolled in online courses is so small, and their impairments are so specific that it becomes difficult to…
Descriptors: Online Courses, Students with Disabilities, Learning Processes, Barriers
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Cruz-Torres, Elisa; Duffy, Mary Louise; Brady, Michael P.; Bennett, Kyle D.; Goldstein, Peggy – Journal of Autism and Developmental Disorders, 2020
The use of technological devices has proven to be effective and efficient for the delivery of videos aimed at promoting daily living skills (DLS) among individuals with autism spectrum disorder. As technology advances, devices have become more portable and, ultimately, accessible to caregivers. There are relatively few studies that have examined…
Descriptors: Daily Living Skills, Adolescents, Autism, Pervasive Developmental Disorders
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