Search results for author:"Margaret Bausch"
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Commentary: A Response to an Interview With Joseph South by the Teacher Education and Technology and Media Divisions of the Council for Exceptional Children
Marcia L. Rock; Sean Smith; Cathy Newman Thomas; Kelley Regan; Eleazar Vasquez III; Michael Kennedy; Lisa Dieker; Anya Evmenova; Cindy Okolo; Margaret Bausch
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 3 (September 2017) pp. 301–311
Thriving in the digital age workplace requires, in part, professionals who think differently about how they prepare the next generation workforce. Teachers and teacher educators are no exception. When reflecting on how today’s teacher educators...
Using a Simultaneous Prompting Procedure with an iPad to Teach the Pythagorean Theorem to Adolescents with Moderate Intellectual Disability
Research and Practice for Persons with Severe Disabilities Vol. 38, No. 4 (2013) pp. 222–232
Providing standards-based instruction in core content areas for individuals with moderate and severe disabilities is a hot topic in the field of special education, and teachers struggle to find the best methods for providing high-quality standards...
Assistive Technology Outcomes and Benefits Vol. 8, No. 1 (2012) pp. 1–14
The reauthorization of IDEA mandates that students with a disability must be considered for assistive technology (AT). However, in order to implement the mandate, teachers and related service personnel must be knowledgeable about many aspects of AT. ...
Journal of Special Education Leadership Vol. 22, No. 1 (March 2009) pp. 9–23
With the heightened emphasis of the Individuals with Disabilities Education Improvement Act of 2004 on inclusion in the general curriculum and meeting the associated standards, assistive technology (AT) has become a necessary consideration to ensure ...
Brianna Stegall Quinn; Michael Behrmann; Margo Mastropieri; Margaret E. Bausch; Melinda Jones Ault; Yoosun Chung
Journal of Special Education Technology Vol. 24, No. 1 (2009)
All students receiving special education services are entitled to the consideration of assistive technology (AT) devices and services; however, little research is available on who uses AT in schools. This study analyzed data from the National...
TEACHING Exceptional Children Vol. 41, No. 1 (2008) pp. 6–14
The use of an implementation plan or similar form will help guide teams thinking through and planning for the unique features that are associated with assistive technology (AT) implementation. Too often teams receive AT devices for their students,...
Journal of Special Education Technology Vol. 23, No. 2 (2008)
While efforts have been made in the last two decades to educate professionals about the nature of assistive technology (AT) devices, successful implementation of technology is impossible without the support and provision of appropriate AT services....
Educational Leadership Vol. 63, No. 4 (2006) pp. 72–75
Although approximately half of the six million students receiving specialized services for an identified disability are learning disabled, research shows that assistive technologies are far more commonly used with students who manifest physical or...
Physical Disabilities: Education and Related Services Vol. 23, No. 2 (2005) pp. 59–67
On October 25, 2004, President Bush signed into law the reauthorization of the Assistive Technology Act (AT Act). The new law provides a far more optimistic future for assistive technology (AT) and modifies the primary purpose of the previous law....
Assistive Technology: Are the Necessary Skills and Knowledge Being Developed at the Preservice and Inservice Levels?
Teacher Education and Special Education Vol. 27, No. 2 (2004) pp. 97–104
Assistive Technology (AT) devices and services have been legally mandated for several years. However, the passage of the Individuals with Disabilities Act Amendments P.L. 105-17 (IDEA1997), which states that every student with an Individualized...
Journal of Special Education Technology Vol. 16, No. 3 (2001) pp. 19–26
The goals of the National Assistive Technology Research Institute are discussed, as well as ongoing research projects that address the status of school-based assistive technology (AT), AT policies and procedures, AT decisions made by Individualized...
A comparison of standard computer keyboard input to alternate keyboard input when using the constant time delay response prompting procedure during computerized mathematics instruction
A comparison of standard computer keyboard input to alternate@keyboard@input when using the constant@time@delay response prompting procedure during computerized mathematics instruction (1999) pp. 1–220
The use of assistive technology for individuals with disabilities has been supported by numerous acts of federal legislation. Most recently, P.L. 105-17 mandated assistive technology be considered for an students eligible for special education...