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Technology Implementation and Curriculum Engagement for Children and Youth Who Are Deafblind
ARTICLE

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American Annals of the Deaf Volume 161, Number 4, ISSN 0002-726X

Abstract

The authors discuss the research of education professionals concerned with children and youth with deafblindness, presenting three theoretical frameworks and models useful for integrating technology into learning environments: (a) UDL (universal design for learning; Meyer, Rose, & Gordon, 2014), (b) SETT (student, environment, task, tools; Zabala, 2005), (c) SAMR (substitution, augmentation, modification, redefinition; Puentedura, 2014). Although the promise of technology in teaching children and youth with deafblindness is undisputed, a review of the extant research shows that little guidance is available on what technology tools may be efficacious and how these tools should be implemented. In the absence of research and in an age of rapid technological innovation, the authors suggest that all students with deafblindness will benefit if professionals use assistive and instructional technology frameworks to provide these children and youth access to and engagement in equitable learning experiences in inclusive settings.

Citation

Hartmann, E. & Weismer, P. (2016). Technology Implementation and Curriculum Engagement for Children and Youth Who Are Deafblind. American Annals of the Deaf, 161(4), 462-473. Retrieved October 21, 2019 from .

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