Search results for author:"Melinda Jones Ault"
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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,...
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...
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....
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 ...
Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism
Assistive Technology Outcomes and Benefits Vol. 7, No. 1 (2011) pp. 24–38
In the current study, the researchers evaluated the effects of simultaneous prompting and computer-assisted instruction on the story-writing responses of 3 males with autism, 7 to 10 ears of age. Classroom teachers conducted all probe and training...