Outcomes for students with severe disabilities: Case studies on the use of assistive technology in inclusive classrooms¹

Issue title: Tech Act/Outcomes Measurement

Article type: Research Article

Authors: Sax, Caren^{; *} | Fisher, Douglas | Pumpian, Ian

Affiliations: San Diego State University, Interwork Institute, 5850 Hardy Avenue #112, San Diego, CA 92182, USA

Correspondence: [*] Corresponding author. Tel.: + 1 619 5947183; fax: + 1 619 5944208; e-mail: [email protected].

Note: [1] Preparation of this article was partially supported through funding by the US Department of Education, Office of Special Education and Rehabilitative Services, Grants #H235C30052 and #H086V40007. The content and opinions expressed herein do not necessarily reflect the position or policy of the US Department of Education and no official endorsement should be inferred.

Abstract: If outcomes for adults include valued membership in their community and work environments, then schools must assume responsibility for providing opportunities for meaningful participation and relationship-building among all students. A full range of supports and services, including the use of assistive technology, are required if students with severe disabilities are to realize these outcomes. Three case studies, illustrating the use of assistive technology in supporting students with severe disabilities in general education classrooms, are described and analyzed in this article.

Keywords: Assistive technology, Severe disabilities, Inclusive education, Trans-disciplinary teams

DOI: 10.3233/TAD-1996-53-414

Journal: Technology and Disability, vol. 5, no. 3-4, pp. 327-334, 1996