VIDBE-Q Volume 69 Issue 4
References
About universal design for learning. CAST. (2024).
https://www.cast.org/impact/universal-design-for-learning-udl
Connecticut State Department of Education (2021). Connecticut Assistive
Technology Guidelines. Figure 1: Considerations of Assistive Technology
(AT) Within the IEP Process.
https://portal.ct.gov//media/sde/publications/atguide/appendix/section1/appe
ndix-5-section-1-connecticut-assistive-technology-guidelines.pdf
Connor, C., Snell, M., Gansneder, B., & Dexter, S. (2010). Special education
teachers' use of assistive technology with students who have severe
disabilities. Journal of Technology and Teacher Education, 18(3), 369-386.
Connor, C. & Beard, L. A. (2015). Increasing meaningful assistive technology use
in the classrooms. Universal Journal of Educational Research, 3(9), 640-
642. doi: 10.13189/ujer/2015/030908
Flanagan, S, Bouck, E.C., & Richardson, J. (2013). Middle school special
education teachers' perceptions and use of assistive technology in literacy
instruction. Assistive Technology, 25(1), 24-30.
Jones, B. A. (2012). Fostering collaboration in inclusive settings: The special
education students at a glance approach. Intervention in School and Clinic,
47(5), 297-306; doi: 10.1177/1053451211430113.
