Conducting Assessments in Technology Needs: From Assessment to Implementation

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dc.contributor.authorCheryl A. Wissick
dc.contributor.authorJ. Emmett Gardner
dc.date.accessioned2016-01-14T19:53:44Z
dc.date.accessioned2016-03-30T15:33:38Z
dc.date.available2016-01-14T19:53:44Z
dc.date.available2016-03-30T15:33:38Z
dc.date.issued2008-03-01
dc.description.abstractPractitioners with an expertise in assistive technology and technology assessments are in demand to be full participants in the selection, planning, and implementation of instruction for students with mild disabilities. Frequently, practitioners with knowledge of assistive technology are assigned to evaluate students with sensory, physical, language, or severe disabilities. Our article highlights aspects of technology assessments and progress monitoring that can be used for students with mild disabilities. Given the impact that technology integration can have on the access that students with mild disabilities have to the general education classroom, we argue that all practitioners should be cognizant of protocols for assistive technology assessment and evaluation and that all evaluation teams should include an assistive technology specialist.en_US
dc.description.peerreviewYesen_US
dc.description.peerreviewnoteshttps://us.sagepub.com/en-us/nam/manuscript-submission-guidelinesen_US
dc.identifier.citationWissick, C. A., & Gardner, J. E. (2008). Conducting Assessments in Technology Needs: From Assessment to Implementation. Assessment for Effective Intervention, 33(2), 78-93. doi: 10.1177/1534508407311427en_US
dc.identifier.doi10.1177/1534508407311427en_US
dc.identifier.urihttp://hdl.handle.net/11244/25417
dc.language.isoen_USen_US
dc.publisherAssessment for Effective Intervention
dc.rights.requestablefalseen_US
dc.subjectassistive technologyen_US
dc.subjectassessmenten_US
dc.subjectevaluationen_US
dc.titleConducting Assessments in Technology Needs: From Assessment to Implementationen_US
dc.typeResearch Articleen_US

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