Technology Use by Students with Intellectual Disabilities: An Overview

Technology is a prevalent feature of educational environments today. Unfortunately, in too many cases students with intellectual disabilities do not have access to or are not able to use such technologies. This article overviews the literature pertaining to the use of technology by students with intellectual disabilities, examines characteristics of this population that impact technology use, and provides a review of the literature pertaining to technology use by students with intellectual disabilities across several functional domain areas.

[1]  J. Lai,et al.  The impact of assistive technology and environmental interventions on function and living situation status with people who are ageing with developmental disabilities , 2002, Disability and rehabilitation.

[2]  D. Blischak,et al.  Augmentative and alternative communication in developing countries: challenge of the future , 1996 .

[3]  K. Stevens,et al.  Teaching memorized spelling with a microcomputer: time delay and computer-assisted instruction. , 1991, Journal of applied behavior analysis.

[4]  Monique W.M. Jaspers,et al.  The evaluation of two computerised instruction programs for arithmetic word-problem solving by educable mentally retarded children , 1994 .

[5]  P. Alberto,et al.  Use of self-operated auditory prompts by workers with moderate mental retardation to transition independently through vocational tasks. , 1998, Research in developmental disabilities.

[6]  A. Hofmeister.  The special educator in the information age 1 2 , 1984 .

[7]  D. M. Bailey,et al.  Technology for adults with multiple impairments: a trilogy of case reports. , 1994, The American journal of occupational therapy : official publication of the American Occupational Therapy Association.

[8]  J. Leung.  Teaching simple addition to children with mental retardation using a microcomputer , 1994 .

[9]  Randall B. Boone,et al.  Hypertext Computer Study Guides and the Social Studies Achievement of Students with Learning Disabilities, Remedial Students, and Regular Education Students , 1990, Journal of learning disabilities.

[10]  T. Dyches.  Effects of Switch Training on the Communication of Children with Autism and Severe Disabilities , 1998 .

[11]  M. Semmel,et al.  Effectiveness of Computer Application to Instruction with Mildly Handicapped Learners , 1985 .

[12]  Orit E. Hetzroni,et al.  The use of assistive technology for symbol identification by children with Rett syndrome , 2002 .

[13]  Deborah C. May.  The Use of an Electronic Switch to Increase Independent Head Control in a Severely Handicapped Student , 1983 .

[14]  Danquah Sa,et al.  The effect of Danquah Communication System (DanCS) boards on maladaptive behaviours among individuals with severe intellectual impairment and non-verbal communication skills. , 1996 .

[15]  Raymond M. Klein,et al.  Computer-Assisted Reading , 1992 .

[16]  Malka Margalit,et al.  Strategic Keyboard Training and Spelling Improvement among Children with Learning Disabilities and Mental Retardation , 1989 .

[17]  Doreen M. Buschak.  Increases in Natural Speech Production following Experience with Synthetic Speech , 1999 .

[18]  David M. Podell,et al.  The Effects of CAI on Word Recognition in Mildly Mentally Handicapped and Nonhandicapped Learners , 1991 .

[19]  H. Mars,et al.  Participation of Adults with Mental Retardation in a Video- and Leader-Directed Aerobic Dance Program , 2001 .

[20]  T. G. Haring,et al.  Teaching choice making during social interactions to students with profound multiple disabilities. , 1993, Journal of applied behavior analysis.

[21]  John Langone,et al.  Computer-Based Video Instruction to Teach Persons with Moderate Intellectual Disabilities to Read Grocery Aisle Signs and Locate Items , 2002 .

[22]  M. Behrmann.  Technology Intervention for Very Young Children with Disabilities. , 1989 .

[23]  T. G. Haring,et al.  Using videotape modeling to facilitate generalized purchasing skills , 1995 .

[24]  Mark F. O’Reilly,et al.  Frequent Versus Nonfrequent Verbal Prompts Delivered Unobtrusively: Their Impact on the Task Performance of Adults with Intellectual Disability , 2000 .

[25]  M. O'Reilly,et al.  PROMOTING PERFORMANCE FLUENCY IN A PERSON WITH PROFOUND INTELLECTUAL DISABILITY AND BLINDNESS , 2001, Behavioural and Cognitive Psychotherapy.

[26]  G E Lancioni,et al.  Using multiple microswitches to promote different responses in children with multiple disabilities. , 2001, Research in developmental disabilities.

[27]  G. Lancioni,et al.  A Visual Orientation System for Promoting Indoor Travel in Persons with Profound Developmental Disabilities and Visual Impairment , 1996, Perceptual and motor skills.

[28]  Edward J. Cain.  The Challenge of Technology: Educating the Exceptional Child for the World of Tomorrow , 1984 .

[29]  Steven E. Stock,et al.  Enhancing independent time-management skills of individuals with mental retardation using a Palmtop personal computer. , 2002, Mental retardation.

[30]  J. Sheldon,et al.  Picture activity schedules and engagement of adults with mental retardation in a group home. , 1997, Research in developmental disabilities.

[31]  Assistive Technology and Environmental Intervention (AT-EI) Impact on the Activity and Life Roles of Aging Adults with Developmental Disabilities , 2000 .

[32]  Rose A. Sevcik,et al.  Augmentative and Alternative Communication Systems: Considerations for Individuals with Severe Intellectual Disabilities. , 1988 .

[33]  T. Lovitt,et al.  Teaching Social Studies to High School Students with Academic Handicaps in a Mainstreamed Setting , 1989, Journal of learning disabilities.

[34]  C. Salzberg,et al.  Effects of video-assisted training on employment-related social skills of adults with severe mental retardation. , 1992, Journal of applied behavior analysis.

[35]  Mable B. Kinzie,et al.  The Effects of Community Training Using a Videodisc-Based Simulation , 1992 .

[36]  John Woodward,et al.  A Historical Review of Technology Research in Special Education , 1997 .

[37]  Steven E. Stock,et al.  Technology Use and People with Mental Retardation , 2004 .

[38]  D. Wacker,et al.  Training students with profound or multiple handicaps to make requests via microswitches. , 1988, Journal of applied behavior analysis.

[39]  David M. Podell,et al.  CAI and the development of automaticity in mathematics skills in students with and without mild mental handicaps , 1994 .

[40]  L. Goetz,et al.  Teaching Students to Request the Continuation of Routine Activities by Using Time Delay and Decreasing Physical Assistance in the Context of Chain Interruption , 1991 .

[41]  John Langone,et al.  Effects of Multimedia Instruction on Teaching Functional Discrimination Skills to Students with Moderate/Severe Intellectual Disabilities , 1999 .

[42]  Patricia G. Kinney,et al.  The Effects of CAI and Time Delay: A Systematic Program for Teaching Spelling , 1988 .

[43]  D. Reid,et al.  Increasing communicative interactions of young children with autism using a voice output communication aid and naturalistic teaching. , 1998, Journal of applied behavior analysis.

[44]  R. Gaylord-Ross.  Vocational integration for persons with mental handicaps: a cross-cultural perspective. , 1987, Research in developmental disabilities.

[45]  Teresa Iacono,et al.  Selecting Augmentative Communication Devices for Persons with Severe Disabilities: Some Factors for Educational Teams to Consider. , 1993 .

[46]  Meher Banajee,et al.  Using Voice Output Devices to Increase Initiations of Young Children With Disabilities , 2000 .

[47]  A. Cuvo,et al.  Effects of community-based, videotape, and flash card instruction of community-referenced sight words on students with mental retardation. , 1992, Journal of applied behavior analysis.

[48]  Michael L. Wehmeyer,et al.  Assistive Technology and Students with Mental Retardation: Utilization and Barriers , 1999 .

[49]  M. O'Reilly,et al.  Promoting fluency of performance of self‐help tasks with a person with multiple disabilities , 2002 .

[50]  D. Felce,et al.  Living with support in a home in the community: predictors of behavioral development and household and community activity. , 2001, Mental retardation and developmental disabilities research reviews.

[51]  R. Miltenberger,et al.  THE DIRECT AND GENERALIZED EFFECTS OF SELF INSTRUCTIONS AND PICTURE PROMPTS ON VOCATIONAL TASK PERFORMANCE , 1996 .

[52]  Belva C. Collins,et al.  Teaching Leisure Skills to Adolescents with Moderate Disabilities , 1997 .

[53]  G E Lancioni,et al.  Evaluation of a computer-aided system providing pictorial task instructions and prompts to people with severe intellectual disability. , 1999, Journal of intellectual disability research : JIDR.

[54]  Herbert J. Rieth,et al.  A Survey of Assistive Technology Applications in Schools and Recommendations for Practice , 1996 .