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Abstract

Over the past two decades federal policy initiatives have increasingly mandated the consideration of Assistive Technology (AT} as a means to provide individuals with disabilities with improved access, participation, and progress in the K - 12 general education curriculum. This policy is based on a growing body of evidence suggesting that AT can serve as a cognitive prosthesis for students with exceptionalities by supporting their abilities to comprehend, analyze, and synthesize information that would be otherwise inaccessible. Unfortunately, the goals associated with AT policy are not being realized due to a number of institutional, situational, and dispositional barriers that extend from preservice teacher preparation programs to K -12 school district policy guidelines. This article identifies current federal AT policy, discusses implementation barriers, and provides recommendations for teachers and districts who wish to enhance the learning experiences of students with reading disabilities.

DOI

10.15760/nwjte.2008.6.1.3

Persistent Identifier

https://archives.pdx.edu/ds/psu/29978

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