| Foreword |
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xv | |
| Prefacex |
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vii | |
| Acknowledgment |
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xxvii | |
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Section 1 Foundations and Theory-Building |
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Chapter 1 An Overview of Inclusive Education in the United States |
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1 | (25) |
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Chapter 2 Technology to Facilitate the General Education Curriculum |
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26 | (8) |
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Chapter 3 Integrated Technology for Culturally Competent Communication in Urban Schools |
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34 | (14) |
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Chapter 4 Understanding Students with Special Needs Self-Disclosure in Internet Chat Rooms: Applying the Communication Privacy Management Theory to Internet Communications |
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48 | (18) |
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Narissra Maria Punyanunt-Carter |
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Chapter 5 Using Spatial Constructivist Thinking Theory to Enhance Classroom Instruction for Students with Special Needs |
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66 | (17) |
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Section 2 Assistive Technology |
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Chapter 6 Wheelchairs as Assistive Technology: What a Special Educator Should Know |
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83 | (11) |
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Chapter 7 Trial and Error with Assistive, Accessible, Augmentative Technology |
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94 | (4) |
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Chapter 8 Voice/Speech Recognition Software: A Discussion of the Promise for Success and Practical Suggestions for Implementation |
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98 | (7) |
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Chapter 9 A Guide to Assistive Technology for Teachers in Special Education |
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105 | (14) |
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Chapter 10 Assistive Technology A. Tool for Inclusion |
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119 | (12) |
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Chapter 11 The Student with Complex Education Needs: Assistive and Augmentative Information and Communication Technology in a Ten-Week Music Program |
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131 | (37) |
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Chapter 12 Communication Technology Integration in the Content Areas for Students with High-Incidence Disabilities: A Case Study of One School System |
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168 | (28) |
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Chapter 13 Signage as a Classroom Prompt: An Evidence-Based Practice? |
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196 | (10) |
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Chapter 14 Using Social Bookmarking to Make Online Resources More Accessible |
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206 | (5) |
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Chapter 15 Reflections on Teaching Students with Special Needs in an Online Master's Program |
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211 | (5) |
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Chapter 16 Using Tactile Prompts to Increase Social-Communicative Skills with Children with Autism |
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216 | (5) |
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Chapter 17 Personal Reflections on the Educational Potential and Future of Closed Captioning on the Web |
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221 | (9) |
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Chapter 18 Parental Communication About the Needs of their Children: As Expressed in an Online Support Group |
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230 | (13) |
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Chapter 19 Are you SMARTer than a SMART Board™? How to Effectively Use This Technology Tool to Communicate in a Classroom with a Diverse Group of Learners |
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243 | (6) |
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Chapter 20 Reading by Listening: Access to Books in Audio Format for College Students with Print Disabilities |
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249 | (24) |
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Chapter 21 Integrating Accessible Multiplication Games into Inclusive Classrooms |
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273 | (20) |
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Chapter 22 Do You See What I'm Saying? Ultrasound Technology as a Tool for Pronunciation Instruction |
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293 | (10) |
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Chapter 23 What Do You Do With a Digital Pen? |
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303 | (6) |
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Chapter 24 Communication Technologies for Instructional Use: Linear and Nonlinear Tools Contributing to Student Learning |
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309 | (11) |
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Chapter 25 Teaching What We Don't Know: Failing to Adequately Prepare Teachers to Use Technology for the Benefit of Students with Special Needs |
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320 | (8) |
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Chapter 26 Ten Hot Assistive Tech Websites That You Won't Want to Miss |
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328 | (4) |
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| List of Abbreviations |
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332 | (4) |
| Glossary |
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336 | (10) |
| Compilation of References |
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346 | (38) |
| About the Contributors |
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384 | (10) |
| Index |
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394 | |
Biežāk uzdotie jautājumi par e-grāmatām