Supporting Early Childhood Outcomes through Assistive Technology

View Sample PDF

Author(s): Diane Plunkett (University of Kansas, USA), Rashida Banerjee (University of Northern Colorado, USA)and Eva Horn (University of Kansas, USA)
Copyright: 2010
Pages: 21
Source title: Handbook of Research on Human Cognition and Assistive Technology: Design, Accessibility and Transdisciplinary Perspectives
Source Author(s)/Editor(s): Soonhwa Seok (University of Wisconsin-Whitewater, USA), Edward L. Meyen (University of Kansas, USA)and Boaventura DaCosta (Solers Research Group, USA)
DOI: 10.4018/978-1-61520-817-3.ch024

Keywords: Health Information Systems / Medical Information Science Reference / Medicine & Healthcare

Purchase

View Supporting Early Childhood Outcomes through Assistive Technology on the publisher's website for pricing and purchasing information.

Abstract

Assistive technology (AT) makes it possible for young children with disabilities to learn, play, and build relationships. By improving their mobility, communication, and access to their environment, AT allows children with disabilities more freedom and independence. The purpose of this chapter is to guide early childhood professionals with examples and recommendations for the integration of AT in natural environments to meet early childhood outcomes for children up to the age of five. This chapter is organized in three sections. Section 1 briefly discusses the legal background in early childhood services as it applies to AT. Section 2 describes the framework for meeting young children’s needs for AT within the context of early childhood outcomes. Section 3 presents the application of AT in meeting recommended family outcomes. The Additional Readings section to this chapter offers relevant articles and research reports in the area of early childhood and AT.

The IRMA Community

Research IRM

Supporting Early Childhood Outcomes through Assistive Technology

Purchase

Abstract

Related Content

IRMA Sponsors