English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Assistive technology (AT) can be used to support the academic and social development of students with disabilities in the classroom. This research asked teachers of students with disabilities to share the elements that they report as being necessary for the successful implementation of assistive technology they have available in their classrooms. The teachers reported on their successful experiences. There has been a great deal of research in the appropriate selection of devices to suit the needs of the individual student and their environment. While the successful implementation and incorporation of the AT into the classroom have been researched, it has emerged from this research that teachers are not utilizing commonly identified implementation checklists/processes. A number of key successful elements were identified, such as training, time to plan and respond, using AT effectively, the effort/experience of the teacher, and external support available. Each of these elements is discussed along with suggestions for a simplified implementation process. It should be noted that specific disabilities and assistive technologies were not a focus of the study. Future directions for research in the area of AT implementation are indicated.

Teachers’ perspectives of what works: Implementation of AT for students with disabilities