| Foreword |
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xi | |
| Introduction |
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1 | (8) |
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1 | (2) |
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Connecting to the ISTE Educator Standards |
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3 | (1) |
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Things to Know Before You Begin |
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4 | (5) |
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PART I Education Re-Envisioned |
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Chapter 1 Shifting Attitudes to Improve Learning Experiences |
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9 | (24) |
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The Like-Dislike Continuum Activity |
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11 | (2) |
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13 | (1) |
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14 | (5) |
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19 | (3) |
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Designing Better Educational Experiences for Everyone |
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22 | (11) |
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Chapter 2 Personalized Learning Empowers all Students |
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33 | (22) |
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Universal Design for Learning |
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35 | (4) |
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Bring Your Own Technology |
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39 | (3) |
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42 | (6) |
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48 | (7) |
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Chapter 3 Considerations for Students with Disabilities |
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55 | (24) |
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The Least Dangerous Assumption |
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56 | (8) |
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Open and Accessible Materials |
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64 | (3) |
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Breaking the Cycle of Inaccessibility |
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67 | (12) |
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PART II How to Consider Assistive Technology for Everybody |
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Chapter 4 Assistive Technology (Re)Defined |
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79 | (16) |
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What the Heck Is Assistive Technology Anyway? |
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80 | (3) |
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The Definition of "Assistive Technology Device" |
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83 | (1) |
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The Definition of "Assistive Technology Device" Re-envisioned |
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84 | (3) |
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Is Assistive Technology a Field of Practice? |
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87 | (8) |
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Chapter 5 Principles Guiding Consideration of (Assistive) Technology |
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95 | (34) |
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How to Determine and Document Technology Needs |
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96 | (6) |
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First Function, Then Tool, Then Documentation |
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102 | (4) |
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The Least Restrictive Option |
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106 | (3) |
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Least-Restrictive-Option Practice Scenarios |
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109 | (14) |
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Education Before Restriction: Decision-Making with a Bite |
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123 | (1) |
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The Fallacy of the One Solution |
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123 | (2) |
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Measuring Outcomes and the Myth of Causality |
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125 | (4) |
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Chapter 6 The Birth of an Accessible-Design Facilitator |
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129 | (16) |
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A Partner for Improvement |
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131 | (3) |
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Justifying the Need for an Accessible-Design Facilitator |
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134 | (4) |
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What's the Story with Inventory? |
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138 | (2) |
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Building an Accessible-Design Team |
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140 | (1) |
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It's What You Do That Matters |
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141 | (4) |
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PART III Requesting Assistance |
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Chapter 7 Getting, Giving, and Using Assistance |
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145 | (16) |
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146 | (2) |
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Just Ask! Requesting Assistance Need Not Be Formal |
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148 | (2) |
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Requesting Assistance Prior to an IEP Meeting |
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150 | (2) |
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Eliminate Barriers to Requesting Assistance |
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152 | (1) |
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Requesting Assistance During an IEP Meeting |
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153 | (4) |
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The Hidden Costs of Requesting Assistance |
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157 | (2) |
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159 | (2) |
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Chapter 8 Providing Assistance |
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161 | (10) |
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How to Provide Assistance: It's a RIOT! |
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162 | (6) |
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Multiple Tools and Means for Collecting Evidence |
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168 | (3) |
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Chapter 9 Documenting Assistance |
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171 | (24) |
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How to Document that Assistance Was Provided |
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172 | (2) |
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Multiple Means of Documentation |
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174 | (2) |
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176 | (2) |
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Considerations or Options, Not Recommendations or Suggestions |
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178 | (2) |
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Optional Features for Documentation |
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180 | (3) |
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Sample Documentation of Assistance Provided |
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183 | (6) |
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Considering the Assistance Provided |
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189 | (2) |
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Sample Service-Delivery Progress Report |
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191 | (2) |
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193 | (2) |
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Chapter 10 Using Individual Needs to Design for the Masses |
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195 | (14) |
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196 | (1) |
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Assessing Features for the Larger Student Population |
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197 | (3) |
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200 | (6) |
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Warning: One for All Does Not Eggs-actly Mean All for One |
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206 | (3) |
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Chapter 11 An Individualized Education Plan for Your Educational Agency |
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209 | (12) |
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Developing a Present Level of (Technology) Performance |
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211 | (1) |
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Developing and Measuring Goals |
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212 | (4) |
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216 | (1) |
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217 | (1) |
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Analyzing and Reporting Success |
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218 | (3) |
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Chapter 12 Effective Professional Development |
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221 | (28) |
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Developing the Right Mindset for Success |
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223 | (3) |
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Setting and Achieving Professional-Development Goals |
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226 | (1) |
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Engaging Participants In Their Professional Development |
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227 | (5) |
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Achieving Sustainable Change through Consistent Actions |
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232 | (15) |
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247 | (2) |
| References |
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249 | (2) |
| Index |
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251 | |
