Interactive, Collaborative Professional Development in Early Literacy Instruction: Supporting the Balancing Act

1999 ◽  
Vol 14 (4) ◽  
pp. 227-238 ◽  
Author(s):  
Candace S. Bos ◽  
Nancy Mather ◽  
Rachel Friedman Narr ◽  
Nalan Babur
2021 ◽  
pp. 004005992110101
Author(s):  
Kathryn L. Marsh ◽  
Michelle Schladant ◽  
Christina Sudduth ◽  
Rebecca Shearer ◽  
Monica Dowling ◽  
...  

Although there are documented benefits and legislative mandates for children from birth through age 22, assistive technology (AT) is highly underused, especially among young children (Dunst & Trivette, 2011). One of the main reasons for this underuse is that while teachers are legally required to provide AT for children with disabilities, many teachers do not have the knowledge, confidence, or skills needed to provide AT to support early literacy instruction (Dean, 2020; Hilaire & Gallagher, 2020; Temple, 2019). This article identifies the benefits of AT during early literacy instruction and describes how teachers can integrate practical AT tools and strategies into early literacy instruction using a widely utilized framework call the SETT (Student Environment Task Tool; Zabala, 1995) Framework. The authors aim to provide free professional development resources to improve teachers integration of AT in their classrooms to enhance opportunities for young children with disabilities to meaningfully participate in everyday literacy activities.


2001 ◽  
Vol 33 (6) ◽  
pp. 8-14 ◽  
Author(s):  
Sylvia B. Smith ◽  
Scott Baker ◽  
Mary Karen Oudeans

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