Article

The Individuals with Disabilities Act was implemented in 1975 to assure that all
children aged 0-21 years old have access and the right to an equal education.
However, young children with disabilities continue to need additional support to
meet the reading readiness standards as outlined in
The No Child Left Behind
legislation (2004). Although all children benefit from readiness skills, it is
essential for children with special needs. With the technology boom of the past
decade, assistive technology (AT) has been used increasingly to enhance emerging
literacy skills. In order to identify current trends in the use of AT as a means
to enhance emergent literacy skills in young children with disabilities, a
systematic review of the literature was undertaken.
The findings from this review
support the scarcity of empirical research demonstrating the benefit of AT to
promote emergent literacy with young children with disabilities. We also found a
need for evidence supporting education approaches for the proper use of AT in
early childhood literacy as well as little family knowledge regarding the
implementation and instructional use of AT.

Langue : ANGLAIS