Abstract
Consistent findings support how assistive technology (AT) can promote learning and development for young children by allowing them to more effectively participate in activities and routines in their natural environments. Yet the Office of Special Education Programs’ annual reports to Congress between 1998 and 2002 indicated that AT was consistently listed as a service for only 4% of infants and toddlers nationally. One reason for the lack of use of AT with infants and toddlers may be attributed to the limited knowledge of parents and providers. The resources that follow may be helpful in learning more about ways to access and use AT.
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