New technologies rapidly are changing the ways in which people access information. In providing assistive technology (AT) to students with mental retardation and/or developmental disabilities, professionals require greater information on how AT affects families, especially families from diverse backgrounds. Parents and families of students with mental retardation and/or developmental disabilities require basic information about AT presented in a user-friendly way. The instructional CD-ROM Families, Cultures, and AAC is designed to provide information about assistive technology, especially Augmentative and Alternative Communication (AAC), to both professionals and families through an engaging multimedia format.
Get full access to this article
View all access options for this article.
References
1.
AinsaP. A., MurphyD., ThouvenelleS., & WrightJ. L. (1994). Family involvement: Family choices at school and home. In J. L. Wright & D. D. Shade (Eds.), Young children: Active learners in a technological age (pp. 121–131). Washington, DC: National Association for the Education of Young Children.
2.
AmbronS., & HooperK. (Eds.). (1990). Learning with interactive multimedia: Developing and using multimedia tools in education. Redmond, WA: Microsoft Press.
3.
AngeloD. H. (1997). AAC in the family and home. In S. Glennen & D. DeCoste (Eds.), The handbook of augmentative communication (pp. 523–545). San Diego: Singular.
4.
AngeloD. H., KokoskaS. M., & JonesS. D. (1996). Family perspective on augmentative and alternative communication: Families of adolescents and young adults. Augmentative and Alternative Commu-nication, 12, 13–20.
5.
BataviaA. I., & HammerG. S. (1990). Toward the development of consumer-based criteria for the evaluation of assistive devices. Journal of Rehabili-tation Research and Development, 27, 425–436.
6.
BataviaA. I., DillardD., & PhillipsB. (n.d.). How to avoid technology abandonment. Washington, DC: REquest Rehabilitation Engineering Center, National Rehabilitation Hospital.
7.
BattleD. E. (1993). Communication disorders in mul-ticultural populations. Boston: Andover Medical Publishers.
8.
BeaverK. A., & MannW. C. (1994). Provider skills for delivering computer access services: An assistive technology team approach. Technology and Disability, 3, 109–116.
9.
BehrmannM. M. (1995). Assistive technology training. In K. F. Flippo, K. J. Inge, & J. M. Barcus (Eds.), Assistive technology: A resource for school, work, and community (pp. 211–222). Baltimore: Brookes.
10.
BradleyR. H., ParetteH. P., & VanBiervlietA. (1995). Families of technology-dependent chil-dren and the social worker. Social Work in Health Care, 21(1), 23–37.
11.
BrodyS. J., & RuffG. (1986). Aging and rehabilitation: Advances in the state of the art. New York: Springer.
12.
CareyD. M., & SaleP. (1994). Practical consider-ations in the use of technology to facilitate the inclusion of students with severe disabilities. Tech-nology and Disability, 3, 77–86.
CovingtonG. A. (1998). Cultural and environmen-tal barriers to assistive technology: Why assistive devices don't always assist. In D. B. Gray, L. A. Quatrano, & M. L. Lieberman (Eds.), Designing and using assistive technology. The human perspective (pp. 77–88). Baltimore: Brookes.
15.
DarlingR. B., & BaxterC. (1996). Families in focus. Sociological methods in early intervention. Austin, TX: PRO-ED.
16.
DeJeanJ., & UpitisR. (1995). Using CD-ROM books and paperbacks in a grade 7/8 poetry unit. Unpublished manuscript, Queen's University, Ontario, Canada.
17.
Department of Defense. (1990). Effectiveness and cost of interactive videodisc instruction in defense training and education. Alexandria, VA: Institute for De-fense Analysis.
18.
DererK., PolsgroveL., & ReithH. (1996). A sur-vey of assistive technology applications in schools and recommendations for practice. Journal of Spe-cial Education Technology, 13, 62–80.
19.
DunstC. J., & PagetK. D. (1991). Parent-professional partnerships and family empowerment. In M. Fine (Ed.), Collaborative involvement with parents of exceptional children (pp. 25–44). Brandon, VT: Clinical Psychology Publishing.
20.
DweckC. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.
21.
FordB. L., ObiakarF. E., & PattonJ. M. (Eds.). (1995). Effective education of African American excерtional learners. New perspectives. Austin, TX: PRO-ED.
22.
GhoseC., & GuilloryB. L. (2000). A brief history of computer technology. In J. D. Lindsey (Ed.), Technology and exceptional individuals (3rd ed.). Austin, TX: Pro-Ed.
23.
GiacquintaJ. B., & LaneP. A. (1990). Fifty-one families with computers: A study of children's academic uses of microcomputers at home. Edu-cational Technology Research and Development, 38(2), 27–37.
HourcadeJ. J., ParetteH. P., & HuerM. B. (1997). Family and cultural alert! Considerations in assistive technology assessment. Teaching Exceptional Children, 30(1), 40–44.
26.
HuerM. B. (1997). Culturally inclusive assessments for children using augmentative and alternative communication (AAC). The Journal of Children's Communication Development, 19(1), 23–34.
27.
HuerM. B., & LloydL. (1990). AAC users' per-spectives on augmentative and alternative com-munication. Augmentative and Alternative Commu-nication, 6, 242–249.
28.
IngeK. J., & ShepherdJ. (1995). Assistive technol-ogy applications and strategies for school system personnel. In K. F. Flippo, K. J. Inge, & J. M. Barcus (Eds.), Assistive technology. A resource for school, work, and community (pp. 133–166). Balti-more: Brookes.
29.
JudgeS. L., & ParetteH. P. (1998). Assistive tech-nology decision-making strategies. In S. L. Judge, & H. P. Parette (Eds.), Assistive technology for young children with disabilities: A guide to providing family-centered services (pp. 127–147). Cambridge, MA: Brookline.
30.
LanceD. (2000). NCD's report: What are the AT impli-cations? [On-line]. Available at: http://suite101.com/article.cfm/assistive_technology/33540
31.
LuborskyM. R. (1993). Sociocultural factors shaping technology usage. Fulfilling the promise. Tech-nology and Disability, 2, 71–78.
32.
LynchE. W., & HansonM. J. (1992a). (Eds.). Developing cross-cultural competence. A guide for working with young children and their families. Baltimore: Brookes.
33.
LynchE. W., & HansonM. J. (1992b). Steps in the right direction. In E. W. Lynch & M. J. Hanson (Eds.), Developing cross cultural competence. A guide for working with young children and their families (pp. 355–370). Baltimore: Brookes.
34.
MunschenckN. A., & FoleyR. M. (1995). Collab-orative relationships between school and home: Implications for service delivery. Preventing School Failure, 39(1), 16–20.
35.
NahmiasM. L. (1995). Communication and collab-oration between home and school for students with ADD. Intervention in School and Clinic, 30, 241–247.
36.
National Council on Disability. (2000). Back to school on civil rights: Advancing the federal commitment to leave no child behind. Washington, DC: Author.
37.
ParetteH. P. (1997). Assistive technology devices and services. Education and Training in Mental Retardation and Developmental Disabilities, 32, 267–280.
38.
ParetteH. P. (1998). Cultural issues and family-centered assistive technology decision-making. In S. L. Judge, & H. P. Parette (Eds.), Assistive tech-nology for young children with disabilities: A guide to providing family-centered services (pp. 184–210). Cambridge, MA: Brookline.
39.
ParetteH. P., & AngeloD. H. (1996). Augmentative and alternative communication impact on families: Trends and future directions. The Journal of Special Education, 10, 77–98.
40.
ParetteH. P., & BrothersonM. J. (1996). Family participation in assistive technology assessment for young children with disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 31, 29–43.
41.
ParetteH. P., BrothersonM. J., HogeD. R., & HostetlerS. A. (1996, December). Family-centered augmentative and alternative communication issues: Implications across cultures. Paper presented to the International Early Childhood Conference on Children with Special Needs, Phoenix, AZ.
42.
ParetteH. P., BrothersonM. J., & HuerM. B. (2000). Giving families a voice in augmentative and alternative communication (AAC) decision-making. Education and Training in Mental Retardation and Developmental Disabilities, 35, 177–190.
43.
ParetteH. P., & HourcadeJ. J. (2000). Assistive technology training for parents of students with disabilities. Special Education Technology Practice, 2(2), 20–24.
44.
ParetteH. P., & HourcadeJ. J. (1997). Family issues and assistive technology needs: A sampling of state practices. Journal of Special Education Tech-nology, 13, 27–43.
45.
ParetteH. P., HourcadeJ. J., & VanBiervlietA. (1993). Selection of appropriate technology for children with disabilities. Teaching Exceptional Chil-dren, 25(3), 18–22.
46.
ParetteH. P., VanBiervlietA., ReynaJ. W., Heis-sererD., StumbergJ., AngeloD. H., BlackstoneS. W., GlennenS. L., & Myers-JenningsC. C. (1999). CD-ROM knowledge base. In P. Parette, A. VanBiervliet, J. W. Reyna, & D. Heisserer (Eds.), Families, culture, and augmentative and alter-native communication (AAC). A multimedia instructional program for related service personnel and family members (pp. 44–189). [on-line]. Source: http://cstl.semo.edu/parette/homepage/database.pdf
47.
ParetteH. P., VanBiervlietA., & HourcadeJ. (2000). Family-centered decision-making in assistive technology. Journal of Special Education Tech-nology, 15, 45–55.
48.
PhillipsB. (n.d.). Technology abandonment: From the consumer point of view. Washington, DC: REquest Rehabilitation Engineering Center, National Re-habilitation Hospital.
49.
RogersE. (1983). Diffusion of innovations (3rd ed.). New York: Basic Books.
50.
Roseberry-McKibbinC. (1995). Multicultural stu-dents with special language needs. Oceanside, CA: Academic Communication.
51.
SandersM. S., & McCormickE. J. (1987). Human factors in engineering and design. New York: McGraw-Hill.
52.
SedighianK., & SedighianA. (1995). Aesthetic re-sponse: Children's reactions to color and graphics in educational software. Unpublished manuscript, University of British Columbia, Canada.
53.
SimpsonR. L. (1996). Working with parents and fam-ilies of exceptional children and youth (3rd ed.). Aus-tin, TX: PRO-ED.
Smith-LewisM. (1992). What is mental retardation? Perceptions from the African American community. Un-published manuscript. Hunter College, New York.
56.
TaylorO. L. (1994). Multicultural issues in augmen-tative and alternative communication. Miniseminar presented by BuzolichM., HarrisO., LloydL., SotoG., & TaylorO. L. at the American Speech-Language-Hearing Association Annual Convention, New Orleans, LA.
57.
Three of four young adults cite interest in broad-band technology as wave of future. (2000). [On-line]. Available: http://www.roper.com/news/content/news11.htm
58.
TruettC. (1993). CD-ROM storybooks bring chil-dren's literature to life. The Computing Teacher, 21(1), 20–21.
59.
VanBiervlietA., & ParetteH. P. (1999). Families, cultures, and AAC (CD-ROM). Little Rock, AR: Southeast Missouri State University and Univer-sity of Arkansas for Medical Sciences. (Developed and distributed as part of funded U.S.D.E. Con-tract No. H029K50072).
60.
WehmeyerM. L. (1999). Assistive technology and students with mental retardation: Utilization and barriers. Journal of Special Education Technology, 14, 48–58.
61.
WiebeJ. S. (2000). The software domain. In J. D. Lindsey (Ed.), Technology and exceptional individu-als (3rd ed.). Austin, TX: Pro-Ed.
62.
WillisW. (1992). Families with African American roots. In E. W. Lynch & M. J. Hanson (Eds.), Developing cross cultural competence. A guide for working with young children and their families (pp. 121–150). Baltimore: Brookes.
