Professionals on IEP teams increasingly are considering the potential contributions of assistive technology as they develop programs for students with disabilities. However, a significant technological “generational gap” may exist between the members of these teams and the young people they seek to serve, as the quality and quantity of student interactions with technology may differ dramatically from those of IEP team members. This gap may manifest itself in the selections of technology that may impair social acceptance of students with disabilities by their peers, or that students will not use. In this paper we suggest a variety of both low-tech and high-tech tools that hold unique dual promise to (a) facilitate successful access to the general education curriculum, and (b) enhance social acceptance by nondisabled peers.
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