Kids Included through Technology are Enriched: A Guidebook for Teachers of Young Children and Project KITE: Young Children and Technology [Video]

Brenda Carlson, Karen Samels, Paula Goldberg, Marge Goldberg

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Summary:

Summary for Kids Included Through Technology are Enriched: A Guidebook for Teachers of Young Children:

This guidebook is designed to provide information on technology to teachers and service providers who work with young children with disabilities. Topics include: (1) the definition of assistive technology; (2) the philosophy of using technology with young children and a rationale that demonstrates benefits for youngsters who have special needs; (3) how technology supports early learning, particularly self-expression, communication, social interactions, and education; (4) assessing for helpful technology; (5) identifying the tools of assistive technology; (6) team tasks in assessment; (7) choosing computer technology for the classroom, including selecting appropriate software and peripheral devices; (8) introducing other devices such as a trackball, mouse keys, touch screen, drawing tablets, and electronic pointing devices; (9) keyboard modifications and alternative keyboards; (10) switch technology; (11) augmentative and alternative communication; (12) effective practices for teaching children to communicate; (13) integrating technology into the early childhood classroom, including how to design lessons with technology; (14) how to use technology for teachers' administrative tasks; (15) assistive technology in a cultural context; (16) assistive technology in the Individualized Education Program or the Individualized Family Service Plan; and (17) funding issues. Appendices include teacher resources, an explanation of legal issues, and a list of resource organizations. (Contains 32 references.)

Summary for Project KITE: Young Children and Technology [Video]:

This 14-minute closed-captioned videotape cassette is designed to provide parents of children with disabilities with an understanding of assistive technology devices and services. The use of assistive technology to enable children with disabilities to be educated in general education classrooms is discussed, along with the different types of assistive devices, and the definition of assistive technology devices and services. The use of communication boards, computer software, switches, and speech synthesizers is highlighted. 

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Bibliographic Information:

Brenda Carlson, Karen Samels, Paula Goldberg, Marge Goldberg. Kids Included through Technology are Enriched: A Guidebook for Teachers of Young Children and Project KITE: Young Children and Technology [Video] (1997). PACER Center, Inc.: Minneapolis, MN. (124 pages).

Sponsoring Agency: U.S. Department of Education

Language: English

Reading Level: Average

Formats Available: Printed Material, Videotape

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Availability:

(Video cost $35.00; guidebook is $15.00 )

PACER Center, Inc.
8161 Normandale Blvd.
Minneapolis, MN
55437

Phone: (952) 838-9000
Fax: (952) 838-0199

Email: pacer@pacer.org
URL: http://www.pacer.org

Languages Available: English

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Producer Information:

Intended User Audience:

The guidebook was developed primarily for teachers of young children (3-8 years old) with disabilities. The video was developed primarily for parents and caregivers of young children with disabilities and direct service providers who work with them. Teachers in early childhood education classrooms, kindergarden through second grade, early intervention programs, and early childhood special education programs will find these materials relevant. Providers such as occupational therapists, speech pathologists, administrators, faculty and trainers, preservice students, and paraprofessionals might also find these materials beneficial in their work setting. Beginners will find these materials especially useful.

The video and guidebook were developed for a unspecified population living in the United States and who are native speakers of English or who are proficient in English. The developers also identified other groups such as Hmong, Latino, and Sioux tribe as finding these materials useful.
 

Product Development:

Development partners included parents and family members, service delivery personnel, administrators, cultural advocates, lawyers, faculty, and trainers. Members of the work group represent various cultural and linguistic groups including European American, African American, Native American, and Latino.

Two parent advocates working for the PACER Center translated the project brochure into Spanish, Hmong, and Laotian.
 

Product Evaluation:

The developers of this material evaluated this material in the inner city and suburbs of Minneapolis and St. Paul. A total of 63 participants including children with disabilities ages three to eight years old; parents and family members; paraprofessionals; therapists including occupational, physical, and speech; teachers in early childhood education, early childhood special education; and Head Start participated in the evaluation of this material. Cultural and linguistic groups represented include European Americans, Southeast Asians, Japanese Americans, African Americans, Native Americans, and Asian Indians.

The materials' evaluation results are available from PACER Center, Inc. upon request.
 

Product Dissemination:

As of 1998, approximately 700 materials have been distributed in 39 states across the U.S. 

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