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Improving Systems, Practices, and Outcomes

Selected Bibliography on AT

On This Page

General

Infants, Toddlers, and Young Children

  • Campbel, P., Milbourne, S., Dugan, L., and Wilcox, M. (2006). A review of evidence on practices for teaching young children to use assistive technology devices. Topics in Early Childhood Special Education, 26(1), 3-13.
  • Campbell, P., Milbourne, S., and Wilcox, M. (2008). Adaptation interventions to promote participation in natural settings. Infants and Young Children, 21(2), 94-106.
  • DesJardin, J., Eisenberg, L., and Hodapp, R. (2006). Sound beginnings: Supporting families of young deaf children with cochlear implants. Infants and Young Children, 19(3), 179-189.
  • Dugan, L., Campbell, P., and Wilcox, M. (2006). Making decisions about assistive technology with infants and toddlers. Topics in Early Childhood Special Education, 26(1), 25-32.
  • Hutinger, P. L., Bell, C., and Daytner, G. (2006). Establishing and maintaining an early childhood emergent literacy technology curriculum. Journal of Special Education Technology, 21(4), 39-54.
  • Judge, S. (2006). Constructing an assistive technology toolkit for young children: Views from the field. Journal of Special Education Technology, 21(4), 17-24.
  • Lane, S. J. and Mistrett, S. (2002). Let's play! Assistive technology interventions for play. Young Exceptional Children; v5 n2 p19-27.
  • Lesar, S. (1998). Use of assistive technology with young children with disabilities: Current status and training needs. Journal of Early Intervention. v21 n2 p146-59.
  • Long, T., Huang, L., Woodbridge, M., Woolverton, M., and Minkel, J. (2003). Integrating assistive technology into an outcome-driven model of service delivery. Infants and Young Children, 16(4), 272-283.
  • Mintz, Barbara. (1998). Young children with AAC needs. Bangor, ME: University of Maine Center for Community Inclusion.
  • Moore, H., and Wilcox, M. (2006). Characteristics of early intervention practitioners and their confidence in the use of assistive technology. Topics in Early Childhood Special Education, 26(1), 15-23.
  • Mistrett, S., Ruffino, A., Lane, S., Robinson, L., Reed, P., and Milbourne, S. (2006). Supports for young children: TAM technology FAN. Buffalo, NY: University at Buffalo, Let's Play! Project
  • National Center for Technology Innovation and Center for Implementing Technology in Education. (2006). Help for young learners: How to choose AT?. Authors.
  • PACER Center (2014). Technology can help young children suceed (ACTion Sheet: PHP-c70). Author.
  • PACER Center and Tots 'n Tech Research Institute. (2011). EZ AT 2: Simple assistive technology ideas for children ages birth to three. Minneapolis, MN: PACER Center.
  • Pierce, P. (ed.) (n.d.). Baby power: A guide for families for using assistive technology with their infants and toddlers. Chapel Hill, NC: The Center for Literacy and Disabilities Studies, University of North Carolina at Chapel Hill.
  • Sadao, K., Robinson, N., and Grant-Cooper, D. (2007). It's All About access: Getting the word out about assistive technology in early intervention. Closing the Gap, 25(6), 1, 9-11.
  • Stremel, K. (2005). DEC Recommended Practices: Technology applications. In Sandall, S., Hemmeter, M. L., Smith, B. J., and McLean, N. (Eds.), DEC recommended practices: a comprehensive guide for practical application in early intervention/early childhood special education (pp.147-162). Longmont, CC: Sopris West.
  • Technical Assistance ALLIANCE for Parent Centers. (2006). Assistive technology for infants, toddlers, and young children with disabilities. Minneapolis, MN: PACER Center.
  • Weintraub, H., and Wilcox, M. (2006). AT and young children: Confidence, experience, and education of early intervention providers. Topics in Early Childhood Special Education, 26(1), 15-24.
  • Wilcox, M., Dugan, L. M., and Campbell, P. H. (2006). Recommended practices and parent perspectives regarding AT use in early intervention. Journal of Special Education Technology, 21(4), 7-16.
  • Wilcox, M., Guimond, A., Campbell, P., and Moore, H. (2006). Provider perspectives on the use of assistive technology for infants and toddlers with disabilities. Topics in Early Childhood Special Education, 26(1), 33-49.
  • Wilcox, M., Norman-Murch, T., Oberstein, J. S., Volkmann, M. A., Wagner, D. K., Musselwhite, C. R., Malena, E. (1999). Assistive technology and early childhood education.Tempe, AZ: Arizona State University.
  • Wissick, C. A., and Schweder, W. (2006). Assistive technology centers: Getting technology into the hands of users. Journal of Special Education Technology, 21(4), 55-7.

Family Involvement/Diversity Issues

  • Hider, E. D. (2000). A qualitative study of the child, family and professional factors that influence the use of assistive technology in early intervention. (ED439872). In: Capitalizing on Leadership in Rural Special Education: Making a Difference for Children and Families. Conference Proceedings (Alexandria, VA, March 16-18, 2000).
  • Judge, S. L. and Parette, H. P. (1998). Assistive technology for young children with disabilities: A guide to family-centered services. Cambridge, MA: Brookline Books.
  • Parette, H. P., and Brotherson, M. J. (2004). Family-centered and culturally responsive assistive technology decision making. Infants and Young Children, 17(4), 355-367.
  • Parette, H. P. and Hourcade, J. J. (1997). Family issues and assistive technology needs: A sampling of state practices. Journal of Special Education Technology; v13 n3 p27-43.
  • Parette, H. P., and Petch-Hogan, B. (2000). Approaching families: Facilitating culturally/linguistically diverse family involvement. Exceptional Children, 33(2), 4-10.
  • Parette, H. P., VanBiervliet, A. and Hourcade, J. J. (2000). Family-Centered decision making in assistive technology. Journal of Special Education Technology, 15(1), 45-55.
  • Wilcox, M., Dugan, L. M., and Campbell, P. H. (2006). Recommended practices and parent perspectives regarding AT use in early intervention. Journal of Special Education Technology, 21(4), 7-16.

Funding Issues

  • Judge, Sharon Lesar. (2000). Accessing and funding assistive technology for young children with disabilities. Early Childhood Education Journal, 28(2), 125-131.
  • Kemp, C. E., Hourcade, J. J. and Parette, H. P. (2000). Building an initial information base: Assistive technology funding resources for school-aged students with disabilities. Journal of Special Education Technology, 15(4), 15-24.
  • Kemp, C. E., Parette, H. P. and Hourcade, J. J. (2001). Funding assistive technology and related health services in service settings. Early Childhood Education Journal, 28(3), 189-192.
  • National Center for Technology Innovation. (2008). Finding alternative sources of funding for assistive technology. Washington, DC: Author.
  • RESNA Technical Assistance Project. (2000). Discovering hidden resources: Assistive technology recycling, refurbishing, and redistribution. Arlington, VA: Author.

IEP/IFSP Development

  • Chambers, A. C. (1997). Has technology been considered? A guide for IEP Teams. Reston, VA.: Council of Administrators of Special Education and Technology and Media Division of Council for Exceptional Children.
  • Lahm, E. A., Bell, J. K. and Blackhurst, A. E. (2000). University of Kentucky Assistive Technology Project's toolkit. Lexington, KY: University of Kentucky Assistive Technology Project.
  • Parette, H. P. and Murdick, N. L.(1998). Assistive technology and IEPs for young children with disabilities. Early Childhood Education Journal, 25(3), 193-98.

Inclusion

  • Center on Technology and Disability. (2012). Inclusion and AT: "Universal access to the curriculum will change everything."
  • Campbell, P., Milbourne, S., and Wilcox, M. (2008). Adaptation interventions to promote participation in natural settings. Infants and Young Children, 21(2), 94-106.
  • Gould, P., and J. Sullivan (1999). The inclusive early childhood classroom: Easy ways to adapt learning centers for all children. Beltsville, MD: Gryphon House, Inc.
  • Harte, H. A. (2010). The Project Approach: A strategy for inclusive classrooms. Young Exceptional Children, 13(3), 15-27.
  • Johnston, S. S., McDonnell, A. P., Nelson, C., and Magnavito, A. (2003). Teaching functional communication skills using augmentative and alternative communication in inclusive settings. Journal of Early Intervention, 25(4).
  • Maushak, N. J., Kelley, P. and Blodgett, T. (2001). Preparing teachers for the inclusive classroom: a preliminary study of attitudes and knowledge of assistive technology. Journal of Technology and Teacher Education, 9(3), 419-431.
  • Parette, H.P., and Blum, C. (2014). Using flexible participation in technology-supported universally designed preschool activities Teaching Exceptional Children, 46: 60-67.
  • Sax, C., Pupian, I., and Fisher, D. (2003). Assistive technology and inclusion. Interwork Institute, San Diego State University Consortium on Inclusive Schooling Practices.
  • Sheldon, K. (1996). Early childhood special education. "Can I play too?" Adapting common classroom activities for young children with limited motor abilities. Early Childhood Education Journal, 24(2), 115-120.

Policy

See: State AT Contacts and Guidance Documents

Quality Assurance

Search the Professional Literature

For additional citations and abstracts of materials related to the use of assistive technology with infants, toddlers and young children, search the professional literature. The following descriptors will help you with your search:

  • "Assistive Technology"
  • "Early Childhood Education"
  • "Early Intervention"
  • Infants
  • Toddlers
  • "Preschool Education"