37 6.6 References
Abdi, S., Kitsara, I., Hawley, M. S., & de Witte, L. P. (2021). Emerging technologies and their
potential for generating new assistive technologies. Assistive Technology, 33(1), 17–26.
https://doi.org/10.1080/10400435.2021.1945704
Atanga, C. (2017). Promoting Assistive Technology (AT) in Classroom Reading Instruction for
Students with Learning Disabilities. ProQuest Dissertations & Theses.
Cheung, A. C. K., & Slavin, R. E. (2013). Effects of Educational Technology Applications on
Reading Outcomes for Struggling Readers: A Best-Evidence Synthesis. Reading Research
Quarterly, 48(3), 277–299. https://doi.org/10.1002/rrq.50
Flanagan, S., Bouck, E. C., & Richardson, J. (2013). Middle School Special Education Teachers’
Perceptions and Use of Assistive Technology in Literacy Instruction. Assistive Technology,
25(1), 24–30. https://doi.org/10.1080/10400435.2012.682697
Ivan, P. M. (2023). The challenges and benefits of assistive technology and educational
programs for educators, caregivers, and youth with multiple exceptionalities/special needs.
Maich, K., & Sider, S. R.(2014). Assistive technology tools: supporting literacy learning for all
learners in the inclusive classroom. Literacy and Numeracy Secretariat.
Marsh, K. L., Schladant, M., Sudduth, C., Shearer, R., Dowling, M., & Natale, R. (2021). Improving
Engagement: Integrating Assistive Technology in Early Literacy. Teaching Exceptional
Children, 54(2), 146–153. https://doi.org/10.1177/00400599211010189
Schladant, M., Ocasio-Stoutenburg, L., Nunez, C., Dowling, M., Shearer, R., Bailey, J., Garilli, A., &
Natale, R. (2023). Promoting a culture of inclusion: impact of professional development on
teachers’ assistive technology practices to support early literacy. Journal of Early Childhood
Teacher Education, 44(2), 147–166. https://doi.org/10.1080/10901027.2022.2099325
Spooner, F., Ahlgrim-Delzell, L., Kemp-Inman, A., & Wood, L. A. (2014). Using an iPad2® With
Systematic Instruction to Teach Shared Stories for Elementary-Aged Students With Autism.
Research and Practice for Persons with Severe Disabilities, 39(1), 30–46.
https://doi.org/10.1177/1540796914534631