Conducting Assessments in Technology Needs: From Assessment to Implementation

Practitioners with an expertise in assistive technology and technology assessments are in demand to be full participants in the selection, planning, and implementation of instruction for students with mild disabilities. Frequently, practitioners with knowledge of assistive technology are assigned to evaluate students with sensory, physical, language, or severe disabilities. Our article highlights aspects of technology assessments and progress monitoring that can be used for students with mild disabilities. Given the impact that technology integration can have on the access that students with mild disabilities have to the general education classroom, we argue that all practitioners should be cognizant of protocols for assistive technology assessment and evaluation and that all evaluation teams should include an assistive technology specialist.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

New Challenges for Participation in Participatory Design in Family, Clinical and Other Asymmetrical, Non-work Settings

Participatory design (PD) has taken as its ideal that designers and users should engage in an equal language game. When we apply PD in contexts where some of the users involved are weak, ill, or have impairments, this assumed equality can no longer be an ideal. The workshop explores new ideals for participatory design in non-work settings with highly heterogeneous user constellations