The Development of an Assistive Technology Toolkit for Early Literacy Instruction

Despite evidence supporting the use of assistive technology (AT) to improve early literacy outcomes, only a small percentage of preschool age children with disabilities utilize such devices and services. The goal of the Step Up AT to Promote Early Literacy Project is to develop an evidence-based training program to increase teacher and parent knowledge, confidence, and use of AT practices to promote inclusion and improve early literacy skills for this population. During years 1 and 2, a 6-month in-person and online training program was developed and implemented across 3 childcare centers serving children 3 to 5 years of age (n = 56), their primary caregivers (n = 56), and teachers and teacher aides (n = 36). This paper discusses how the program evolved over a period of two years to: a) better address the needs of children from Spanish-speaking and low-income families, b) incorporate a range of "low-tech" to "hightech" AT options to serve a diverse population with various abilities, and c) enhance the utility of the toolkit for parents and teachers

Impact of a Culturally Responsive Professional Development Program in Assistive Technology for Latinx Teachers

Very few studies have examined how to culturally and linguistically (CL) adapt professional development (PD) programs in assistive technology (AT) for Latinx teachers serving young children with disabilities. The purposes of this article are (a) to present an iterative design of a CL-adapted PD program, (b) to examine the impact of this program on teachers’ use of AT practices to support young children with disabilities in early childhood classrooms, and (c) to evaluate the usefulness of program adaptations through the lens of bilingual Latinx practitioners. The Ecological Validity Model (EVM) was used as a framework for both the development and assessment of the program’s CL adaptations. Quantitative results indicated significant changes in teachers’ AT use pre- to post-intervention, while qualitative findings revealed the program’s alignment with the language, persons, metaphors, and context dimensions of the EVM. In addition, three themes provided rich descriptions of the program’s responsiveness to practitioners and classrooms. This study supports the CL adaptation of AT interventions as an equitable practice, supporting young children across a range of disabilities, cultures, and contexts while empowering the diverse practitioners who serve them

Improving Engagement: Integrating Assistive Technology in Early Literacy

Although there are documented benefits and legislative mandates for children from birth through age 22, assistive technology (AT) is highly underused, especially among young children (Dunst & Trivette, 2011). One of the main reasons for this underuse is that while teachers are legally required to provide AT for children with disabilities, many teachers do not have the knowledge, confidence, or skills needed to provide AT to support early literacy instruction (Dean, 2020; Hilaire & Gallagher, 2020; Temple, 2019). This article identifies the benefits of AT during early literacy instruction and describes how teachers can integrate practical AT tools and strategies into early literacy instruction using a widely utilized framework call the SETT (Student Environment Task Tool; Zabala, 1995) Framework. The authors aim to provide free professional development resources to improve teachers integration of AT in their classrooms to enhance opportunities for young children with disabilities to meaningfully participate in everyday literacy activities

'She became this liaison'. Perspectives of a preschool community on coaches as brokers of assistive technology access, communication and support for teachers and caregivers of children with disabilities

While AT has been well-documented as a valuable support for disabled and nondisabled children across developmental domains and settings, several barriers to access and implementation persist. Studies have described heightened barriers for community-based preschools, whose access to AT professional development, AT resources, and practitioners with AT experience may be limited. Researchers in this qualitative inquiry engaged twenty-seven participants (teachers, teacher assistants, caregivers and administrators) to learn about their experiences of an AT intervention programme over a 2-year period. Using Constructivist Grounded Theory Methodology, we analysed data from focus groups and semi-structured interviews, generating five themes. Members of the school community valued the programme's AT coaches, whose presence, affective style and actions promoted their confidence using AT. While the COVID-19 pandemic impacted both programme delivery and participants' experiences, the programme and its coaches helped bolster technology and communication access in unanticipated ways. Insights from this inquiry emphasise the important, yet often understated role of building relationships with all participants when delivering community-based preschool interventions, invaluable in meeting the holistic needs of children, as well as the practitioners and families who support them. Notably, AT coaches were perceived as liaisons, building rapport, providing technical assistance, and sustaining connections within a school learning community

Stepping-Up Technology Implementation—How Does it Happen?

While technology-based interventions enhance instruction and improve outcomes for students with disabilities, implementing and integrating technology in authentic learning environments continues to be a challenge. Based on the experiences of a variety of Stepping-Up Technology Implementation projects funded by the U.S. Department of Education, Office of Special Education Programs, this mixed-methods study explored the essential factors for the successful implementation of technology-based interventions in K-12 schools and early childhood programs. Based on the qualitative analysis of projects’ implementation reports and responses to the follow-up questionnaire, four major themes emerged. The barriers and facilitators to technology implementation were reported across such areas as (a) developing and sustaining buy-in, (b) ensuring implementation fidelity to support the intervention, (c) research-to-practice dilemmas, and (d) data serving multiple purposes. The discussion and practical implications for supporting technology implementation are provided

Evaluation of the First-Year Data from an HPV Vaccination Van Program in South Carolina, U.S.

Human papillomavirus (HPV) infections are linked to at least six different types of cancer. The Medical University of South Carolina (MUSC) Hollings Cancer Center (HCC) and Department of Pediatrics leaders identified suboptimal rates of HPV vaccinations in rural and medically underserved communities in South Carolina (SC). To address this major public health problem in SC, they received funding from the HealthyMe/HealthySC (HMHSC) program and HCC to create a statewide community engagement-focused HPV Vaccination Van Program in October 2021. The Program provides HPV vaccinations and other childhood immunizations in school districts and HMHSC health clinics throughout SC, focusing on children aged 9–18 who are eligible for the U.S. Centers for Disease Control and Prevention’s Vaccines for Children Program. As of 14 December 2022, the Program administered vaccinations in 16 counties of SC to 552 participants, 243 of whom received HPV vaccinations and were predominantly female (57.2%), aged 4–18 (95.9%), and self-identified as White (44.0%), Black (33.2%), or Hispanic/Latino (15.1%). Most had Medicaid (53.1%)/no insurance coverage (25.1%). The Program is expected to expand as the Program’s relationship with SC’s school districts grows. The Program provides a model for delivering mobile HPV vaccinations to rural children, thus reducing their cancer risk

Evaluation of the First-Year Data from an HPV Vaccination Van Program in South Carolina, U.S.

Human papillomavirus (HPV) infections are linked to at least six different types of cancer. The Medical University of South Carolina (MUSC) Hollings Cancer Center (HCC) and Department of Pediatrics leaders identified suboptimal rates of HPV vaccinations in rural and medically underserved communities in South Carolina (SC). To address this major public health problem in SC, they received funding from the HealthyMe/HealthySC (HMHSC) program and HCC to create a statewide community engagement-focused HPV Vaccination Van Program in October 2021. The Program provides HPV vaccinations and other childhood immunizations in school districts and HMHSC health clinics throughout SC, focusing on children aged 9–18 who are eligible for the U.S. Centers for Disease Control and Prevention’s Vaccines for Children Program. As of 14 December 2022, the Program administered vaccinations in 16 counties of SC to 552 participants, 243 of whom received HPV vaccinations and were predominantly female (57.2%), aged 4–18 (95.9%), and self-identified as White (44.0%), Black (33.2%), or Hispanic/Latino (15.1%). Most had Medicaid (53.1%)/no insurance coverage (25.1%). The Program is expected to expand as the Program’s relationship with SC’s school districts grows. The Program provides a model for delivering mobile HPV vaccinations to rural children, thus reducing their cancer risk