Assistive Technology User Groups and Early Childhood Educators

This article explores the potential of User Groups as a professional development venue for early childhood educators in developing operational and functional competence in using hardware and software components of an Assistive Technology (AT) Toolkit. User Groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these User Groups was examined using self-reports subsequent to User Group participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of User Groups is presented

Assistive Technology for Students with Mild Disabilities: What’s Cool and What’s Not

Professionals on IEP teams increasingly are considering the potential contributions of assistive technology as they develop programs for students with disabilities. However, a significant technological “generational gap” may exist between the members of these teams and the young people they seek to serve, as the quality and quantity of student interactions with technology may differ dramatically from those of IEP team members. This gap may manifest itself in the selections of technology that may impair social acceptance of students with disabilities by their peers, or that students will not use. In this paper we suggest a variety of both low-tech and high-tech tools that hold unique dual promise to (a) facilitate successful access to the general education curriculum, and (b) enhance social acceptance by nondisabled peers

Special Education Professionals and Assistive Technology: Requirements for Preparation in a Digital Age

This article presents contextual background for the preparation of teachers to effectively use assistive technology (AT) with students with disabilities. A brief description of student uses of technology is presented, noting how students have changed in their understanding and use of information technologies. The role of AT is then presented, linking the role of special education professionals in today’s schools with current teacher preparation practices. Discrepancies are noted between what is needed to best serve Digital Age students in the schools, and the manner and extent to which teachers are prepared. Using existing standards and addressing emerging AT training needs, the authors propose three distinct levels of preparation: an AT (a) practitioner, (b) specialist, and (c) leader. Specific roles of each of these personnel are delineated. The instructional potential use of hybrid models of professional development classroom instruction combined with computer-based learning) is recommended as particularly promising approach

Reconstructive Plastic Surgery An Atlas of Essential Procedures

A reader-friendly, how-to guide on reconstructive plastic surgery from international experts Reconstructive Plastic Surgery: An Atlas of Essential Procedures edited by esteemed authors, educators, and surgeons Robert X. Murphy Jr. and Charles K. Herman is a comprehensive resource detailing head-to-toe surgical procedures for a broad range of conditions. The senior editors have more than 50 years of collective surgical experience and expertise training hundreds of medical students and plastic surgery residents. A distinguished and diverse group of contributors from more than 15 countries and five continents share clinical pearls throughout the book. Sixty-seven chapters organized in five sections start with head and neck chapters detailing cleft palate defects and repair, followed by functional rhinoplasty, neoplasms, and trauma. Section two encompasses breast reduction/reconstruction techniques and other breast deformities; and management of trunk ulcers, deep wounds, and defects. The hand and upper extremity section details reconstructive techniques for infections, trauma, and Dupuytren's contracture. The final two sections cover a wide spectrum of nerve-related conditions and syndromes, followed by burns, melanoma, and vascular anomalies. Key Features High-quality illustrations and intraoperative photographs enhance understanding of step-by-step operative procedures More than 30 procedural videos provide hands-on guidance on how to perform specific steps in reconstructive plastic surgery A broad range of reconstructive techniques cover trauma, tumor resection, burns, congenital deformities, and degenerative conditions Consistent chapter formatting includes a clear and concise introduction, discussion of pertinent anatomy, surgical indications, operative techniques, complications, and long-term results This highly accessible yet comprehensive procedural guide is must-have reading for medical students, plastic surgery residents, and early-career plastic surgeons. It will also benefit veteran reconstructive plastic surgeons looking for a robust refresher with an international perspective