Implementing assistive technologies: A study on co-learning in the Canadian elementary school context
作者：
Highlights：
• Non-reading students in Grades 4-5 cannot access the curriculum and information.
• Assistive technology use to compensate for reading gaps is under-researched.
• If technology use is routine for all students, assistive device use is more discreet.
• A 6-week intervention program can show improvements in reading and technology use.
• Teacher and researcher co-learning can help non-readers access grade-level text.
摘要
•Non-reading students in Grades 4-5 cannot access the curriculum and information.•Assistive technology use to compensate for reading gaps is under-researched.•If technology use is routine for all students, assistive device use is more discreet.•A 6-week intervention program can show improvements in reading and technology use.•Teacher and researcher co-learning can help non-readers access grade-level text.
论文关键词：Assistive technologies,Text-to-speech technology,Special education,Co-teaching,Teacher learning,Collaborative learning/co-learning
论文评审过程：Available online 20 December 2014, Version of Record 29 July 2015.
论文官网地址：https://doi.org/10.1016/j.chb.2014.12.003
