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Assistive Technology: Access for All Students, 3rd edition

Published by Pearson (March 10, 2014) © 2015

  • Laura A. Bowden Carpenter Auburn University, Montgomery
  • Linda B. Johnston
  • Lawrence A. Beard Jacksonville State University

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  • Organized to ensure reinforcement of the concepts, the book includes:
    • Chapter Learning Outcomes enhanced with photos, and
    • Chapter Reviews summarizing the major concepts and ideas.
  • AT Snapshots include in-depth looks at real-life situations related to the use and understanding of AT.
  • AT Technology for Student Learning sections connect AT directly to student learning and are based on the information covered in the chapter.
  • Margin Notes ask readers to react to different types of situations and provide readers with an opportunity to apply what has been read.
  • Extensive coverage of diversity throughout the text includes working with students and families who are English Language Learners.
  • A chapter on Universal Design for Learning and Response to Intervention focuses on how universal design for learning can be utilized in the Response to Intervention Process, and provides readers with core access to the general education curriculum.
  • NEW! Chapter Learning Outcome and photos at the beginning of each chapter provide an intentional focus and introduction to the chapter’s content.
  • NEW! The introductory chapter (Ch. 1) has been reorganized with updates of specific laws related to AT and expanded information related to sources of funding for AT.
  • NEW! A new chapter on AT for Autism Spectrum Disorders provides the latest information about changes in the diagnosis of Autism, as found in the latest edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) (2013). (Ch. 9)
  • NEW! Information on AT and the Common Core State Standards gives readers the latest guidance for meeting those standards. (Ch. 2 and throughout)
  • NEW! New information on mainstream technology with applications for AT gives readers access to ideas for using such aids as tablet computers and apps.
  • A look at AT for online learning helps readers identify assistive technology that will be needed as online learning becomes more prevalent.
  • Information on AT for postsecondary environments allows stakeholders, caregivers, and professionals to assess and plan for the postsecondary future. (Ch. 10)
  • In-depth AT Snapshots show real-life, practical situations that relate to the use and understanding of AT. These are referenced throughout each chapter as they relate to the specific information presented in that chapter.
  • NEW! A new section in each chapter connects AT directly to student learning. 
  • NEW! Assistive Technology Spotlight features provide enhanced applications of AT, referenced within specific chapter content.
  • NEW! Margin Notes ask readers to react to and reflect on information found in a specific topic.
  • Updated Tables with Website links in each chapter give readers additional materials, information, and resources related to AT.

Chapter 1                     Assistive Technology: An Introduction and Overview  

Chapter 2                     Assistive Technology, Universal Design for Learning, Response to Intervention and Common Core State Standards

Chapter 3                     Assistive Technology: Evaluation  

Chapter 4                     Assistive Technology for the Young Child  

Chapter 5                     Assistive Technology for Students with Higher-Incidence Disabilities  

Chapter 6                     Assistive Technology for Positioning and Mobility 

Chapter 7                     Assistive Technology for Communication 

Chapter 8                     Assistive Technology for Sensory Impairments  

Chapter 9                     Assistive Technology for Autism Spectrum Disorders

Chapter 10                   Assistive Technology for the Transition to the Adult World  

Author Index  

Subject Index 

Laura Bowden Carpenter has been a professional educator for more than 30 years. She has worked as special education teacher as well as a university professor, teacher educator, researcher, and administrator in higher education. Dr. Carpenter holds a doctorate from The University of Alabama in Special Education. Her specific areas of interest are assistive technology, teaching and learning strategies for students with disabilities, and recreational opportunities for persons with disabilities. Dr. Carpenter engages in a variety of service opportunities in organizations providing services to persons with disabilities and their families.

Dr. Linda Johnston currently serves a Professor and Director of the School of Education at the University of Tennessee @ Chattanooga. She holds the Doctorate in Special Education from the University of Alabama. She previously served on the staff of the Alabama State Department of Education in the area of special education.  Prior to joining the faculty at the University of Tennessee @ Chattanooga, she was Assistant Director of the Southeast Regional Resource Center through a grant with the U.S. Department of Education, where she provided technical assistance to State Departments of Education in the area of special education services.

Professor Lawrence A. Beard has more than 30 years of K-12 and higher education teaching experience in special education. He earned a B.A. in Psychology and a B.S. in special education from The University of Alabama. Upon taking a teaching position working with preschool children with multiple and severe disabilities, he continued his education and earned a M.A. in multiple disabilities, his Ed.S. in intellectual disabilities, and his Ed.D. in multiple disabilities from The University of Alabama. He teaches a variety of graduate and undergraduate classes in collaborative teaching, and serves as the academic advisor for graduate degree candidates in the area of collaborative teaching.

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