Portable Technology Use in Special Education Programs and Services in the United States
Notice bibliographique
Résumé
In the United States, the Individuals with Disabilities Education Act (IDEA) lists fourteen disabilities for which a student is eligible for special education services: autism, deaf-blindness, deafness, developmental delay, emotional disturbance, hearing impairment, intellectual disability, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, visual impairment, and multiple disabilities. Services include individualized education programs consisting of assessments, interventions, and other related services. Technologies help level the learning playing field, as they can facilitate the person’s functional academic and social capabilities across settings. Particularly as technological options have increased, there is a greater possibility of matching the technology with the learning need. Thus, the intersection of assistive technology, portable devices, disabilities, K–16 communities, and special education results in the needed topic of portable technologies for formal special education. In addition, the geographic scope is largely the United States, with some Canadian overlap. The term “portable technology” generally denotes a stand-alone device that may be carried easily in one hand, such as a cell phone, small audio or video player, signal device, or laptop computer. Sometimes the terms “mobile” or “handheld” are used instead of “portable.” In educational circles, the term “mobile learning” (or “m-learning”) refers to learning activities in which the learner actively incorporates these portable or mobile devices. Therefore, for the purposes of this bibliography, computer peripherals, wheelchairs, and other appliances (such as cochlear implants) are excluded. The bibliography emphasizes fundamental texts, systematic literature reviews, and scholarly research mainly since 2016. For very similar studies, the most rigorous one was selected for inclusion; furthermore, pilot students’ single-subject cases were avoided. It should be noted that various usage studies constitute the majority of citations. Rigorous assessment concerning the impact of portable technologies on student success is uneven, and, in particular, postsecondary assessment of special education services using portable technologies is limited. Legislative history, often best archived on websites, provides legal context. Although many valuable organizations discuss portable technologies for special education, generally only research-centric ones are included in this bibliography; other resources in the bibliography, such as Grey House Publishing’s Complete Resource Guide for People with Disabilities (cited under Overviews) do list relevant organizations.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».