Improving Literacy Technologies for School-Age Children With Severe Physical Impairments The University of North Carolina-Chapel Hill took the lead on the literacy projects conducted within the AAC-RERC. Two development projects were targeted to address the improvement of literacy instruction and literacy technologies for students with severe physical impairments (SPI). The first project focuses on the development of an integrated writing ... Article
Article  |   August 01, 2002
Improving Literacy Technologies for School-Age Children With Severe Physical Impairments
Author Affiliations & Notes
  • Janet Sturm
    Division of Speech and Hearing, University of North Carolina-Chapel Hill
Article Information
Development / Augmentative & Alternative Communication / Normal Language Processing / Articles
Article   |   August 01, 2002
Improving Literacy Technologies for School-Age Children With Severe Physical Impairments
SIG 12 Perspectives on Augmentative and Alternative Communication, August 2002, Vol. 11, 12-14. doi:10.1044/aac11.2.12
SIG 12 Perspectives on Augmentative and Alternative Communication, August 2002, Vol. 11, 12-14. doi:10.1044/aac11.2.12
The University of North Carolina-Chapel Hill took the lead on the literacy projects conducted within the AAC-RERC. Two development projects were targeted to address the improvement of literacy instruction and literacy technologies for students with severe physical impairments (SPI). The first project focuses on the development of an integrated writing software tool that provides students with SPI access to tools for participating in the general education writing curriculum. The second project targets the development of an alternative reading comprehension assessment battery. Because both projects required extensive research to develop tool content, each reflects a balance of research and development, as described below.
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