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632 • The 20th Asian Conference on Intellectual Disabilities

| Oral Presentation |

A Study on the Development of Web Based Assistive

Technology Support System for the Effective Educational

Supporting of Students with Disabilities

Young Gull KIM (Daegu Cyber University)

Jeong Han WOO (Daegu Cyber University)

Chul Jin PARK (Daegu Metropolitan office of education)

Bong Chul AHN (Daegu Metropolitan office of education)

Oral Presentation - 3.3.4

Ⅰ. Introduction

The rapid advancement of digital based technology and information communication technology is providing many

advantages in the special education field, such as approachability, convenience, and efficiency. There are many positive

aspects, especially solving the difficulties in the everyday lives and studying for the students with disabilities as well as

allowing them to have high quality life.

The most exemplary type among the technology services for students with disabilities is the assistive technology,

AT and to accurately understand and systemically utilize them, the understanding of the assistive technology devices

and the assistive technology services need to be preceded. The assistive technology services are either produced

commercially to improve, maintain, or expand the functional abilities of the students with disabilities or are the tools,

products, or production systems that changed or improved the existing tools or equipments, which include the digital or

electric tools to non-mechanical or non-electric tools as well as the teaching, learning materials, contents, services and

strategies produced for special purposes. In addition, the assistive technology services broadly include the commercially

presented or sold as well as those that have been specially designed and produced per the requires of the students

with disabilities or their teachers and the simple productions at home by the parents or the guardians. Such technology

services can support the learning and teaching of the students with disabilities and can also increase the approachability

of the physical environment as well as increasing the competitiveness in the career environment. In addition, the living

areas for the disabled students will have more support for the independence and portability to expand their cultures,

which relates to the possibility to improve the overall quality of life. The assistive technology services are a process to

select and acquire the appropriate assistive technology devices for the use, which is the direct and overall services for

the use, including the preparation, application, management, and support of the assistive technology devices. The

assistive technology services include the following specifically:

① Evaluation that includes the functional demands in the everyday environment for the persons with disabilities

② Process of preparing for the assistive technology devices for the disabled persons, such as purchase, rent,

and other provisions

Passing from Freedom to Happiness • 633


③ Activities in using the assistive technology devices for the disabled persons, such as the support methods for

the selection, design for the devices, adjustment, function selection for the user demands, adaptation process,

maintenance, application for the use, and the neglects in use

④ Education and training services for the people with disabilities, their families and guardians as well as the related

technology support service

⑤ Education and training services for those who are related to the lives of the disabled people, such as the education

and rehabilitation experts and other service providers as well as the related technology support service

The students with disabilities have unique demands based on their physical and cognitive differences and the assistive

devices that can support and supplement their functional demands for their independent living in the local society

as well as their educational achievements are crucial (Duhaney & Duhaney, 2000). The students with disabilities can

increase their learning abilities by expanding their activities from the use of the assistive technology devices and also

can participate actively in their everyday lives as an independent entity to expand their opportunities and capabilities to

become integrated in the regular schools.

Therefore, the recognition that the assistive technology can play a crucial role in the successful instruction, application

of the inclusive education, and the effective transition to the local society, the “Special Education Law for People with

Disabilities” that was passed on may 25, 2007 regulated the support duties for the assistive technology devices as an

area of the related service for the first time. This seems to be a little delayed, but is motivating because it created a legal

and systematic basis for the utilization of the assistive technology for the students with disabilities.

Based on such backgrounds, this study explores the general environment and utilization status of the assistive

technology in Korea and also elucidates the specific necessity and factors for the assistive technology delivery system

for an effective educational support for the students with disabilities. In addition, the functions, advantages, and the

future directions of the special education assistive technology support system at the Daegu Office of Education that was

developed to deliver and support the assistive technology for the students with disabilities, parents and teachers.

Ⅱ. Status and demands of the assistive technology

The Korea National Institute for Special Education investigated the utilization status of the assistive technology in the

150 special schools as well as the demands for assistive technology with 1346 special education teachers and experts,

which explored the assistive technology related demands of the special education specialists to effectively utilize the

assistive technology and also the general status of the assistive technology devices for the computer use, transport,

maintaining posture, and communications that are most important in learning and life of the students with disabilities.



1. Environment status of the assistive technology

1) Computer use support

The alternative keyboards and the keyboard use assistive technology devices at the special schools included on-screen

keyboards at 20 schools (13.3%), me-too keyboards at 10 schools (6.7%), big key keyboards at 9 schools (6.0%), mini

keyboards at 2 schools (1.3%), natural keyboard at 11 schools (7.3%), special natural keyboard at 1 school (07%),

one hand keyboard at 3 schools (2.0%) and mouth stick keyboard at 4 schools (2.7%). The results of possession and

utilization of the keyboard use related assistive technology devices are shown in Table II-1.

<Table Ⅱ-1> Alternative Keyboard

The alternative mouse and the mouse related use assistive technology devices at the special schools included track

ball mouse at 26 schools (17.3%), switch connection mouse at 18 schools (12.0%), track ball at 32 schools (21.3%),

roller trackball at 10 schools (6.7%), head master at 5 schools (3.3%), head pointing system at 3 schools (2.0%),

feet mouse at 5 schools (3.3%), normal joystick at 16 schools (10.7%), special joystick for hands at 9 schools (5.3%),

special joystick for the mouth at 1 school (0.7%) and the tablet at 10 schools (10.7%). The possession status and the

utilization rates for the alternative mouse and the mouse use assistive technology devices are shown in Table II-2.



<Table Ⅱ-2> Alternative mouse devices and system

The switch use support assistive technology devices at the special schools included round switch at 17 schools (11.3%),

square switch at 4 schools (2.7%), stick switch at 2 schools (1.3%), wireless switch at 7 schools (4.7%), foot switch at

0 school (0.0%), and special switch devices at 2 schools (1.3%). The possession status and the utilization results for the

switch support assistive technology devices for the computer use are shown in Table II-3.

<Table Ⅱ-3> Switch

The alternative output support assistive technology devices at the special schools included Braille printer at 16 schools

(10.7%), hansone at 15 schools (10.0%), screen reader program at 17 schools (11.3%), and magnification monitor

at 18 schools (12.0%). The alternative output support assistive technology devices are considered to be in the visual

impairment areas, which showed a generally high utilization. The possession rates of the alternative output support

assistive technology devices and the utilization results are shown in Table II-4.



<Table Ⅱ-4> Alternative output system

2) Transportation support

The transportation support assistive technology devices at the special schools included normal walker at 73 schools

(48.7%), back assistant walker at 30 schools (20.0%), wheel walker at 45 schools (30.0%), seating walker at 11

schools (7.3%), walker including storage function at 1 school (0.7%) while the wheelchairs included the normal

wheelchair at 94 schools (62.7%), wheelchair for child at 26 schools (17.3%) wheelchair for leg assistant at 18 schools

(12.0%), bed wheelchair at 13 schools (8.7%), standing wheelchair at 10 schools (6.7%), tilt wheelchair at 6 schools

(4.0%), special wheelchair for sport at 3 schools (2.0%), and leisure wheelchair at 1 school (0.7%) an 20 schools (20.0%)

had powered wheelchairs in the normal electric wheelchair form. The case of three wheel scooters were owned by 1

school (0.7%) and the lift machine was owned by 10 schools (6.7%).

The transport assistive technology devices that are most common in the special schools were the normal wheelchairs

with 94schools (62.7%) and among those, 58 schools (61.7%) had more than 4. The use of the normal wheelchairs

were 100% with more than half of the special schools who own them, or 54 schools (57.4%) rented them out for the

entire semesters. However, no special schools owned the special wheelchairs, such as the bed powered wheelchairs or

the standing powered wheelchairs. The possession and the utilization of the transport assistive technology deices are

shown more in detail in Table II-5.



<Table Ⅱ-5> AT for movement and transportation

3) Posture and sitting support

The seat support assistive technology devices at the special schools included multi function chair at 21 schools (14.0%),

high and low control chairs at 30 schools (20.0%), floor sitter at 44 schools (29.3%), corner chairs at 15 schools (10.0%),

special cushions at 4 schools (2.7%) air cushions at 6 schools (4.0%), bedsore preventive cushions at 6 schools (4.0%),

high and low control desks at 44 schools (29.3%), desk for wheelchairs at 20 schools (13.3%), wheelchair desk for

special working at 14 schools (9.3%), and the stander at 24 schools (16.0%). The most common assistive technology

devices at the special schools were the floor sitters and the high and low control desks at 44 schools each (29.3%) and

in the case of the floor sitters, 9 schools (20.5%) among the schools that owned them and the case of the floor sitters,

29 schools (65.9%) among the schools that own them had more than 4. The utilization of the floor sitters was 100%

at 17 schools (38.6%) for the entire semesters’ lease and the utilization of the high and low control desks were 100%



at 32 schools (72.7%). The sitting support assistive technology devices possession and utilization are shown in detail in

Table II-6.

<Table Ⅱ-6> AT for seating and supporting posture

4) Augmentative and alternative communication

The augmentative and alternative communication, AAC at the special schools included communication board at 40

schools (28.7%), OK talk talk at 38 schools (25.3%, kids voice at 37 schools (24.7%), super talk at 13 schools (8.7%),

language friends at 17 schools (11.3%), language mate at 13 schools (8.7%), go talker at 12 schools (8.0%), and

round communicator at 5 schools (3.3%). The most common assistive technology devices were the communication

boards with 40 schools (26.7%) and 23 schools (57.5%) reported having more than 4. The utilization of the

communication board was 100% with the rent for the entire semesters at 8 schools (20.0%). The possession status

and the utilization results of the communication support assistive devices are shown in Table II-7.



<Table Ⅱ-7> Augmentative and alternative communication devices

2. Demands of assistive technology

1) Assistive technology experience

(1) recognition of the assistive technology use

The use of the assistive technology devices showed a positive recognition that includes “very much” and “yes” in

whether they increase the achievement, participation, confidence, social abilities, and independence and help the

everyday lives, career development, and leisure activates from more than 65% and the “increase in the participation

in class” showed 397 response (29.5%) of “very much” and 808 response (60.0%) of “yes” with a total of 1,205

responses (89.5%) and the “help in everyday lives” showed 451 responses (33.5%) of “very much” and 740 response

(55.5%) of “yes” with a total of 1,191 responses (88.5%), which were the areas that were helped the most from the

use of the assistive technology devices. Table II-8 shows the results of the positive influences of assistive devices for the

students with disabilities.



<Table Ⅱ-8> Positive effects of the assistive technology devices for the students with disabilities

The limitations or the adverse effects of the assistive technology devices included whether the use of the assistive

technology devices harm the physical, cognitive, language development and the peer relationships or whether they

increase the tiredness, the responses of “no” and “not at all” were 50.9%, which showed that more than half of

the responses recognized that the use of the assistive devices did not affect thee development of the students with

disabilities. Table II-9 is the results of the negative effects of the use of the assistive devices for the students with

disabilities.

<Table Ⅱ-9> Negative effects of the assistive device use on the students with disabilities



2) factors of low utilization of assistive devices

The factors of low utilization of the assistive devices, the 816 respondents (21.6%) responded “purchasing from the

company catalogs or internet advertisements without trying them out first” as shown in Table II-10. Next highest were

the “lack of diagnosis and evaluation process for the appropriate device use for the students with disabilities” with 710

<Table Ⅱ-10> Factors that undermine the use of the assistive technology devices

3) assistive technology devices use information

Regarding the utilization information acquisition methods on the assistive technology devices, the respondents

answered “professional literature or internet service” with 594 respondents (44.1%), provided information by the

seller” with 453 respondents (33.7%), “professional (related teachers)” with 165 respondents (12.3%), “training or

related seminars” with 106 respondents (7.9%), “parents” and “special education support center advertising letters”

with 5 respondents (0.4%), “coworkers” with 4 respondents (0.3%), and “after a trip to the welfare center” and “all

of the above” were 1 respondent each (0.1%). Such results show that the administrative support to provide the related

information for the assistive technology in the special education fields is lacking. Therefore, the advanced assistive

technology device information and knowledge should be supported by the administration through training for the

special education experts and the parents.



<Table Ⅱ-11> Information acquisition method for the assistive technology device utilization

2) demands for the assistive technology

1) need for the professional website for assistive technology support

On the need for the professional website that suggests the usable devices after entering the characteristics of the

students with disabilities, 679 respondents (50.4%) answered “very much” and 574 respondents (42.6%) answered

“needed” while 89 respondents (6.6%) answered “average” and 2 respondents each (0.1%) answered “not needed”

or “not needed at all.” Such results show that the establishment of a professional website to support the assistive

technology with high approachability and usability for the teachers and parents is crucial.

<Table Ⅱ-12> Professional website for the assistive technology support

2) Most needed assistive technology devices

The devices that are most needed in the special education fields were showed to be instruction-learning support

devices” with 978 respondents (24.8%), then “everyday activity support devices” with 699 respondents (17.7%),

“communication support devices” with 665 respondents (16.8%), “transportation devices” with 580 respondents

(14.7%), posture maintenance support devices with 446 respondents (11.3%), “seeing and listening activity support

devices” with 33 respondents (8.4%), and “leisure activity support devices” with 231 respondents (5.8%). The others

included the computer approach support devices. As shown in the even distribution among the needed devices, the

characteristics and the needs of the students with disabilities determine which devices are more appropriate. Therefore,

the assistive technology devices not only for the learning of the students with disabilities but also the overall life need to

be developed as well as their support strategies.



<Table Ⅱ-13> Most needed assistive technology devices

3) necessity and role of the special education support center

On the roles of the special education support center for an effective utilization of the assistive technology deices,

650 respondents (48.2%) answered “needed,” 537 respondents (39.8%) answered “very needed,” 141 respondents

(10.4%) answered average,” 14 respondents (1.0%) answered “not needed” and 4 respondents (0.2%) answered

“not needed at all.” Majority of the respondents recognized that the role of the special education support center is

needed for the utilization of the assistive technology devices. Table II-14 shows the results of the necessity of the special

education support center roles for an effective utilization of the assistive technology devices.

<Table Ⅱ-14> Necessity of the special education support center

On the role of the special education support center for the effective utilization of the assistive technology devices,

1029 respondents (16.7%) answered “the provision of information for the selection and utilization of the assistive

technology devices,” 879 respondents (14.3%) answered “provision of the basic information related to the assistive

technology,” 777 respondents (12.6%) answered “evaluation of the students with disabilities for the assistive

technology devices selection,” 623 respondents (10.1%) answered “the rental of the assistive technology devices,” 583

respondents (9.5%) answered “assistive technology training,” 581 respondents (9.4%) answered “assistive technology

devices use training,” 559 respondents (9.1%) answered “assistive technology devices use efficiency and satisfaction,”

482 respondents (7.8%) answered “management of assistive technology devices,” 408 respondents (6.6%) answered

“selection of assistive technology devices, 97 respondents (1.6%) answered “assistive technology devices production,”



95 respondents (1.6%) answered “revision of the assistive technology devices,” and 92 respondents (1.5%) answered

“design of the assistive technology devices.” Others included “assistive technology devices budgets establishment

and purchase,” “demand investigation for the assistive technology devices,” “provision of the assistive devices related

companies,” “connecting to the experts at hospitals, etc.” and “connection to the special education centers.” Such

results show that the assistive technology related information is lacking in the special education field and the special

education center needs to establish administrative, financial support to provide the related information. Table II-15

shows the results of the special education support centers for an effective use of the assistive technology devices.

<Table Ⅱ-15> Roles of the special education support center

Ⅲ. Assistive Technology Delivery system

1. What is the assistive technology delivery system?

Assistive technology delivery system is the system or the process to deliver the appropriate devices and services to

the students with disabilities and each system or process includes the subordinate activities to provide the technology

devices and services that suit the demands and the purpose for the students with disabilities. In other words, the

characteristics and demands, affiliated environment, and the activities required in such an environment are considered

together to provide the appropriate assistive technology devices and services. This is the overall system or process that

includes diagnosis, assessment, application, evolution and management.

Mann and William (1991) mentioned that the main problem with the appropriate assistive technology devices and

service provision is the non-systematic delivery process and the uncertainty of the main factors, or the detailed activities

at each stage in the delivery process. Also, Todis and Walker (1993) stated the importance of how to connect the clear

purpose of the assistive device use and the learning, social and individual demands as well as the assistive technology in

their study of assistive device and service selection process.

In the advanced countries, the selection process of the students with disabilities who desire to use the assistive

technology is recognized as the most important part. In the United States, various methods and strategies are sought



and applied to provide the appropriate assistive devices and services. Especially, the physical environment of schools,

rehabilitation centers, home, and regional society as well as the education process and policies of the institution the

student is participating and the individual characteristics of the students with disabilities are considered to develop

a systematic delivery system to provide appropriate assistive technology devices and services. From the individual

education program planning stage of the students with disabilities, the teachers, parents, administrators, and the

assistive technology experts to diagnose the demands of the students with disabilities in a multifaceted way and also to

consider the education curriculum of the affiliated schools as well as the long and short term education plans to provide

the appropriate devices and systematic services.

2. Organization of the assisted technology delivery system

To provide the appropriate devices and services that meet the specific needs in the learning and everyday environments

for the students with disabilities in a special school, a model with systematic foundation and the activities that can carry

out the purposes of each foundation needs to be established First, the information collecting and diagnosis stage to

understand the technology demands, selection and application stage to determine and provide the appropriate devices

and services, and the evaluation and management stage to understand the requests from the devices and services and

also respond to such requests along with the following detailed activities.

1) Information collection and diagnosis

Information collection and diagnosis stage will gather the technology related demands for the specific requests of the

students with disabilities in consideration of the environments and situations of the schools and homes for the students.

The subordinate activities in the information collection and basic diagnosis stage are as follows:

. organize the assistive technology support team

. gather the basic information of the disabled student

. diagnose the technology demands

2) selection and application

Selection and application stage determined the basic demands of the actual student with disabilities based on the

overall information collected in the information collection and technology demands diagnosis stage previously and

selects the assistive devices and the services. Also, for the disabled student to effectively use the devices and the

services, carry out the education and training for the devices and the services to increase the adaptability of the selected

devices and the services. The subordinate activities in the selection and application are as follows:

. determine the assistive technology demands

. select assistive technology devices and services

. training and education

. test application



. utilize assistive technology

. establish evaluation, management plans

3) evaluation and management

Evaluation and management stage carries out a regular evaluation on the use of the assistive technology devices that

have been applied for the demands of the students with disabilities to understand the strengths and weaknesses and

perform management activities, such as repairs, function addition and changes, and replacements if problems arise.

The assistive technology delivery system can be shown in figure III-1.

<Figure Ⅲ-1> Processes and contents of the assistive technology delivery system

(source: Young gul Kim, Yong Wook Kim, 2006b)



Ⅳ. Development of AT Supporting System

1. Introduction and Background of Special Education Assistive Technology Supporting System, SEAT

As well as guaranteeing the opportunities for the students with disabilities to receive high quality instructions and

learning, the self-directed learning is only possible through the various special education technology related services,

which will create the foundation of the high quality inclusion. However, the technology services for the students with

disabilities in many areas such as the instruction-learning and everyday lives, the optimal assistive technology devices

and the service provision are not being carried out based on the complex demands of the students with disabilities.

For this, an assistive technology supporting system that can manage the information regarding the optimal deice

selection, support an utilization for the instruction-learning, everyday lives, leisure, transportation, and regional social

activities and also to provide the such information to the teacher, managers, students and parents.

Based on such backgrounds, Daegu Metropolitan office of Education has developed and established the Special

Education Assistive Technology Supporting System, http://seat.edunavi.kr with the support of Ministry of Education

Science and Technologies.

The detailed development and establishment summary of the special education Assistive Technology Supporting

system are as follows

. development period : August, 2010 = February, 2011 (6 months)

. developing institution and management : Daegu Metropolitan Office of Education, UBQ, professors in special education technology and assistive technology, special education teachers

. hardware

. 1 web server

. 1 contents server

. 1 DB server

. software

. Operating system : Window Server

. DB : Oracle DB

. Contents authoring tool : eStream Presto

. System security: server security - Secure TOS, DB security- DB safer

. general specifications

. expert system application

. universal design application

. accessibility consideration



2. organization of the special education assistive support system

SEAT is currently operating to provide the appropriate assistive technology devices and the service information based

on the unique characteristics and the demands of the students with disabilities in their learning and general lifestyle and

is expected to contribute to strengthening the internalization of the special school, special class, and special education

support system and their capabilities.

SEAT diagnoses and evaluates the assistive technology demands using the web and selects and suggests the

appropriate assistive technology deices and applies the expert system to suggest the appropriate assistive technology

devices based on the physical;-cognitive-environmental demands of the student with disabilities as well as the basic

information that can be used.

SEAT system is comprised of the assistive technology diagnosis-evaluation system, assistive technology selection

system, assistive technology deices system and the subordinate factors are as follows:

. assistive technology diagnosis – evaluation system

. questionnaires for the assistive technology demand evaluation

. questionnaire analysis

. questionnaire management

. questionnaire design

. assistive technology selection system

. assistive technology selection according to the questionnaire results

. assistive technology selection result

. assistive technology devices suggestion system

. assistive technology understanding related basic html information

. assistive devices classification management

. deices information management

. assistive technology introduction and utilization multimedia contents

<Figure Ⅳ-1> Overall organization for the special education assistive technology support system



SEAT system use will utilize the assistive demand diagnosis-evaluation system (service), assistive technology selection

system (service), assistive technology introduction system (service) based on the user certification and each group will

have different authorities and use functions.

<Figure Ⅳ-2> SEAT web service system main screen, questionnaire for selection,

device introduction screen

3. special education assistive technology support system web service functions and characteristics

SEAT web service is comprised of the main page, log in and personal information management, assistive technology

understanding, assistive technology selection, assistive technology devices introduction, and assistive technology news.

The assistive technology understanding is an html service that will lead to the basic understanding of the assistive

technology and introduces the concept, need, service, and utilization of the assistive technology.



<Figure Ⅳ-3> Assistive technology understanding partial screen

Assistive technology selection is a service that introduces the optimal assistive technology device DB based on the

questionnaire results and provides the basic information and use methods of the system first. Once the start button is

clicked, there is a questionnaire page where the basic information and child characteristic information and the optimal

DB will be provided after the questionnaire.

<Figure Ⅳ-4> Assistive technology selection questionnaire – child characteristic information partial screen

The assistive technology introduction allows the DB to understand the information classified by function, disability

type, and education process, which can also be used as the assistive technology device information in a multimedia

contents form as well as the normal assistive technology devices DB.



<Figure Ⅳ-5> Assistive technology device introduction screen

Ⅴ. Conclusion: future direction of the assistive

technology support system

To provide the appropriate education service to the students with disabilities, the utilization of the assistive technology

is recognized as a crucial consideration. The assistive technology environment is also becoming more diverse and the

various policies and supports will continuously arise to utilize such.

To effectively support the assistive technology for the students with disabilities, the purchase of the assistive

technology devices needs to precede and the device environments should be organized in diverse areas without

focusing too much in one area. In addition, t accurately select, understand and to use the assistive technology devices,

the appropriate use environment is also necessary, which calls for the assistive technology support service based o the

web.

The Daegu Metropolitan Office of Education Special Educating Assistive Technology Support system needs to advance

into a system that can practically accept the demands of the users and solve the issues from current environment and

functions in such backgrounds.

To select the assistive technology devices more accurately, the qualitative use of the expert system needs to be carried

out and if the questionnaires cannot be performed, then the existing B should be referenced to provide the optimal

information and selection results.

Second, the assistive technology device DB is as important as the selection of the assistive technology devices.

Especially, the general html based assistive technology device information can be expanded with searches and

references with domestic and international websites, but for the users who need the utilization information on the

assistive technology devices, the information in multimedia contents form needs to be expanded and continuously

developed.

Third, the current information communication devices are moving from the PC based to unit based and the portable

handheld unit based application to use the assistive technology related information needs to be developed.



ReferenceKim Youn-Gull(2005). Research to develop special schools assistive technology delivery system model, Dissertation,

Daegu University Graduate School.

Kim Youn-Gull, Kim Yong-Wook (2006a). Research on assistive technology environment in special schools

and the delivery system. Special education research, 13(1), 3-26,

Kim Youn-Gull, Kim Yong-Wook (2006b). Research on special schools assistive technology service delivery system,

Special education journal: theory and practice, 7(3)

Oh You-Jeong, Kim Jong-Mu, Kim Young-Gull, Min Kang-Gi, Jeong Hae-Jin(2010).

The Status and Demand of Utilization of Assistive Technology at the Field of Special Eucation.

Korea National Institute for Special Education.

Duhaney, L. G.,& Duyhaney, D. C. (2000). Assistive technology : Meeting the needs of learners with disabilities.

International Journal of Instructional Media, 27(4), 393 401.

Todis, B., & Walker, H. M.(1993). User perspective on assistive technology in educational setting.

Focus on Exceptional Children, 26(3), 1 16.

King, W. T. (1999). Assistive technology : Essential human factors. MA: A Viacom Company.

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