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The ERIC/OSEP Special Project
in Special Education
Development funded by the U.S. Office of Special Education Programs
Federal law now requires that assistive technology be considered
for every student with disabilities. Increasingly, technology is recommended
to help students with cognitive disabilities achieve in a challenging
curriculum. This issue describes promising research in applying technology
in the curriculum to improve learning opportunities for students with
into the Standard Curriculum
A Definition of Assistive Technology
Assistive technology is defined as any item, piece of equipment, or product, whether acquired commercially, off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities. (P.L.
101-407, The Technology Related Assistance Act of 1988)
In This Issue
Extending Learning Opportunities for Students
Promising Practices in Integrating Technology
into the Curriculum
State Initiatives Support Technology Use in
Contacts & Resources
Clearinghouse on Disabilities and Gifted Education
ERIC/OSEP Special Project Page
What's New Page
CEC Home Page
ERIC/OSEP Topical Brief
A Curriculum Every
Student Can Use: Design Principles for Student Access
Research Connections was prepared with funding from the
U.S. Department of Education, Office of Special Education Programs,
under contract no. RR93002005. It is in the public domain and may
be freely reproduced and disseminated. The opinions expressed here
do not necessarily reflect the positions or policies of OSEP or the
Department of Education.
Research Connections is a biannual review of research on
topics in special education, focusing on research sponsored by the
U.S. Office of Special Education Programs. This issue of Research
Connections was developed by Warger, Eavy Associates for the ERIC/OSEP
The ERIC/OSEP Special Project is operated by The Council for Exceptional
Children through the ERIC Clearinghouse on Disabilities and Gifted