Texas: Assistive Technology for Every Child

Computers are almost a household necessity, and basic word-processing programs are now easier for young children to use. It is important that early childhood teachers use technology in their classrooms, and Montessori teachers integrate technology into the Montessori environment and curriculum areas. J. J. Hill Montessori School

Literacy is the foundation for academic learning. Computer literacy is also now considered a critical skill for young children. Basic technology skills are recognized as essential for young children by a growing number of states and educational organizations (Council of Chief State School Officers, 1999; International Society of Technology for Education, 2005; National Association for the Education of Young Children, 2005). The Partnership for 21st- century Skills has also placed an emphasis on technology tools as one of the key elements of 21st-century learning (Marvin, 2003).

The technology requirements of the No Child Left Behind Act include resources and best practices on technology literacy and effective teaching using technology. The National Education Technology Plan (U.S. Department of Education, 2003) promotes universal access to technology for all children. Finally, the Council for Exceptional Children/Division of Early Childhood (2001) recommends that children use assistive technology to enhance their learning. Ongoing research and continued development of new and emerging technologies and assistive technologies are critical to supporting children’s learning.

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Published on February 28, 2008

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