Published:
Nov. 01, 2014
Source: Teacher Education and Special Education, 37(4), p. 330-346, November 2014
In this article, the authors suggest that New Literacy Studies can serve as a generative frame to stimulate the dispositions necessary for a strong commitment to the use of assistive technology (AT) and to increase accessibility in the classroom.
Specifically, they examine constructs within sociocultural approaches to literacy, multimodality, and critical literacy, thereby strengthening the interconnections between curriculum, pedagogy, and technology-based support for students with disabilities.
They offer several implications of this approach for educators and teacher educators.