Handbook of Special Education Technology Research and Practice. Dave Edyburn, Kyle Higgins, & Randall Boone, Editors. Knowledge by Design, Inc. Whitefish Bay, WI.

"This book has the potential to reduce the lag time between compiling what is considered cutting-edge work in the area of AT and getting this information into the hands for those for who it will do the most good."    From the Foreword by John Langone.

            Edyburn, Higgins & Boone have put together a great tool for the special education profession. The text can be a valuable resource for a wide audience including technology professionals and researchers, as well as individuals who are looking for information related to a particular aspect of technology and disability. The book contains both a review of research and practice, as well as provides evidence confirming the benefits and utility of assistive technology for educating people with disabilities. While comprehensive in nature, the book highlights the outcomes of research in the field while skillfully calling attention to the fragmentation and paucity of quality research studies being conducted in the field of assistive technology in special education today.   Major gaps in research are exposed in areas such as cultural diversity, personnel preparation programs and in the design, and development and implementation of special education technology. The book is divided into eight sections: history and politics; access for diverse populations; assistive technology; disability specific applications, instructional design; professional development; trends and issues. 

            This book is worthy of an in depth review and in an effort to do justice to it's 800 plus pages, it will be presented in several sections.  Therefore, the first part of this book review focuses on Section I:  History, Policy and Legal Foundations. This section contains four of the books 41 chapters, each written by one or more different authors. Chapter 1 provides an interesting and robust account of historical perspectives surrounding the development and application of technology for people with disabilities. It goes beyond presenting a typical chronology of major political and technological events, and instead presents milestones both pre and post-computer that have shaped the use of technology in the educational setting.  Additionally, the author provides a framework for conceptualizing a functional model to serve as a basis for planning and decision making. For some, this chapter will present a stroll down memory lane, sure to evoke a smile or a groan; for others it will serve to illustrate the evolution process involved in putting technology into the hands of those who need it most; either way don't skip this chapter.

            Chapter 2 provides an excellent overview of statewide programs available for obtaining technology related assistance. In addition, a number of states are cited for their innovative and exemplary practices in assistive technology services in education, employment and independent living. The chapter closes with a summary of important lessons learned across the country that can be used to ensure that states keep moving in a forward and proactive direction when it comes to bringing technology into the lives of people with disabilities.

            Chapter 3 introduces the Individuals with Disabilities Education Act (IDEA) and its mandate that the need for assistive technology be considered for every student with a disability. Inherent in this legislation is the need to conduct research not only to support the development of technology, but also to evaluate the efficacy of practices and implementation of technology across a variety of contexts.

            The final chapter in the first section provides a broad overview of assistive technology and the individualized education plan (IEP) as part of the collaborative team process. The chapter closes by posing two of the most important questions to be addressed by every educational team regarding the development of the IEP.  First, will individuals working with the student who were not at the IEP meeting be able to read the document and understand exactly what the team wanted done?  Second, if the student moved to another school, would people there be able to look at IEP and implement it according to plan? If the answer to either of these questions is "no" then the needs of the student have not been adequately addressed relative to providing a free appropriate public education (FAPE).  Ask yourself these questions next time you attend an IEP meeting; in the meantime, pick up a copy of this book.

This book is available from Knowledge by Design for $119.00 plus S & H. An order form can be downloaded at the following link:
http://www.knowledge-by-design.com/order_form.html

Follow this link for the review of Section 2:
http://www.connsensebulletin.com/daverevmk.html