AT can be integrated in the IEP for those that need or use AAC. Note: ChatGPT and Grammarly were used by the authors to edit this content. REFERENCES CAST (2024). Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education.
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004)
Jimenez, B., Courtade, G., & Fosbinder, J. (2024). Leveraging Artificial Intelligence to Enhance Implementation of Research- Based Practices for Teaching Students with Moderate to Severe Intellectual Disability.
Khan, S. (2024). Brave New Words: How AI Will Revolutionize Education (and Why That’s a Good Thing ). Thorndike Press.
Light, J., & McNaughton, D. (2012). Supporting the communication, language, and literacy development of children with complex communication needs: State of the science and future research priorities. Assistive Technology, 24 (1), 34–44. National Council of Teachers of English (NCTE). (2004). NCTE Beliefs about the Teaching of Writing. Retrieved from https://cdn.ncte.org Sennott, S. C., Akagi, L., Lee, M., & Rhodes, A. (2019). AAC and Artificial Intelligence (AI). Topics in Language Disorders, 39(4), 389–403. https://doi.org/10.1097/TLD.0000000000000197 U.S. Department of Education. (2024, January). Myths and Facts Surrounding Assistive Technology Devices. https://sites.ed.gov/idea/files/Myths-and-Facts- Surrounding-Assistive-Technology-Devices-01-22-2024. pdf Zabala, J. S. (2005). Using the SETT Framework to Level the Learning Field for Students with Disabilities. Retrieved from https://www.joyzabala.com
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