Abstract
The availability of assistive and educational technology to support the academic, behavioural, and social-emotional outcomes of students with disabilities in United States public schools continues to increase. As such, educational professionals are seeking evidence-based methods for providing students with disabilities increased access to information and learning using these technologies. As the proliferation of these technologies continues, it is important that school leaders consider both the legal and ethical requirements for technology use with culturally and linguistically diverse students with disabilities. This chapter will review these legal and ethical principles as they apply to public education in the United States, and will discuss a conceptual framework for ensuring culturally relevant and appropriate assistive and educational technology integration. Implications for practice will be discussed.
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Morgan, J.J., Yeager, K.H., Murphy, S.J., Spies, T.G. (2018). Legal and Ethical Considerations Regarding the Integration of Assistive and Educational Technology for Students with Disabilities: Perspectives from the United States of America. In: Trimmer, K., Dixon, R., S. Findlay, Y. (eds) The Palgrave Handbook of Education Law for Schools. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-77751-1_18
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