While the culture of typical Millennial students, those born after 1978–82, is increasingly recognized as being different from previous generations, particularly with regard to how technology is perceived and used, relatively little is known regarding whether these same characteristics are exhibited by students with mild disabilities. This article explores three cultural dimensions of technology-use patterns by Millennial students having particular relevance to students with mild disabilities: (a) comfort with technology, (b) connectivity to the world, and (c) technology as a tool for learning. An argument is presented that current education professionals who must now consider assistive technology (AT) for these students, know little about their preferences for, choices among, and usage of common non-school technologies that may have substantive implications for AT service delivery.

This study investigated the effectiveness of the CD, Families, Culture and AAC, as a culturally sensitive teaching tool for students enrolled in a speech-language pathology AAC course. Students enrolled in the course were divided into three learning format groups that (a) viewed the CD and engaged in learning challenges independently, (b) viewed the CD in class, and (c) had lecture only. Students took objective pre-post tests and also answered essay questions over the material after it was presented. Results indicated that the independent group made significantly smaller gains in pretest-posttest scores related to cultural content than did either the in-class viewing or the lecture group. No significant differences were found by learning group to answers to essay questions. Results are discussed and suggestions are given for appropriate classroom use of the CD.

Issues related to stigma and its impact on assistive technology (AT) use with persons having developmental disabilities are addressed. While stigma has been known to be associated with presence of disability for many years, relationship between stigma and AT usage, particularly when working with families across cultures, has only just begun to be examined. Issues confronted by AT decision-making teams related to stigma include family expectations of A T, visibility resulting from use of A T in public settings, and perceptions that children will not attain important developmental skills if they become reliant on devices. While numerous approaches for A T decision-making have been implemented in the field, absence of validity and reliability data related to such approaches emphasizes importance of understanding potential influences of stigma associated with AT use. Specific areas that can contribute to stigmatization include (a) device aesthetics/cosmesis, (b) gender and age appropriateness, (c) social acceptability, (d) sublimation and professional deference, (e) teachers and acceptance of disability, and (f) universal design principles. Importance of future research that explores stigma and government policy and impact on AT decision-making is noted.

Accountability is perhaps the most significant issue facing educators today. How can school professionals document that their work results in significant positive outcomes? This issue is especially critical to the many special and general educators moving into collaborative partnerships, given the dramatic shifts in their professional roles inherent in this move. A 2 X 2 "Collaboration Evaluation Matrix" outlines two basic types of information (objective and subjective) and two basic dimensions of any program (processes and outcomes) that might be considered in evaluation of collaboration. Multiple data sources enhance validity and utility of these evaluation efforts.

Assistive technology consideration and implementation is often limited by the technology experience and knowledge of the education professionals involved in the process. The creation of a toolkit containing highly useful technologies may assist education professionals in this process. This article discusses a systematic method for creating a technology toolkit for use with students having mental retardation. Implications and future directions are discussed.

Augmentative and alternative communication (AAC) is a prominent component in the development of support services for individuals with disabilities, especially those with severe disabilities. In this article we provide an overview of the historical development of AAC services, tracing their evolution over the past half-century through four specific themes: social change and legislation, assessment, intervention, and family and cultural issues.

The increase in students with disabilities from Asian backgrounds who receive special education and related services places greater responsibility on professionals providing augmentative and alternative communication (AAC) services to children and families. Numerous values that are deeply embedded in Asian American families may influence the success of family involvement in team decision-making processes as well as subsequent AAC interventions. Contrasting Euro-American and Asian values are examined with particular emphasis on differences exhibited by these families with regard to (a) perspectives on disability, health care, family life, and education/intervention; (b) communication styles; and (c) reactions to AAC. Specific suggestions are offered to practitioners who may be working with this growing minority population in contemporary society.

New technologies rapidly are changing the ways in which people access information. In providing assistive technology (AT) to students with mental retardation and/or developmental disabilities, professionals require greater information on how AT affects families, especially families from diverse backgrounds. Parents and families of students with mental retardation and/or developmental disabilities require basic information about AT presented in a user-friendly way. The instructional CD-ROM Families, Cultures, and AAC is designed to provide information about assistive technology, especially Augmentative and Alternative Commu nication (AAC), to both professionals and families through an engaging multimedia format. There is little question that contemporary formation Revolution. During the 1980s technology is dramatically changing the ways these increasingly ubiquitous machines were that people gain access to information. These viewed primarily as office machinery, and tra changes are of a magnitude unprecedented ditional business manufacturers such as IBM since Gutenberg's development of the print- began to take interest (Ghose & Guillory, ing press in the 13th century. Little had 2000). The perception of computers as infor changed by the early 20th century, when infor- mation sources skyrocketed in the 1990s with mation transfer still was limited to print, and the advent of the Internet, the World Wide to immediate oral transmission. By the 1920s Web, and CD-ROM technology. In the past, and 1930s, radio had amplified the audience when individuals needed information, the for oral transmission by a factor of millions. first step was to go to the library to access that The growth in the movie industry in the 1930s information through a book. Today, when in offered the synergistic power of integrated au- formation is needed, for more and more peo dio and video transmission of information, pie the first thought is to retrieve the informa while the explosion in popularity of television tion through the computer. This is occurring in the 1950s and 1960s brought that combina- because this emerging technology offers the tion of audio and video information into al- promise of doing important things better, most every American household. more interestingly, and/or in entirely new When the earliest personal computers be- ways (Smith, 2000).

Throughout the country, school teams increasingly are adopting culturally sensitive family-centered practices in planning for assistive technology (AT) for children with disabilities. Over the past two decades evolving research has revealed the importance of considering family and cultural issues when planning AT interventions for children with disabilities and their families. This paper presents an overview of selected family and cultural issues, and suggests ongoing questions. The potential for interactive multimedia in helping teams and families make AT decisions is reviewed. The paper concludes with a description of a newly available interactive CD-ROM designed to provide to both families and professionals basic information on augmentative and alternative communication decision-making, including an overview of relevant family and cultural issues.

Effective assistive technology transition planning for adolescents and adults with disabilities cannot occur without careful consideration of family and cultural factors. Using the language of the IDEA, the position is taken that successful transition planning requires family participation, consideration of the communication needs of adolescents and young adults with disabilities, and decisions regarding which assistive technology devices and services are required. A range of issues is explored pertaining to transition planning, including (a) independence for the adolescent or young adult desired by the family, (b) rules of acceptance, (c) needs for information, (d) changes in family routines, and (e) family and child life experiences. The importance of related assistive technology issues to training is discussed with particular emphasis on dimensions of relevance and specificity, family and cultural sensitivity, duration and intensity, and user-friendliness.