Introduction to the special series: Technology and disabilities in education

Abstract

In the nearly 30 years since the passage of the Technology-Related Assistance to Individuals with Disabilities Act of 1988, technology-mediated instruction has been implemented successfully with both students without disabilities and students with a range of disabilities to help them meet the demands of instruction. In this special issue of Assistive Technology, a number of noted scholars contribute research findings designed to add to the growing body of knowledge validating the use of assistive and instructional technology in the classroom.