ABSTRACT
This chapter aims to shed as much light as possible on the aforementioned wicked problem facing the field of special education in terms of evidence-based technology use to support academic learning of students with exceptionalities. It discusses the promise and controversies of Universal Design for Learning as a framework for supporting various outcomes for all students. The chapter discusses more specific technology products and solutions for broad content areas such as instruction in reading, writing, instruction, and mathematics. Technology in literacy can include a variety of products such as text-to-speech readers, dictation technology, and graphic organizer software. Word prediction software has also shown promise for students with disabilities for improving their writing skills. Bouck and Flanagan conducted a review of technology use in the field of mathematics for students with exceptionalities. Their review uncovered three broad groups of tech-based instruction in mathematics, including anchored instruction, computer-assisted instruction, and use of calculators.
