Articles used to update and expand the research base for Guidelines 3.0 are noted with an asterisk (*).

Akpan, J. P., & Beard, L. A. (2013). Overview of assistive technology possibilities for teachers to enhance academic outcomes of all students. Universal Journal of Educational Research, 1(2), 113-118.*

Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. TAM Board Members, 21(2), 47-64.

Al Siyabi, J., Tuzlukova, V., Al Kaabi, K., & Hadra, M. (2022). Assistive technology in the English language classroom: Reality and perspectives. Journal of Language Teaching and Research, 13(6), 1203-1210.*

Behrmann, M., & Schaff, J. (2001). Assisting educators with assistive technology: Enabling children to achieve independence in living and learning. Children and Families, 42(3), 24-28.

Binger, C., Harrington, N., & Kent-Walsh, J. (2024). Applying a developmental model to preliterate aided language learning. American Journal of Speech-Language Pathology, 33(1), 33-50.*

Brown, M. R. (2000). Access, instruction, and barriers: Technology issues facing students at risk. Remedial and Special Education, 21(3), 182-192.

Caldwell, B., Cooper, M., Guarino Reid, L. & Vanderheiden, G. Web accessibility guidelines 2.0; guideline 4.1 compatible: Maximize compatibility with current and future user agents, including assistive technologies. Retrieved January 19, 2009, from http://www.w3.org/TR/WCAG20/#ensure-compat

Cañete, R., & Peralta, E. (2022). Assistive technology to improve collaboration in children with ASD: State-of-the-art and future challenges in the smart products sector. Sensors, 22(21), 8321.*

Clouder, L., Cawston, J., Wimpenny, K., Mehanna, A. K. A., Hdouch, Y., Raissouni, I., & Selmaoui, K. (2019). The role of assistive technology in renegotiating the inclusion of students with disabilities in higher education in North Africa. Studies in Higher Education, 44(8), 1344-1357.*

Courduff, J., Lee, H., & Rockinson-Szapkiw, A. (2022). Voices from Academia Assistive Technology/Augmentative & Alternative Communication Implementation: School to Home during COVID-19. Assistive Technology Outcomes and Benefits AT Services During & After the COVID-19 Pandemic.*

Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive technologies to support students with dyslexia. Teaching exceptional children, 51(3), 226-239.*

Floyd, K., Galyon, C. L., & Floyd-Norris, K. (2020). Overcoming barriers: Use of assistive technology to access curriculum. Teaching Exceptional Children, 52(6), 436-439.*

George, C. L., Schaff, J. L., & Jeffs, T. (2005). Physical access in today's schools: Empowerment through assistive technology. In D. Edyburn, K. Higgins & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 355-377). Whitefish Bay, Wisconsin: Knowledge by Design, Inc.

Judge, S. (2006). Constructing an assistive technology toolkit for young children: Views from the field. Journal of Special Education Technology. 21(4), 17-24.

Khan, A., & Khusro, S. (2021). An insight into smartphone-based assistive solutions for visually impaired and blind people: Issues, challenges and opportunities. Universal Access in the Information Society, 20(2), 265-298.*

Kim, J., & Soto, G. (2024). A comprehensive scoping review of caregivers' experiences with Augmentative and Alternative Communication and their collaboration with school professionals. Language, Speech, and Hearing Services in Schools, 55(2), 607-627.*

Lange, A. A., McPhillips, M., Mulhern, G., & Wylie, J. (2006). Assistive software tools for secondary-level students with literacy difficulties. Journal of Special Education Technology, 21(3), 13-22.

Lee, C. M. (1999). Learning disabilities and assistive technology: An emerging way to touch the future. Amherst, MA: McGowan.

Lewis, R. B. (1998). Assistive technology and learning disabilities: Today's realities and tomorrow's promises.Journal of Learning Disabilities, 31(1), 16-26, 54.

Lodge, J. (2000). Will the overlay board survive in the mainstream primary classroom? Closing the Gap, 18(6), 16-17.

Lueck, A. H., Dote-Kwan, J., Senge, J. C., & Clarke, L. (2001). Selecting assistive technology for greater independence. RE: View, 33(1), 21-33.

Malcolm, M. P., & Roll, M. C. (2017). The impact of assistive technology services in post-secondary education for students with disabilities: Intervention outcomes, use-profiles, and user-experiences. Assistive technology, 29(2), 91-98.*

Male, M. (2002). Technology for inclusion: Meeting the special needs of all students (4th ed.). Boston, MA: Allyn and Bacon.

Margot-Cattin, I., Deblock-Bellamy, A., Wassmer, J., Ledgerd, R., von Zweck, C., & World Federation of Occupational Therapists. (2024). Worldwide Survey on Digital Assistive Technology (DAT) Provision. Occupational Therapy International, 2024(1), 9536020.*

McKenna, M. C., & Walpole, S. (2007). Assistive technology in the reading clinic: Its emerging potential. Reading Research Quarterly, 42(1), 140-145.

Mechling, L. C. (2006). Comparison of the effects of three approaches on the frequency of stimulus activations, via a single switch, by students with profound intellectual disabilities. The Journal of Special Education, 40(2), 94.

Newton, D. A., Case, D. A., & Bauder, D. K. (2002). No- and low-tech tools to access the general curriculum.Closing the Gap, 21(4), 1-36.

Norris, C., Sullivan, T., Poirot, J., & Soloway, E. (2003). No access, no use, no impact: Snapshot surveys of educational technology in K-12. Journal of Research on Technology in Education, 36(1), 15-27.

Nyce, A. R. (2022). Children, disability, and the digital classroom: Rethinking access and assistive technology for low-income children with disabilities in the digital age. Conn. L. Rev., 55, 135.*

Peterson-Karlan, G. R., Parette, H. P., & Center, S. E. A. T. (2007). Supporting struggling writers using technology:Evidence-based instruction and decision-making, National Center for Technology Innovation.

Pope, L., Light, J., & Franklin, A. (2022). Black children with developmental disabilities receive less augmentative and alternative communication intervention than their White peers: Preliminary evidence of racial disparities from a secondary data analysis. American journal of speech-language pathology, 31(5), 2159-2174.*

Raskind, M. H., & Higgins, E. L. (1998). Assistive technology for postsecondary students with learning disabilities:An overview. Journal of Learning Disabilities, 31(1), 27-40.

Research Center, Center for Implementing Technology in Education (CITEd). Using assistive technologies to support writing. Retrieved January 19, 2009, from http://www.cited.org/index.aspx?page_id=108

Rhodes, L., & Seiler, R. (2007). Assistive technology for infants and toddlers with disabilities: A handbook for parents and caregivers. Moscow, ID: Idaho Assistive Technology Project.*

Rose, D., Hasselbring, T. S., Stahl, S., & Zabala, J. (2005). Assistive technology and universal design for learning:Two sides of the same coin. In D. Edyburn, K. Higgins & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 507-518). Whitefish Bay, WI: Knowledge by Design.

Satterfield, B. (2020). Mastery of assistive technology in high school and postsecondary performance. Assistive Technology Outcomes & Benefits (ATOB), 14.*

Sharpe, S., & Young, G. (2023). Using google classroom as assistive technology in universally designed classrooms. Canadian Journal of Learning and Technology, 49(1), 1-17.*

Stoner, J. B., Beck, A. R., Bock, S. J., Hickey, K., Kosuwan, K., & Thompson, J. R. (2006). The effectiveness of the picture exchange communication system with nonspeaking adults. Remedial & Special Education, 27(3), 154-165.

Stumbo, N. J., Martin, J. K., & Hedrick, B. N. (2009). Assistive technology: Impact on education, employment, and independence of individuals with physical disabilities. Journal of Vocational Rehabilitation, 30(2), 99-110.*

Svensson, I., Nordström, T., Lindeblad, E., Gustafson, S., Björn, M., Sand, C., ... & Nilsson, S. (2021). Effects of assistive technology for students with reading and writing disabilities. Disability and Rehabilitation: Assistive Technology, 16(2), 196-208.*

Thompson, T. (2003). The interdependent roles of all players in making technology accessible. Journal of Special Education Technology, 18(4), 21-28.

U.S. Department of Education. (2024). Myths and facts surrounding assistive technology devices and services. Retrieved from https://sites.ed.gov/idea/files/Myths-and-Facts-Surrounding-Assistive-Technology-Devices-01-22-2024.pdf *

Zabala, J., Blunt, M., Carl, D., Davis, S., Deterding, C., Foss, T., et al. (2000). Quality indicators for assistive technology services in school settings. Journal of Special Education Technology, 15(4), 25-36.