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.
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Bryant et al. (2016) studied this question.