Providing assistive technology in educational settings can be a positive educational intervention. However, it is often difficult to measure assistive technology outcomes because interventions possess many attributes, outcomes affect many domains, and few measurement instruments are available. This paper reviews relevant theory and the practical implications of measuring assistive technology outcomes. Investigations and resources relating to assistive technology not often found in educational literature are also reviewed and future research directions are recommended.
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Roger O. Smith (2000) studied this question.
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