Although there are documented benefits and legislative mandates for children from birth through age 22, assistive technology (AT) is highly underused, especially among young children (Dunst & Trivette, 2011). One of the main reasons for this underuse is that while teachers are legally required to provide AT for children with disabilities, many teachers do not have the knowledge, confidence, or skills needed to provide AT to support early literacy instruction (Dean, 2020; Hilaire & Gallagher, 2020; Temple, 2019). This article identifies the benefits of AT during early literacy instruction and describes how teachers can integrate practical AT tools and strategies into early literacy instruction using a widely utilized framework call the SETT (Student Environment Task Tool; Zabala, 1995) Framework. The authors aim to provide free professional development resources to improve teachers integration of AT in their classrooms to enhance opportunities for young children with disabilities to meaningfully participate in everyday literacy activities.

尽管有记录表明从出生到22岁的儿童都有福利和法律规定，但是辅助技术（AT）的使用率仍然很低，尤其是在年幼儿童中（Dunst＆Trivette，2011）。这种未充分利用的主要原因之一是，尽管法律要求教师为残疾儿童提供AT，但许多教师并不具备提供AT以支持早期扫盲教学的知识，信心或技能（Dean，2020； Hilaire ＆Gallagher，2020; Temple，2019）。本文介绍了在早期扫盲教学中使用AT的好处，并介绍了教师如何使用称为SETT（学生环境任务工具； Zabala，1995）的广泛使用的框架将实用的AT工具和策略集成到早期扫盲教学中。