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dc.contributor.authorLD Online
dc.date.accessioned2020-11-18T18:12:03Z
dc.date.available2020-11-18T18:12:03Z
dc.date.issued2007-03-23
dc.identifier.other312548
dc.identifier.urihttps://hdl.handle.net/1813/76543
dc.description.abstract[Excerpt] Although an immediate transition into an institution of higher learning is ideal for some students who relied on assistive technology in high school, many make the decision to enter the workforce after graduation. It is estimated that about 85 percent of students with learning disabilities (LD) transition directly from school to work.1 Furthermore, statistics addressing employment among people with disabilities indicate that the workplace consists of approximately 18.6 million people with disabilities, ranging in age from 16 to 64. This represents about 56% of all people with disabilities in this age category.2 Given the vast number people with disabilities in the workplace, the potential for assistive technology (AT) to increase productivity is great.
dc.language.isoen_US
dc.subjectwork
dc.subjectdisabilities
dc.subjectperson
dc.subjecttask
dc.subjectworkplace
dc.subjectindependence
dc.subjectfreedom of choice
dc.subjectbenefit
dc.subjectpolicies
dc.subjectequality
dc.subjectlaw
dc.subjectinvolvement
dc.subjectintellectual disability
dc.subjectcommunication
dc.subjectreasonable accommodation
dc.subjectequipment
dc.subjecttechnology
dc.titleAssistive Technology at Work
dc.typearticle
dc.description.legacydownloads_286LD_OnLine____Center_for_Implementing_Technology_in_Education.pdf: 345 downloads, before Oct. 1, 2020.


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