The Right to Assistive Technology and Accessible Instructional Materials for U.S. Students Does Not Consistently Translate into Predictable Access and Effective Use.

Students in the United States have federally-established rights regarding access to assistive technology (AT) devices and services, yet those rights are not consistently upheld for a variety of reasons acknowledged in the literature. We conducted a interview-based study with 48 education professionals, family members and students to analyze the facilitators and barriers that influence AT access for students in the State of Delaware. Study results were consistent with the extant literature, and revealed numerous violations of student rights guaranteed under U.

Validation of a Transcriptome-Based Assay for Classifying Cancers of Unknown Primary Origin.

Introduction: Cancers assume a variety of distinct histologies, and may originate from a myriad of sites including solid organs, hematopoietic cells, and connective tissue. Clinical decision-making based on consensus guidelines such as the National Comprehensive Cancer Network (NCCN) is often predicated on a specific histologic and anatomic diagnosis, supported by clinical features and pathologist interpretation of morphology and immunohistochemical (IHC) staining patterns. However, in patients with nonspecific morphologic and IHC findings-in addition to ambiguous clinical presentations such as recurrence versus new primary-a definitive diagnosis may not be possible, resulting in the patient being categorized as having a cancer of unknown primary (CUP).

Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention.

The National Joint Committee for the Communication Needs of People With Severe Disabilities (NJC) reviewed literature regarding practices for people with severe disabilities in order to update guidance provided in documents originally published in 1992. Changes in laws, definitions, and policies that affect communication attainments by persons with severe disabilities are presented, along with guidance regarding assessment and intervention practices. A revised version of the Communication Bill of Rights, a powerful document that describes the communication rights of all individuals, including those with severe disabilities is included in this article.

Twenty years of communication intervention research with individuals who have severe intellectual and developmental disabilities.

This literature review was conducted to evaluate the current state of evidence supporting communication interventions for individuals with severe intellectual and developmental disabilities. We reviewed 116 articles published between 1987 and 2007 in refereed journals meeting three criteria: (a) described a communication intervention, (b) involved one or more participants with severe intellectual and developmental disabilities, and (c) addressed one or more areas of communication performance. Many researchers failed to report treatment fidelity or to assess basic aspects of intervention effects, including generalization, maintenance, and social validity.

Engagement with electronic screen media among students with autism spectrum disorders.

This study investigated the relative engagement potential of four types of electronic screen media (ESM): animated video, video of self, video of a familiar person engaged with an immersive virtual reality (VR) game, and immersion of self in the VR game. Forty-two students with autism, varying in age and expressive communication ability, were randomly assigned to the experimental conditions. Gaze duration and vocalization served as dependent measures of engagement.