In this chapter we describe how mobile technologies, with a focus on smart phones, iPod touches, and iPads or other tablet devices and applications (apps), are transforming learning for young children. This chapter discusses young children's experiences and learning with mobile media devices and apps. Key opportunities to seize mobile media devices' unique attributes to improve learning are described. Along with their potential for helping children develop important skills come challenges in using mobile devices for learning that must be addressed. The use of assistive technologies and best practices of Universal Design for Learning provide a viable pathway for needed customization and personalization for young children with disabilities to succeed in using such new and innovative technologies. Finally, implications and insights for education and industry on how to promote young children's learning via mobile devices and apps are addressed.Keywords Applications (apps) · Disabilities · Media devices · Mobile technologies · Young children (AssistiveWare 2013) Advances in mobile technologies are showing immense untapped educational potential for young children. In this chapter, "mobile media" refers to smart phones, video iPods, and iPads or other tablet devices. Increasingly important is that mobile media can be designed to allow children to move in and out of overlapping physical, digital, and communicative spaces. In fact, kids today are not referred to as "digital kids" but as "mobile kids" (Shuler 2009a). The portability and ease allows children to use mobile media devices at any time, no matter where they are spending their time. Because of the increasing popularity of mobile media devices among young children (Gutnick et al. 2011;Revelle 2009;Zevenbergen 2007), mobile phones or tablets offer tremendous potential in reaching young children with 119 7 Using Mobile Media Devices and Apps to Promote Young Children's Learning quality learning opportunities, including facilitating conversations with adults and other learners, encouraging motor skills, and providing ease in navigation and use. The touch screen gives children with introductory motor skills an easy-to-use interface (Buckleitner 2010). Mobile Learning Kasey and Kolby are involved in block play during free play in their inclusive setting. Kolby, a 4-year-old with autism, is starting to become frustrated and begins banging the blocks loudly. Kasey, a typically-developing 6-year-old, asks Kolby, "What do you want?" and Kolby uses the iPad app, Proloquo2GoAccording to the Common Sense Media study (2011), even very young children are frequent digital media users. In a study of 1,384 parents of children ages birth to 8 years, approximately half (52 %) said their children now have access to one of the newer smart mobile devices at home. Furthermore, 11 % of all 0-8-year-olds use a smart phone, iPod, iPad or similar device in a typical day. In addition, this study reports that a third of children ages birth to 8 years have used mobile devices, includi...

Individuals with nonfluent aphasia (NA) typically exhibit sparse, agrammatic verbal output and impaired word finding (Basso, 2003; Spreen & Risser, 2003) For many, participation in speech-language rehabilitation with various therapeutic methods (behavior modification, cognitive therapy, pragmatic therapy) provides a means of regaining verbal skills. Others gain limited verbal output using these approaches, regardless of time post-stroke. Augmentative and Alternative communication (AAC) is a means of communicating through devices/techniques when communication skills are not functional. AAC ranges from low-tech (pictures/drawings on board) to high-tech (computer with voice output) systems (Cook & Hussey, 2002). Scherer's (2002) multidimensional Matching Person and Technology (MPT) model emphasizes user's quality of life beyond device and disability, addressing competence, self-esteem, user personality, environment characteristics, and device features. The model is reliable and valid in determining factors impacting quality of life. Some individuals with communication disorders benefit from assistive technology use to improve communicative effectiveness (Aftonmous et al., 1997; Fox & Fried-Oken, 1996; Garrett et al., 1989). Garrett et al. (1989) reported successful use of a multimodal augmentative approach with a Broca's aphasic individual, incorporating the adult's residual communicative capabilities.

Although the use of assistive technology for young children is increasing, the lack of awareness and the lack of training continue to act as major barriers to providers using assistive technology. This article describes an assistive technology toolkit designed for use with young children with disabilities that can be easily assembled and implemented by early childhood professionals. Specifically, we will describe assistive technology tools that support young children's participation in their daily activities that involve movement and sensory needs, communication, and interaction with materials and offer strategies on how to implement these devices. An assembled toolkit that allows young children with disabilities immediate access to experiences that lead to acquisition of skills they need to learn and grow is discussed.

Literacy is important not only to school success but is fundamental to skills needed to succeed in our rapidly changing technology-driven society. This article focuses on characteristics, interactions, and attitudes of parents and children related to their use of assistive technologies to build literacy skills. Interviews and observations involving parents and children using a variety of assistive technologies, along with a synthesis of research literature provide a framework for discussion. A contextual background for technology use by parents and children examines (a) specific learning characteristics of parents and children selecting and using assistive technology, (b) the impact of technology on their attitudes in the literacy process, and (c) areas of support needed by parents and students in literacy learning. Parents and children used a combination of technologies to meet specific individual learning needs. As a result, customization of the learning task through the use of technology occurred and in return provided enhanced opportunities for engagement and interaction to take place. Parents and children began to learn from each other and from the technology.

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