Assistive Technology in Schools: Are Teachers Ready, Able, and Supported?

McGregor, Gail; Pachuski, Pete

doi:10.1177/016264349601300102

Cited by 46 publications

(39 citation statements)

References 9 publications

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“…Studies conducted during the past 20 years have documented lack of access to technology, insufficient funding, and the need for further training as the most commonly expressed needs and barriers to AT implementation and use (e.g., Derer, et al, 1996;McGregor & Pachuski, 1996;Milligan, Edmiston, & Jackson, 2013). Results of this study demonstrate the same trends.…”

Section: Barriers and Actions To Improve At Usementioning

confidence: 99%

Twenty-Five Years Later: How is Technology Used in the Education of Students with Disabilities? Results of a Statewide Study

Okolo

Diedrich²

2014

J Spec Educ Technol

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This study provides a snapshot of factors associated with assistive technology (AT) use in one large Midwestern state. Conducted about 25 years after the passage of the original Technology Related Assistance Act, the study presents results from a survey of 1,143 Michigan educators. Results of the study show that respondents use technology frequently in their personal and professional lives, but less so during the instruction of students with disabilities. AT is viewed positively and educators believe they are knowledgeable about some aspects of technology use. However, in other areas, educators provide low ratings of their knowledge of specific AT uses and functions, and have mixed impressions of the support they receive for technology use. Scores on measures of self-reported knowledge and perceived support vary significantly among different categories of respondents and are only moderate for special educators and low for general educators. Nevertheless, educators express interest in further professional development about AT. The need for additional professional development, along with better access to technology and more funding, are perceived as top barriers to more widespread AT use. Other findings include a lack of knowledge about how technology is used by students in and out of school and the low rate of participation of general educators, students, and parents in AT decisions. The article concludes with a discussion of the implications of these findings for reforming practices related to technology implementation, professional development, and research.

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Section: Barriers and Actions To Improve At Usementioning

confidence: 99%

Twenty-Five Years Later: How is Technology Used in the Education of Students with Disabilities? Results of a Statewide Study

Okolo

Diedrich²

2014

J Spec Educ Technol

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“…Accordingly, there is a need for systematic information concerning the technical equipment and hearing impairment. Such information improves the teachers' understanding of the need for teaching interventions (Lynas 1986;Antia et al 2009;Punch and Hyde 2010;Chmiliar 2007;McGregor and Pachuski 1996;Wright et al 2006;Craddock 2006), and therefore encourage positive attitudes towards and frequent use of the equipment.…”

Section: The Importance Of Positive Attitudesmentioning

confidence: 99%

“…Advances in technology have increased the inventory of available tools and teaching strategies to improve the participation of children with disabilities in educational settings and activities (McGregor and Pachuski 1996). This technology can be important for inclusive schools which are the guiding political vision in Norway; every child has the right to attend a school in their local community, and all teaching must be adapted to the individual's abilities and interests.…”

Section: Introductionmentioning

confidence: 99%

“…To effectively integrate this technology, teachers must be provided with sufficient information regarding the children's specific impairment and the technical aids supplied to them (Lynas 1986;Antia et al 2009;Punch and Hyde 2010;Chmiliar 2007;McGregor and Pachuski 1996;Wright et al 2006;Craddock 2006). Furthermore, they should be involved in the assessment process along with the therapists (Wright et al 2006).…”

Section: Introductionmentioning

confidence: 99%

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Teachers' use of assistive listening devices in inclusive schools

Rekkedal

2013

Scandinavian Journal of Disability Research

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The objective of this study is to examine factors that can explain teachers' use of assistive listening devices in inclusive schools for pupils with hearing loss (HL). Assistive listening devices, such as teacher-microphones and pupil-microphones, can ensure an enhanced listening environment for such pupils and thus induce a higher level of participation in the teaching. The study included 167 teachers of pupils with HL in fifth through tenth grades. The analyses indicated that factors related to the teachers, pupils, parents and technology influenced the teachers' use of microphones. Teachers with positive attitudes toward the microphones tend to integrate them regularly in classroom communications compared with teachers who are negatively inclined. Frequent use of the microphones also occurred if pupils had severe HL. Furthermore, parents who tend to be highly involved in the children's school performance indirectly affected the teachers' microphone use. Additionally, frequent use of pupil-microphones seems to be dependent of the number of microphones; a high-density of microphones promoted their use.

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“…Studies identified that the school community and school facilities are necessary for successful use of innovation among students with visual impairments (Apling & Jones, 2007;Edyburn, 2004;Kelly, 2009;Poel, 2007). Scholars have recognized the critical role of teachers in supporting students using innovation and assistive technology (Lahm & Nickels, 1999;McGregor & Pachuski, 1996;Silberman & Sacks, 2007).…”

Section: Support To Use the Innovationmentioning

confidence: 99%

Experiences of Students with Visual Impairments in Adoption Of Digital Talking Textbooks: An Interpretative Phenomenological Analysis

Hussin¹,

Folkestad²,

Makela³

2013

JSCH

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Textbooks (DTTs) for selected subjects to facilitate learning. The purpose of this qualitative study was to explore, describe, and interpret the experiences of students with visual impairments in using DTTs to assist their learning. The study looked at what factors influence students with visual impairments to adopt or to reject DTTs. Data were obtained from 12 students' in-depth interviews. Tentative themes emerged, were refined, and became the six emergent superordinate themes for this research: (1) functionality of the innovation, (2) support to use the innovation, (3) knowledge of the innovation, (4) challenges for effective use of the innovation, (5) alternatives to the innovation, and (6) adaptation of the innovation. Providing in-house training for teachers and students, affordable tools, and sufficient trial and usage time for students are recommended to ensure DTTs are efficiently adopted.iii ACKNOWLEDGMENTS

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Assistive Technology in Schools: Are Teachers Ready, Able, and Supported?

Cited by 46 publications

References 9 publications

Twenty-Five Years Later: How is Technology Used in the Education of Students with Disabilities? Results of a Statewide Study

Twenty-Five Years Later: How is Technology Used in the Education of Students with Disabilities? Results of a Statewide Study

Teachers' use of assistive listening devices in inclusive schools

Experiences of Students with Visual Impairments in Adoption Of Digital Talking Textbooks: An Interpretative Phenomenological Analysis

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