Assistive Technology Policy: Promoting Inclusive Education for Students with Reading Disabilities

Abstract

Over the past two decades federal policy initiatives have increasingly mandated the consideration of Assistive Technology (AT} as a means to provide individuals with disabilities with improved access, participation, and progress in the K -12 general education curriculum. This policy is based on a growing body of evidence suggesting that AT can serve as a cognitive prosthesis for students with exceptionalities by supporting their abilities to comprehend, analyze, and synthesize information that would be otherwise inaccessible. Unfortunately, the goals associated with AT policy are not being realized due to a number of institutional, situational, and dispositional barriers that extend from preservice teacher preparation programs to K -12 school district policy guidelines. This article identifies current federal AT policy, discusses implementation barriers, and provides recommendations for teachers and districts who wish to enhance the learning experiences of students with reading disabilities.

Exploring the Factors Influencing Chinese Music Teachers’ Perceptions and Behavioural Intentions in Using Technology in Higher Education: A Pilot Study

“…Not only do teachers need to acquire knowledge of how to implement new teaching methods, but they also need to pay attention to the integration of various aspects of the curriculum, classroom management and teaching skills (Dexter et al, 1999; Ertmer, 1999). The multifaceted nature of teachers’ required knowledge is expressed within the Technological Pedagogical Content Knowledge (TPACK) theory (Mishra & Koehler, 2006), a conceptual framework that has been studied extensively (Benson & Ward, 2013; Hofer & Grandgenett, 2012; Marino et al, 2009). It is viewed as a knowledge framework of how teachers can integrate technology effectively into the classroom.…”