Assistive Technology: Supporting Learners in Inclusive Classrooms

Simpson, Cynthia G.; McBride, Rebecca; Spencer, Vicky G.; Lowdermilk, John; Lynch, Sharon A.

doi:10.1080/00228958.2009.10516540

Cited by 17 publications

(19 citation statements)

References 2 publications

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“…Furthermore, the authors relate teacher knowledge of AT with student use (Judge & Simms, 2009). Although the use of AT in classrooms has increased over time, researchers show that students who could benefit from the use of AT in their classrooms are still not using it (Bouck et al, 2011;Simpson, McBride, Spencer, Lodermilk, & Lynch, 2009). Because professional developments tend to prepare workers with the popular technology, the present findings support further teacher training, which logically will lead to greater student use.…”

Section: Perceptions On At Trainingmentioning

confidence: 57%

Teachers of Students With Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers

Atanga

Jones

Krueger

et al. 2019

J Spec Educ Technol

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Assistive technology (AT) helps bridge the gap between students with learning disabilities (LD) and their peers without LD. However, this implies a need for teachers to become well-trained and proficient in the use of AT. There are established AT competencies for educators, and AT services professionals must be knowledgeable about AT to select and recommend specific technology to individual education program teams. Professionals should also be well-versed with AT to be able to train students in its use. There is a significant need for research on teachers’ knowledge and perceptions of AT (i.e., interest in using it and barriers to incorporating it) as well as the best ways to provide AT training. To investigate these areas, a survey was administered to teachers of students with LD at the elementary and middle school levels. Our results indicated that completing an AT course in college along with self-reported AT proficiency in iPad reading apps were associated with higher ratings of AT knowledge. Additionally, higher AT proficiency ratings and completing AT college course work were associated with perceptions of college preparation of AT, but these factors did not predict perceptions of workplace preparation. Teachers were clearly interested in utilizing AT but felt their college did not adequately prepare them in AT, and funding issues were the most common barriers to implementing AT. Our findings suggest a need for an emphasis on AT training in college courses.

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Section: Perceptions On At Trainingmentioning

confidence: 57%

Teachers of Students With Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers

Atanga

Jones

Krueger

et al. 2019

J Spec Educ Technol

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“…With the development of the digital media, technology, and educational tools, teachers are able to deliver information to their students in different ways in the inclusive education classroom [60]. Appropriate classroom supports and services enhance the teaching and learning of reading and assist students with hearing loss to gain increased access to the reading curriculum [61,62]. Further, the provision of supports and services motivates students with hearing loss to engage in the inclusive education classroom-to be active in academic lessons and to participate effectively in reading activities.…”

Section: Supports and Servicesmentioning

confidence: 99%

Reading Development of Students Who Are Deaf and Hard of Hearing in Inclusive Education Classrooms

Alasim

2019

Education Sciences

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The purpose of this article is to discuss the major research findings associated with the reading/literacy development of students who are d/Deaf and hard of hearing (d/Dhh) in inclusive education classrooms. The conditions for developing effective literacy skills are also described. A professional review approach was utilized, and relevant journal articles from 1985 to 2019, inclusive, were selected and analyzed. Other relevant publications including selected chapters and books were used to support the available salient findings. Results of the reviews, recommendations for future research and the limitations of the review process are also provided.

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“…Del mismo modo, pese a los múltiples beneficios que ofrecen y la amplia variedad de aplicaciones hace complicado seleccionar la más adecuada, coincidiendo con Prieto Bermejo (2016). Ahora bien, estas tecnologías permiten a estos alumnos lograr el éxito en sus actividades y a participar en actividades en su entorno escolar, aunque para ellos es necesario que los maestros sigan formándose para saber utilizarlas correctamente (Simpson, McBride, Spencer, Lowdermilk y Lynch, 2009). Otra de las herramientas más utilizadas destaca el uso de la realidad virtual en Educación Física.…”

Section: Discussionunclassified

“…La tecnología de asistencia se manifiesta como un gran apoyo al alumnado en su aprendizaje, constituyendo un aspecto fundamental la selección que de ellas realice el docente en función del tipo de discapacidad del alumno. Estas tecnologías permiten a este alumnado, favorecer su autonomía, su accesibilidad en la realización de actividades y ser más independientes (Simpson, McBride, Spencer, Lowdermilk y Lynch, 2009). Del mismo modo, el uso de aplicaciones en dispositivos portátiles se está volviendo cada vez más popular en entornos de Educación Física, ya que pueden proporcionar a los maestros herramientas de fácil acceso para mejorar el desarrollo motor, social y emocional del alumnado con discapacidad (Young, Silliman-French y Crawford, 2017).…”

Section: Discussionunclassified

“…En la revisión se han destacado aquellas prácticas que han empleado el uso de las TIC en Educación Física con estos alumnos, concretamente destacan, el empleo del ordenador (Mikhaylova, Shmeleva, y Makhov, 2015;Kwon y Block, 2017;Young, Silliman-French y Crawford, 2017), las tecnologías de asistencia (Simpson, McBride, Spencer, Lowdermilk y Lynch, 2009;Baber, 2016;Adyrkhaev, 2016) y los programas de realidad virtual (Hsu, 2016;Blusse y Davis, 2016;Kang y Kang, 2019).…”

Section: Fase 1 Objetivos Principales De La Investigación Métodos Yunclassified

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Impacto de las TIC en el alumnado con discapacidad en el área de Educación Física: una revisión sistemática (Impact of ICT on students with disability in the field physical education: a systematic review)

Batanero

Rueda

Cerero

et al. 2020

Retos

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El uso de las Tecnologías de la Información y la Comunicación (TIC) es cada vez más frecuente en las clases de Educación Física. El objetivo de este estudio fue realizar una revisión sistemática de las investigaciones que evalúan el uso de las TIC ante alumnos con discapacidad en Educación Física. Se ha llevado a cabo una revisión sistemática, que abarcó el periodo de 2009 hasta 2019, en las bases de datos de Education Resource Information Center (ERIC), PubMed, Web of Science (WoS) y Scopus. En el aspecto metodológico se han tenido en cuenta los criterios de elegibilidad y de selección de los estudios establecidos en la declaración PRISMA. Se seleccionaron 14 estudios de un total de 478. Los resultados se presentan en dos fases, en la primera se analizan los datos generales de carácter cuantitativo de los estudios extraídos. En la segunda, se examinan los datos cualitativos y se presentan los grafos de palabras clave con mayor frecuencia. Entre las conclusiones se destaca que la producción científica de alto impacto en los últimos diez años (2009-2019) se encuentra todavía poco desarrollada. Se aprecia un aumento de estudios relacionados con el uso del smartphone, tablet, tecnologías de asistencia y realidad virtual que favorecen el desarrollo cognitivo, comunicativo y social de este alumnado. Abstract: The use of Information and Communication Technologies (ICT) is increasingly frequent in Physical Education classes. The objective of this study was to carry out a systematic review of research evaluating the use of ICT by students with disabilities in Physical Education. A systematic review, covering the period 2009-2019, was carried out in the databases of the Education Resource Information Center (ERIC), PubMed, Web of Science (WoS) and Scopus. In the methodological aspect, the eligibility and selection criteria of the studies established in the PRISMA statement were considered. 14 studies were selected from a total of 478. The results are presented in two phases: in the first one, the general quantitative data of the extracted studies is analyzed. In the second phase, qualitative data is examined, and graphs of the most frequent keywords are presented. Among the conclusions, it is highlighted that there is a lack of production of high scientific impact in the last ten years (2009-2019). There is an increase in studies related to the use of smartphones, tablets, assistive technologies and virtual reality fostering cognitive, communicative and social development of these students.

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Assistive Technology: Supporting Learners in Inclusive Classrooms

Cited by 17 publications

References 2 publications

Teachers of Students With Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers

Teachers of Students With Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers

Reading Development of Students Who Are Deaf and Hard of Hearing in Inclusive Education Classrooms

Impacto de las TIC en el alumnado con discapacidad en el área de Educación Física: una revisión sistemática (Impact of ICT on students with disability in the field physical education: a systematic review)

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