Consultation, Collaboration, and Coaching: Essential Techniques for Integrating Assistive Technology Use in Schools and Early Intervention Programs

Reed, Penny; Bowser, Gayl

doi:10.1080/19411243.2012.675757

Cited by 7 publications

(1 citation statement)

References 11 publications

(8 reference statements)

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“…and (2) What variables predict teachers' perceived usefulness of AT? Previous research has demonstrated that teacher training on AT is critical for effective implementation (Abu-Alghayth, 2020; de Joode et al ., 2012; Flanagan et al ., 2013; Mundy et al ., 2012), that teacher knowledge of AT is consistently reported as a barrier to effective implementation (Flanagan et al ., 2013; Lee and Vega, 2005), as is access to AT resources (Lee and Vega, 2005) and administrator support for AT implementation (Morrison, 2007; Raskind et al ., 1999; Reed and Bowser, 2012). Teacher knowledge (Lamond and Cunningham, 2020) and teacher attitudes (Chukwuemeka and Samaila, 2020) are related to greater perceived usefulness of AT, but previous research on the impact of training on perceived usefulness of AT has been mixed (Lamond and Cunningham, 2020; Lee and Vega, 2005).…”

Section: Barriers To Classroom Assistive Technology Integrationmentioning

confidence: 99%

Teachers' perceived usefulness of assistive technology in Ontario classrooms

Lamond

Cunningham

2022

JET

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PurposeDespite the positive impact that assistive technology (AT) can have on the academic success of students with learning disabilities, it is often inconsistently implemented or abandoned. It has been established that teachers' perceived usefulness of AT can act as a barrier to classroom AT implementation. The purpose of this study is to expand the current understanding of the challenges with implementation of AT within the classroom environment to inform teacher training on AT tools, improve professional development around AT and address the systemic and practical barriers that impact AT implementation within Ontario classrooms.Design/methodology/approachThis research examined Grade 6–10 Ontario-certified teachers' (N = 111) perceptions of AT and the variables that predict perceived usefulness of AT. The study used a mixed methods design including a survey consisting of open- and closed-ended items that elicited information about teachers' AT knowledge and training, their access to AT resources, their perception of administrative support for access to and implementation of AT, the usefulness of AT and the barriers to AT use in the classroom.FindingsAn exploratory linear regression was conducted to predict perceived usefulness of AT from AT training, AT resources and AT knowledge and revealed that AT resources and AT knowledge added statistically significantly to the prediction, whereas AT training did not. A thematic analysis of open-ended survey responses and interview data further identified that access, training, Internet and student motivation may influence AT use.Originality/valueImplications for teachers’ AT training and provision of AT resources are discussed.

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Section: Barriers To Classroom Assistive Technology Integrationmentioning

confidence: 99%

Teachers' perceived usefulness of assistive technology in Ontario classrooms

Lamond

Cunningham

2022

JET

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From individual to inclusive: exploring the spectrum of service delivery models in occupational therapist—teacher collaborations

Jeremy,

Spandagou,

Hinitt

2024

Aust. Educ. Res.

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Collaborative practice between teachers and occupational therapists is promoted as best-practice to support the inclusion of students with disabilities in mainstream classrooms. However, interprofessional practice across the disciplines of education and health is complicated, and success is mediated by personal, professional, and system factors. This qualitative ethnographic study used shadowing, contextual conversations, and interviews to explore collaboration between teachers (n = 11) and occupational therapists (n = 10) in mainstream primary schools (n = 10) in three Australian states to better understand how context impacts practice. Findings reveal that collaborative practice is influenced both by the model of occupational therapy service delivery employed as well as professional differences between teachers and therapists. A move from itinerant to embedded models of service delivery may support collaboration and help bridge differences between professionals through improved communication and mutual professional development.

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