Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les écoles rurales de Terre-Neuve et du Labrador

Abstract

This study examined the perceptions of teachers in rural Newfoundland (NL) about their current ability to support the use of assistive technology (AT) in their classrooms, and identified possible training needs that could be accomplished remotely. Thirty-two educators from rural areas of NL completed an online survey with a mix of closed-and open-ended questions. Five dimensions were explored for this needs assessment including: current beliefs, skills, use, comfort level, and perceptions of AT; identification of specific service needs; learning preferences; available technology; and potential barriers. Results reveal that teachers had positive attitudes about the utility and use of AT in their classrooms, yet were not fully implementing AT with their student's due to a variety of perceived barriers. The study identified a clear need for AT teacher training. Based on the results and the research, literature recommendations are made for teacher training to address the need identified by this study. RésuméCette étude a porté sur les perceptions des enseignants dans les régions rurales de TerreNeuve de leur capacité actuelle d'appuyer l'usage des technologies d'assistance (TA) dans leurs classes et a cerné de possibles besoins de formation que l'on pourrait combler à distance. Trentedeux éducateurs de régions rurales de Terre-Neuve ont rempli un sondage en ligne comprenant un mélange de questions ouvertes et fermées. Cette évaluation des besoins a exploré cinq dimensions : croyances, compétences, utilisation, perceptions et degré de confort actuels quant aux TA; détermination de besoins de services précis; préférences d'apprentissage; technologie disponible; obstacles potentiels. Les résultats révèlent que les enseignants avaient des attitudes positives quant à l'utilité et à l'utilisation des TA dans leurs classes, mais ne les mettaient pas entièrement en oeuvre avec leurs élèves parce qu'ils percevaient une variété d'obstacles. L'étude CJLT/RCAT Vol. 43 (2) Teachers' Perceptions of the Need for Assistive Technology Training in Rural Schools 2 a cerné un besoin manifeste de formation des enseignants relativement aux TA. Selon les résultats et la recherche, des recommandations sont avancées pour que la formation des enseignants réponde au besoin cerné dans cette étude.

Wisconsin Assistive Technology Initiative framework for supporting assistive technology decision-making in Singapore schools: perspectives of in-service educators

“…Individuals with Disabilities Education Improvement Act (2004) mandates that AT must be considered for all students eligible for special education during the development of their Individualized Education Program (IEP), which underscores the importance of AT in the education of students with disabilities. This is in line with the consensus within the literature of the potential benefits of AT for students with disabilities (Judge and Simms, 2009;Maich et al, 2017;Michaels and McDermott, 2003). AT supports access to the general education curriculum (Boyle and Kennedy, 2019;Bryant et al, 1998;Maor et al, 2011;Winter and O'Raw, 2010), and has been posited as one of the major factors that can facilitate successful inclusion and level the educational opportunities for students with disabilities (Bouck and Long, 2020;Michaels and McDermott, 2003).…”

Assistive Technology Education: Experiences of Preservice Special Education Teachers Within an Instructional Material Development Project

“…Teachers’ lack of knowledge and skills related to AT and its integration into teaching and learning practices for SWD hinders successful AT implementation (Judge & Simms, 2009; Park et al, 2022; Schaaf, 2018; Wilson et al, 2011). The literature (Atanga et al, 2020; Schaaf, 2018) has indicated that teacher education programs inadequately prepare special education teachers to use AT, and that deficiencies in AT education in teacher education programs is considered to be one of the main barriers to successful AT implementation (Atanga et al, 2020; Kutlu, Schreglmann, & Cinisli, 2018; Maich, van Rhijn, Woods, & Brochu, 2017). Atanga et al (2020) claimed that special education teachers who completed an AT course in their undergraduate program self-reported higher AT-related knowledge in the workplace.…”