Teachers’ Knowledge and Use of Assistive Technology for Students with Special Educational Needs

Abstract

Students with disabilities face many challenges in learning and assistive technology can be a potential aid for compensating for their educational needs. The purpose of this research was to gather information about assistive technology knowledge and skills among teachers. Data were collected from one hundred and twenty-seven participants via a self reporting questionnaire. Interviews were also used with three participants to gather data of greater breadth and depth to the analysis of the data gathered from the survey. Results suggested that teachers do not have adequate level of knowledge and skills of using assistive technology. Teachers, then, should have pre-service and in-service training to increase their overall knowledge of implementing assistive technology and using universal design for learning for students with disabilities.

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

“…Research revealed a lack of AT training within initial teacher education programs in general, resulting in a lack of knowledge around AT (Alkahtani, 2013;Laarhoven, Munk, Chandler, Zurita, & Lynch, 2012;Morrison, 2007). Often times, AT training is only briefly covered in elective special education courses, thus, limiting pre-service teachers' exposure to, and knowledge of, devices and their use within the classroom (Morrison, 2007).…”

“…One open-ended question asked participants who perceived that their students were not using AT software within the classroom properly (or were unsure) to expand on their response. In addition, three questions were replicated from Alkahtani's (2013) research that asked participants to estimate the amount of training they had received pertaining specifically to AT (i.e., workshops, in-service, and formal college or university courses in which AT was covered in detail).…”

“…In NL, AT is referred to as equipment; however, this equipment includes software (NL Ministry of Education & Early Childhood Development, 2017). Low-tech items typically require little training and are non-electronic (e.g., visuals, pencil grips, adaptive furniture; Alkahtani, 2013;Desch & Gaeblre-Spira, 2008). Medium-tech refers to electronic devices that require little training to use (e.g., adaptive keyboards, digital recorders, electronic dictionaries; Alkahtani, 2013).…”

“…Low-tech items typically require little training and are non-electronic (e.g., visuals, pencil grips, adaptive furniture; Alkahtani, 2013;Desch & Gaeblre-Spira, 2008). Medium-tech refers to electronic devices that require little training to use (e.g., adaptive keyboards, digital recorders, electronic dictionaries; Alkahtani, 2013). High-tech devices are electronic and require significant training but also have a great capacity for individualization (e.g., word prediction software, hearing aids, listening devices; Alkahtani, 2013;Desch & Gaeblre-Spira, 2008).…”

“…Medium-tech refers to electronic devices that require little training to use (e.g., adaptive keyboards, digital recorders, electronic dictionaries; Alkahtani, 2013). High-tech devices are electronic and require significant training but also have a great capacity for individualization (e.g., word prediction software, hearing aids, listening devices; Alkahtani, 2013;Desch & Gaeblre-Spira, 2008). Prevalent high-tech AT used in schools include interactive whiteboards, text-to-speech / text-to-speech software, and classroom amplification systems (Sider & Maich, 2014;White & Robertson, 2015).…”