46,409 research outputs found

    Assistive Technology in Early Childhood

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    This capstone will be focusing on assistive technology in early childhood special education as it relates to students with physical health disabilities. This project is important because there seems to be a lack of information about supporting early childhood students with physical health disabilities in home and school settings. As an early childhood special education teacher, it can be difficult to determine what assistive technologies would be appropriate for each individual student. This project focuses on exploring assistive technology within early childhood to promote inclusion. Assistive technology is any product or tool that helps individuals with disabilities learn, work, and live more productive lives. Assistive technology increases students opportunities for education, social interaction, and participation in all aspects of life (home, school, and community). Assistive technology helps students to access their right to a free and appropriate education in their least restrictive environment. Assistive technology can range from simple pencil grips to sophisticated software. Literature findings explain that it is a fundamental responsibility of educators to provide students with the tools needed to fully participate and learn in the inclusive classroom. In this capstone project, a literature review will be used to include studies on the process of determining appropriate assistive technology in early childhood, evaluating assistive technology in early childhood, and how to develop and implement assistive technology in early childhood education. This project will also include a resource file that I have created to gather information about specific types and examples of assistive technology that would be appropriate to use with students with physical health disabilities in home and preschool early childhood settings. References Abend, A. (2017). Achieving the promise of assistive technology: Why assistive technology evaluations are essential for compliance with the individuals with disabilities education act. Cardozo Law Review, 38(3), 1171-1210. Dugan, L., Campbell, P., & Wilcox, J. (2006). Making decisions about assistive technology with infants and toddlers. Topics in Early Childhood Special Education, 26(1), 25-32. Judge, S. (2006). Constructing an assistive technology toolkit for young children: Views from the field. Journal of Special Education Technology, 21(4), 17-24. Judge, S., Floyd, K., & Jeffs, T. (2008). Using an assistive technology toolkit to promote inclusion. Early Childhood Education Journal, 36(1), 121-126. Kling, A., Campbell, P., Wilcox, J. (2010). Young children with physical disabilities caregiver perspectives about assistive technology. Infants and Young Children, 23(3), 169-183. Lyons, C. & Tredwell, C. (2015). Steps to implementing technology in inclusive early childhood programs. Computers in the Schools, 32, 152-166. Murchland, S., Parkyn, H. (2011). Promoting participation in schoolwork: assistive technology use by children with physical disabilities. Assistive Technology, 23, 93-105. Parette, H., Blum, C. & Boeckmann, N. (2009). Evaluating assistive technology in early childhood education. Early Childhood Education Journal, 37, 5-12. Parette, H. & Stoner, J. (2008). Benefits of assistive technology user groups for early childhood educational professionals. Early Childhood Education Journal, 35(1), 313-319. Tamakloe, D. & Agbenyega, J. (2017). Exploring preschool teachers’ and support staff’s use and experiences of assistive technology with children with disabilities. Australasian Journal of Early Childhood, 42 (2), 29-36

    A Conceptual Analysis of the Appropriate Role of Assistive Technology in the Education of Students with Disabilities

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    Assistive technology allows students with disabilities opportunities for greater independence, improved productivity, and increased functional capabilities. It removes obstacles, helps students overcome disabilities, and holds great promise for enriching educational outcomes and affecting the lives of students. However, for over 90% of special education students, assistive technology is not part of their education. One reason for not applying assistive technology to help students is the lack of a clear vision of what assistive technology is, what it can help students accomplish, and how to appropriately access it through individualized education programs (IEPs). In this study a comprehensive concept analysis clarified key assistive technology concepts, and identified critical relevant and critical irrelevant attributes of assistive technology. Multiple focus groups and a survey of 191 special educators validated the concept analysis. The survey also provided valid and reliable data about the relevant and irrelevant critical attributes identified in the concept analysis. The survey identified discrepancies between understanding of the concepts and actual applications of assistive technology. The study applied a unique combination of concept analysis, focus group research, and survey research methods. The appropriate application of assistive technology considers (a) the role of technology, (b) how technology meets students\u27 unique functional needs, (c) the appropriateness of assistive technology applications, and ( d) the use of technology to expand the environment of the student. Although special educators agree these concepts are critical, they seldom apply them. Other irrelevant, misconceived attributes often dictate the nonapplication or misapplication of assistive technology. Although the IEP is the programmatic method whereby students with disabilities access special education services, 86% of IEPs do not consider possible technology applications. This oversight occurs because IEP participants lack valid information, do not have assistive technology assessments available, perceive funding as a major obstacle, lack training, and/or there are not polices and procedures in place concerning assistive technology . Recommendations for special education providers, local education agencies, and parents are included

    A Preliminary Study: Do Alternative Certification Route Programs Develop the Necessary Skills and Knowledge in Assistive Technology?

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    A large number of special education teachers in the United States are prepared in alternative certification programs and insufficient empirical information exists regarding their knowledge of assistive technology. The purpose of this study was to conduct a preliminary investigation of alternatively licensed special education teachers\u27 knowledge, experience, and confidence with assistive technology. One-hundred twenty-three special education teachers who were enrolled in an alternative license program were surveyed. The data indicated a significant positive relation between teachers\u27 knowledge/usage and their confidence with assistive technology (r = .74; p \u3c .01). In addition, the extent to which the teachers\u27 perceived barriers to integrating assistive technology in the classroom were moderated by their level of confidence. The results are presented in the context of building special education teachers\u27 knowledge and skills as well as affective issues regarding assistive technology

    Teacher Knowledge and Attitudes Towards the Utilization of Assistive Technology in Educational Settings

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    The purpose of this study was to determine the perceptions of special education teachers regarding the use of assistive technology in a school setting. This study also determined current information on teachers\u27 knowledge levels of assistive technology. A survey questionnaire was sent to 120 elementary special education teachers in the Spring of 1999. The questionnaire was concerned wit h teacher knowledge and attitudes towards assistive technology. Data was analyzed using descriptive statistics. Results indicated teachers perceive themselves to have a good knowledge base in regards to assistive technology. However, less than half of those teachers are utilizing devices and services in their classrooms. Open-ended questions indicated several barriers to assistive technology usage including the belief that students with learning disabilities do not require assistive technology in their educational programs

    The Effects of a Training Session on Teacher Knowledge, Perceptions, and Implementation of Assistive Technology in Secondary Schools.

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    Despite the prevalence of students with mild disabilities in special education and the legal mandate to consider assistive technology to support their needs, research suggests low rates of assistive technology use by this population (Bouck, Maeda, & Flanagan, 2012; Derer, Polsgrove, & Rieth, 1996; Quinn, Behrmann, Mastropieri, & Chung, 2009). One major barrier to assistive technology consideration and implementation cited by teachers is a lack of training. This study examined changes in teachers’ knowledge, perceptions, and implementation of assistive technology as a result of a hands-on teacher training session. Participants included 61 regular and special education teachers and administrators in secondary public schools in one Western state. Participants completed a pre-training survey measuring their knowledge and experience with assistive technology, as well as their attitudes about using assistive technology. They then participated in a hands-on training session about assistive technology held at their school. After the training session, participants completed a post-training survey, as well as a follow-up survey given 30 days after the training session. The follow-up survey measured changes in participant implementation of assistive technology following the training session. Results of this study show that a teacher training session improved regular and special education teachers’ and administrators’ knowledge and perceptions of assistive technology. The findings also show that 49% of respondents to the follow up survey reported using assistive technology in their classrooms following the training session. Implications for future research are discussed

    ASSISTIVE TECHNOLOGY FOR EDUCATING PERSONS WITH INTELLECTUAL DISABILITY

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    Technology has changed and continues to change the way people manage things in their lives and it is analogous in the life of Persons with Disabilities (PwDs) through integration of technology in education. Meaningful inclusive education can be made possible with the help of Assistive Technology (AT) since it helps in identifying and overcoming all barriers for effective, continuous and quality participation of all PwDs including those with intellectual disabilities in education. This article attempts to put forward few measures that provide effective education to Persons with Intellectual Disability through the support of assistive technology specifically designed by understanding their educational needs in order to maximize their academic success. Assistive technology pertinent to various domains of education and developmental areas with appropriate examples and case study is also being illustrated. Barriers to access assistive technology and recommendations to remediate it are also discussed in comprehensive manner.  Article visualizations

    Secondary teachers' perceptions of assistive technology use for students with learning disabilities

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    The purpose of this study was to examine secondary general education teachers' perspective of assistive technology use for students with disabilities. A total of four secondary schools participated in this study. Within these schools, 110 general education teachers completed surveys. The survey included three subscales: usage of assistive technology, attitudes and beliefs about assistive technology, and supports and barriers associated with assistive technology. There was one open-ended question that allowed participants to include their thoughts concerning assistive technology. Additional data were collected through interviews and focus groups. Twelve general education teachers participated in two focus groups (one middle school level and one high school level) and four special education teachers as well as four principals completed an interview. The majority of participants was female, held a bachelor's degree, and had less than five years of teaching experience. The data revealed that teachers understood the importance of using assistive technology but felt unprepared to effectively use devices because of lack of a lack of resources, limited planning time, adequate technical support, disjointed professional development, uncertainty of how to use assistive technology within their content area, and poor infrastructure. The implications of these findings for practice and future research are discussed

    Integrating assistive technology into the classroom: a program for teacher professional development

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    Occupational therapists work in the school setting as related service providers, helping those students with an Individual Education Plan (IEP) access their special education curriculum. As part of the development of the IEP process, each student is supposed to be assessed for the need for assistive technology to support their educational program (United States Department of Education, n.d.). Assessing for student needs in assistive technology falls within the occupational therapy scope of practice under communication management, one area of independent activities of daily living (AOTA, 2014). However, many students do not have their assistive technology needs identified and met. Additionally, many teachers working with students with disabilities do not have access to the ongoing training necessary to integrate and use assistive technology in the classroom (Basham, Israel, Graden, Poth, & Winston, 2010; Connor, Snell, Gansneder, & Dexter, 2010; Okolo & Diedrich, 2014; Quinn, Behrmann, Mastropieri, & Chung, 2009). “Integrating Assistive Technology into the Classroom: A Program for Teacher Professional Development” was created by an occupational therapist with experience working in the school setting, including assessing students for assistive technology needs and supporting teachers, students and classrooms in using assistive technology. The goals of the project are to 1) provide classroom teachers with the tools necessary to use different types of assistive technology in the classroom and 2) address the needs of diverse learners so that all students are able to successfully participate in their educational program. The program incorporates strategies from adult learning theory and strategies for effective teacher professional development to ensure program success. The program is an innovative, evidence-based approach to teacher professional development in the use and integration of assistive technology in the classroom. It has the potential to become a model for professional development in the area of assistive technology use in the school setting

    Tech for Understanding: An Introduction to Assistive and Instructional Technology in the Classroom

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    This paper examines the different types of assistive and instructional technology available to students who are classified with one or more of the thirteen disabilities outlined in the Individuals with Disabilities Education Act (referred to as, IDEA). While the roles of assistive and instructional technology are different, there are many instances where their uses may overlap. Thus, while these two categories will be discussed separately, it should be noted that some information may be applied to each category and more than one piece of technology. The purpose of this paper is to provide an introduction to the world of assistive and instructional technology for those who may be new to its concepts, particularly parents who have recently learned that their child may benefit from extra assistance and future educators who are interested in learning more about the devices they will be using to reach their students. Each of the thirteen disabilities will be discussed briefly, and then each disability will be assigned several types of assistive and instructional technology that serve it well. This will by no means be an exhaustive list of all types of technology available to teachers, parents, and students. However, it will attempt to provide a varied glimpse at some of the options that are available and how they may help children who are struggling to access the curriculum
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