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

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

The writing performance of elementary students receiving Strategic and Interactive Writing Instruction

Strategic and Interactive Writing Instruction (SIWI) has led to improved writing and language outcomes among deaf and hard of hearing (d/hh) middle grades students. The purpose of this study was to examine the effects of SIWI on the written expression of d/hh elementary students across recount/ personal narrative, information report, and persuasive genres. Five multiple-probe case studies demonstrate a relationship between implementation of SIWI and improvements in genre-related writing performance. The effect of instruction was most immediately demonstrated with information reports and persuasive writing, whereas several sessions of recount instruction were needed for students to satisfy performance criteria. Additionally, pre and post data from a larger group of students (N=31) were compared. Wilcoxon Signed-Rank test statistics were statistically significant for each genre with medium to high effect sizes. Data suggest SIWI as a promising practice with elementary students, and comments regarding further development and research are provided