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
