Special Education Teachers’ Use of Assistive Technology With Students Who Have Severe Disabilities

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Connor, C., Snell, M., Gansneder, B. & Dexter, S. (2010). Special Education Teachers’ Use of Assistive Technology With Students Who Have Severe Disabilities. Journal of Technology and Teacher Education, 18(3), 369-386. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/28334.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 18, Issue 3, July 2010
Society for Information Technology & Teacher Education  Chesapeake, VA

More Information on JTATE

Authors

Cynthia Connor, Virginia State University, United States; Martha Snell, Bruce Gansneder, Sara Dexter, University of Virginia, United States

Abstract

Abstract Teachers’ integration of computer-based assistive technology has been linked to positive educational outcomes for students with disabilities. This study was conducted to identify factors that are predictive of integrating assistive technology into teaching practices among general and special education teachers of students with severe disabilities. A survey was developed for teachers who instructed students who used computer-based assistive technology. Stepwise regression analyses were conducted to identify factors that contributed to the amount of student use of assistive technology. Out of seven independent variables, teacher preparedness was determined to be the primary significant predictor of student assistive technology use. Implications of this and other findings are discussed in light of the way in which teacher preparation can be enhanced to support teachers’ integration of assistive technology.

Keywords

• Classrooms
• Schools
• Collaboration
• Students
• Inclusive Education
• Integration
• Preservice Teacher Education
• Professional Development
• Teaching Methods
• Computers

References

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