Assistive Technology Supports for Postsecondary Students with Disabilities

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Voytecki, K., Anderson, P., Semon, S. & Seok, S. (2009). Assistive Technology Supports for Postsecondary Students with Disabilities. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 3990-3995). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31281.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Karen Voytecki, Patricia Anderson, East Carolina University, USA; Sarah Semon, University of South Florida, USA; Soonhwa Seok, University of Wisconsin - Whitewater, USA

Abstract

More students with disabilities are entering postsecondary programs than in previous years (Samuels, 2005). This trend corresponds with the increasing use of distance learning as an instructional delivery model for postsecondary learners. Effective utilization of assistive technology (AT) improves achievement outcomes of postsecondary students with disabilities (Silver-Pacuilla, 2006). AT can also be utilized to promote the academic success of students with disabilities in postsecondary online learning environments. In addition, the effective use of AT provides a better online educational experience for all students, with or without disabilities (Pearson & Koppi, 2002). The researchers detail categories and specific types of available ATs. Identified barriers to implementation of ATs are discussed. Research-based, best practice approaches to the utilization and implementation of AT for students with disabilities in online learning environments at the postsecondary level are shared.

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