Assistive Technology for Inclusion: Comparing Elementary General

Education Teachers and Elementary Special Education Teachers

by Laura Knighton

Assistive Technology: "any item, piece of equipment, or product

system, whether acquired commercially off the shelf,

modified, or customized, that is used to increase, maintain, or

improve functional capabilities of a child with a disability" (Individuals

with Disabilities Education Improvement Act, 2004)

Assistive Technology for Inclusion: Introduction

Assistive Technology must be considered by the

Individualized Education Plan (IEP) team when creating

IEPs for students with disabilities.

General education teachers are required to be a part of the

IEP process.

Assistive Technology for Inclusion: Introduction

In 2006, 54% of students identified as having

disabilities spent at least 80% of their school days in a

general education classroom(U.S. Department of

Education).

Assistive Technology for Inclusion: Statement of the Problem

Due to an increase in inclusive classrooms, more general

education teachers are charged with educating

students with special needs in their general education

classrooms (Howell, 1996).

Assistive Technology for Inclusion: Statement of the Problem

Assistive Technology (AT) is one way to make the general education curriculum more accessible to students with

special needs in an inclusive classroom.

Assistive Technology for Inclusion: Statement of the Problem

Most of the literature related to AT focuses on special

education teachers and other service providers. There is little information available

about AT and general education teachers.

Assistive Technology for Inclusion: Statement of the Problem

If general education teachers are to be involved in the IEP

process - which includes Assistive Technology

decisions - these teachers need an appropriate AT

knowledge base and skill set.

Assistive Technology for Inclusion: Statement of the Problem

Results from this study may be utilized to guide pre-service

experiences and professional development offerings to

improve general education and special education

teachers' knowledge and skills.

Assistive Technology for Inclusion:Significance of the Study

When general education and special education teachers

have an adequate knowledge base and skill set related to

AT, the educational experiences of students with

special needs will be enhanced.

Assistive Technology for Inclusion:Significance of the Study

Overarching question:How does the Assistive

Technology knowledge and skills of elementary general

education teachers in inclusive classrooms compare to the AT

knowledge and skills of elementary special education

teachers?

Assistive Technology for Inclusion:Research Questions

1. How do elementary special education teachers gain AT

knowledge and skills?a. What is the role of pre-service

training?b. What is the role of

professional development?

Assistive Technology for Inclusion:Research Questions

2. How do elementary general education teachers gain AT

knowledge and skills?a. What is the role of pre-service

training?b. What is the role of

professional development?

Assistive Technology for Inclusion:Research Questions

3. What role does collaboration play in the

selection and implementation of AT by elementary special

education teachers?

Assistive Technology for Inclusion:Research Questions

4. What role does collaboration play in the

selection and implementation of AT by elementary general

education teachers?

Assistive Technology for Inclusion:Research Questions

5. Is there a significant difference between the AT

knowledge and skills of elementary special education

teachers compared to elementary general education

teachers?

Assistive Technology for Inclusion:Research Questions

Most of the Assistive Technology literature focuses on special education teachers and other

service providers - speech language pathologists,

occupational therapists, etc.

Assistive Technology for Inclusion:Review of the Literature

There is a paucity of data related to how general education

teachers develop knowledge and skills related to AT or

technology in inclusive classrooms.

Assistive Technology for Inclusion:Review of the Literature

There is literature available related to the use of technology

in inclusive classrooms, but much of that literature focuses on the students instead of the

teachers.

Assistive Technology for Inclusion:Review of the Literature

Edyburn's (2001) Model of the Technology Integration Processo designed to emphasize how

technology integration looks and how successful technology integration is attained

Assistive Technology for Inclusion:Framework

Edyburn's (2001) Model of the Technology Integration Processo Phase 1: Selectiono Phase 2: Acquisitiono Phase 3: Implementationo Phase 4: Integration

Assistive Technology for Inclusion:Framework

o Mixed Methods Survey - quantitative data Focus groups - qualitative

data

Assistive Technology for Inclusion:Methodology

o Survey Developed based on

Edyburn's Model of the Technology Integration Process and the review of the literature

Administered to elementary general and special education teachers

Assistive Technology for Inclusion:Methodology

o Focus Groups Elementary general and

special education teachers Extend the survey findings Explore teacher knowledge,

how collaboration impacts AT selection/implementation, barriers to AT

Assistive Technology for Inclusion:Methodology

o How does the Assistive Technology knowledge and skills of general education teachers compare to that of special education teachers? How is knowledge attained? What is the impact of collaboration?

o Significance - improve teacher knowledge to enhance students' educational experiences

Assistive Technology for Inclusion:Conclusion