Counseling, Higher Education & Special Education Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2757
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Item ASSISTIVE TECHNOLOGY USE AMONG SECONDARY SPECIAL EDUCATION TEACHERS IN A PRIVATE SCHOOL FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: TYPES, LEVELS OF USE AND REPORTED BARRIERS.(2015) Constantinescu, Carmen; McLaughlin, Margaret; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Special education teachers are expected to integrate assistive technology (AT) for students with disabilities per Individuals with Disabilities Education Act (IDEA). However, the legal mandates do not provide clear guidelines regarding the type, the frequency, and the purpose for which AT can be used and, often, the decision of AT integration is left up to teachers and members of Individualized Educational Plan (IEP) teams who may or may not have complete knowledge of the AT implementation strategies. This research study provides an overview of how teachers of different content areas in a technology-rich self-contained secondary program for students with learning disabilities implemented AT in their daily instruction. Teacher reports and observations reflected discrepancies in how teachers may perceive their teaching with AT and revealed that, in spite of having access to a variety of technologies, there continues to be a focus on using low and medium AT (less complex technology). Specific factors (barriers) that influenced the integration of technology for students with learning disabilities are also investigated and described.Item AN EXPLORATORY STUDY OF THE ASSISTIVE TECHNOLOGY KNOWLEDGE, SKILLS, AND NEEDS AMONG SPECIAL EDUCATION TEACHERS AND RELATED SERVICE PERSONNEL(2011) Marsters, Aaron Edward; Burke, Philip J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Federal legislation, professional standards, and school district initiatives mandate or support the consideration and application of assistive technology (AT) devices and services for students with disabilities. It is not known if practitioners in the field have the knowledge and skills required to successfully implement AT and AT services as intended. This was an exploratory study to describe and compare the level of AT knowledge among special education professionals and related service providers, identify AT training needs, and determine staff perceptions of the availability and effectiveness of AT technical assistance and support within a school system that serves a large number of parents serving in the military. The study was implemented with descriptive and inferential statistical techniques employed through a self-administered web-based questionnaire. Of the 87 professionals randomly selected, 42 participated. Special education professionals indicated a lack of essential skills and knowledge on selected AT knowledge and skill measures and current AT practices do not meet established AT quality indicators. Each professional had AT knowledge specific to their profession, but the quality and depth of the AT knowledge was similarly limited. The findings question the current effectiveness of existing AT training, policy, and supports across professional disciplines. Results suggested this is in part due to a lack of operational device knowledge and skills compounded by uncertainty of district AT procedures and policy for low and high assistive technology. Timely technical support and professional access to AT Lending Libraries were identified as interventions currently working. The results support a growing body of research in the field of AT regarding the lack of knowledge and skills of special education and related service providers. These results have implications for pre-service AT preparation programs, in-service trainings, and district policy and infrastructure support.