Teachers’ perceptions of assistive technology use for students with disabilities

2021 ◽  
pp. 1-15
Author(s):  
Reham Alghamdi
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Technology Use ◽  
Teachers Perceptions

Assistive Technology for Students With Disabilities: An Updated Snapshot

2020 ◽  
pp. 016264342091462
Author(s):  
Emily C. Bouck ◽  
Holly Long
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Significant Relationship ◽  
Technology Use ◽  
Transition Study ◽  
And Performance ◽  
Disability Categories ◽  
National Longitudinal Transition Study

Assistive technology can benefit students with disabilities in terms of independence and performance. Yet more research is needed regarding usage of assistive technology. Using the National Longitudinal Transition Study 2012 database, the authors explored reported use regarding assistive technology by secondary students with disabilities. Overall, the authors found low rates of assistive technology reported use among students with disabilities aggregated, although there were large ranges across disability categories (e.g., 14.5%–74.0% for use of assistive technology). Disability category had a statistically significant relationship with reported assistive technology use for secondary students.

The use of Assistive Technology for people with special needs in the UAE

2012 ◽  
Vol 15 (1) ◽  
pp. 56-71 ◽  
Author(s):  
Abdurrahman Ghaleb Almekhalfi ◽  
Sana Tibi
Keyword(s):  
Assistive Technology ◽  
Special Needs ◽  
Students With Disabilities ◽  
United Arab Emirates ◽  
Students With Special Needs ◽  
Teachers Perceptions ◽  
Rapid Changes ◽  
The Everyday ◽  
Different Types ◽  
Shed Light

Today, technology has become an essential part of the everyday educational setting. Its use has proven to facilitate learning and communication of many students with and without disabilities. Assuredly, assistive technology (AT) has transformed education and empowered students with disabilities. In spite of the rapid changes taking place in all sectors in the United Arab Emirates (UAE), the research studies investigating AT for students with special needs in the (UAE) are limited, if any. Quantitative and qualitative data collection methodology were used to explore the AT tools, services, barriers, and professional development available in the UAE special needs centers. Results showed that different types of AT devices existed in the classrooms which were available for students of different of disabilities. In addition, results revealed different types of barriers hindering the use of AT. Results may shed light on the use of AT in the UAE, teachers' perceptions towards this use and barriers impeding such use. Recommendations and suggestions to improve the use of AT wherever and whenever needed in the UAE are discussed.

The iPad as a mobile assistive technology device

2015 ◽  
Vol 9 (3) ◽  
pp. 127-135 ◽  
Author(s):  
Linda Chmiliar ◽  
Carrie Anton
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Technology Use ◽  
Case Study Research ◽  
Content Type ◽  
Post Secondary ◽  
Self Discovery ◽  
Technology Tool ◽  
Post Secondary Students

Purpose – The purpose of this paper is to present the viewpoint of the authors on the use of the iPad as an assistive technology tool for post-secondary students with disabilities. Design/methodology/approach – Although this paper is not classified as a research article, the viewpoints discussed by the authors are related to a pilot study and continuing case study research they are conducting. Findings – The authors indicate that they have been surprised at the positive results they have observed in the iPad implementation, particularly with students moving to the iPad to continue their studies at the completion of the research. Practical implications – This paper discusses the opportunities and limitations afforded by the use of the iPad with post-secondary students as well as suggestions for implementation. Social implications – After decades of experience in the field of assistive technology, the authors are becoming convinced that the iPad offers significant opportunities for learning for students with disabilities. One of the exciting parts of being involved in these iPad studies has been to observe: the transformation of student study skills, the increased student self-discovery around how they learn, and the increase in student confidence in technology use. Perhaps rather than labeling the iPad as a mobile device or an assistive technology tool, the authors need to look at different terminology to define it. The ownership of this device by post-secondary students is growing every year, and it is a device that does not set students with disabilities apart from their peers. It is a device that can effectively support student learning through built in accessibility features and the use of commonly available and used apps. Perhaps using the term “equalizing technology” to describe the iPad might be more appropriate. Originality/value – This paper discusses the opportunities and limitations afforded by the use of the iPad with post-secondary students as well as suggestions for implementation. This is a rapidly developing area in universities and colleges around the world.

Aging and assistive technology use

1997 ◽  
Vol 6 (1-2) ◽  
pp. 63-75 ◽  
Author(s):  
William C. Mann
Keyword(s):  
Assistive Technology ◽  
Technology Use
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