Supports for and Barriers to Implementing Assistive Technology in Schools

2011 ◽  
pp. 154-166 ◽  
Author(s):  
Susanne Croasdaile ◽  
Sharon Jones ◽  
Kelly Ligon ◽  
Linda Oggel ◽  
Mona Pruett
Keyword(s):  
Public School ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Administrative Support ◽  
Interview Data ◽  
Common Theme ◽  
Technology Coordinators ◽  
Barriers To Implementation ◽  
Technology In Schools ◽  
Do So

This study examines practitioners’ perceptions of the factors impacting the implementation of assistive technology (AT) for students with disabilities in five public school divisions. Participants were five members of division-wide AT facilitation teams. Interview data indicated barriers including lack of stakeholder buy-in with a focus on administrative support. Important supports included the development and maintenance of relationships with instructional staff and technology coordinators. The ongoing need to build stakeholder awareness of and skill in implementing assistive technology was a common theme. Participants perceived that, if empowered to do so, an AT facilitation team can overcome existing barriers to implementation.

Supports for and Barriers to Implementing Assistive Technology in Schools

2013 ◽  
pp. 1118-1130
Author(s):  
Susanne Croasdaile ◽  
Sharon Jones ◽  
Kelly Ligon ◽  
Linda Oggel ◽  
Mona Pruett
Keyword(s):  
Public School ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Administrative Support ◽  
Interview Data ◽  
Common Theme ◽  
Technology Coordinators ◽  
Barriers To Implementation ◽  
Technology In Schools ◽  
Do So

This study examines practitioners’ perceptions of the factors impacting the implementation of assistive technology (AT) for students with disabilities in five public school divisions. Participants were five members of division-wide AT facilitation teams. Interview data indicated barriers including lack of stakeholder buy-in with a focus on administrative support. Important supports included the development and maintenance of relationships with instructional staff and technology coordinators. The ongoing need to build stakeholder awareness of and skill in implementing assistive technology was a common theme. Participants perceived that, if empowered to do so, an AT facilitation team can overcome existing barriers to implementation.

Alternative Assessment for Music Students with Significant Disabilities

2019 ◽  
pp. 224-241
Author(s):  
Donald DeVito ◽  
Megan M. Sheridan ◽  
Jian-Jun Chen-Edmund ◽  
David Edmund ◽  
Steven Bingham
Keyword(s):  
Public School ◽  
Music Education ◽  
Students With Disabilities ◽  
Student Performance ◽  
Alternative Assessment ◽  
Performance Outcomes ◽  
General Music ◽  
Significant Disabilities ◽  
School Music ◽  
K 12

How is it possible to move beyond assessment for the purposes of evaluating teacher proficiency and student performance outcomes and instead to consider assessment for understanding student musical experiences and preferences for the purpose of promoting lifelong musical engagement? This chapter includes and examines three distinct music education approaches that have been taken at the K–12 Sidney Lanier Center School for students with varying exceptionalities in Gainesville, Florida. Megan Sheridan illustrates inclusion and assessment using the Kodály approach. David Edmund and Jian-Jun Chen-Edmund examine creative lessons developed for exceptional learners in a general music setting. Steven Bingham and Donald DeVito illustrate adaptive jazz inclusion and performance for public school and university students with disabilities. This collaborative development in qualitative music assessment has taken place through (1) developing methods of communicating recognition of student engagement and affective responses during inclusive engagement in public school music education settings, specifically in Kodaly-based music instruction, K–12 general music classes, and secondary jazz ensembles; (2) using students’ interest and engagement as a means of curriculum development and assessment in inclusive public school music settings; and (3) building collaborative relationships with parents and the community for post-school lifelong music learning.

Educator Knowledge and Implementation of Assistive Technology to Support Challenging Behaviors: An Exploratory Inquiry

2021 ◽  
Vol 36 (3) ◽  
pp. 162-174
Author(s):  
Christopher R. Emerling ◽  
Sarah Wilkinson ◽  
Daniel M. Maggin
Keyword(s):  
Assistive Technology ◽  
Lived Experience ◽  
Students With Disabilities ◽  
Challenging Behaviors ◽  
Future Research ◽  
Structured Interviews ◽  
Dynamic Learning ◽  
Behavioral Challenges ◽  
Emerging Trends ◽  
K 12

Emerging trends and advancements in technology allow educators to develop dynamic learning environments to support their students’ academic and behavioral needs. The study documented the lived experience of special educators using assistive technology (AT) to support behavioral challenges in students with disabilities and the environmental factors that support educator’s use of AT. Fifteen educators who worked in K–12 schools participated in semi-structured interviews and completed a researcher-developed Assistive Technology Treatment Integrity Checklist (ATTIC). This exploratory study indicated that participants had limited experiences using AT to target challenging behaviors. However, participants used technology to support evidence-based interventions or customized instructional technologies to manage students’ needs. Our findings also indicated that school structures impacted AT-related attitudes and eventual use. The findings from this study add to the literature on technology supports for students with challenging behaviors. Implications for practice and future research are also discussed.

School Administrators’ Intentions to Promote Adapted Physical Education

2021 ◽  
pp. 019263652110454
Author(s):  
Scott W T. McNamara ◽  
Terry Rizzo ◽  
Matt Townsley
Keyword(s):  
Public School ◽  
Physical Education ◽  
Theory Of Planned Behavior ◽  
Students With Disabilities ◽  
Planned Behavior ◽  
School Administrators ◽  
Subjective Norms ◽  
Adapted Physical Education ◽  
High Quality ◽  
Survey Results

A survey, developed with the Theory of Planned Behavior, was used to assess school administrators’ intention to promote adapted physical education (APE). Survey results indicated that when school administrators’ attitudes and subjective norms were favorable, the intention to promote APE was subsequently higher. The results indicate that if we expect public school administrators to promote APE in schools, they must know the importance of high-quality physical education to students with disabilities.

Assistive Technology

2013 ◽  
pp. 1-11
Author(s):  
Mary Spillane
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Traditional Classroom ◽  
Equal Access ◽  
Federal Legislation ◽  
Grade Student ◽  
Classroom Activities ◽  
Significant Challenge ◽  
Communication Challenges

Current federal legislation requires not only that students with disabilities be educated in the least restrictive setting but also that all students have equal access to a standards based curriculum. Providing this access can be a significant challenge for students who are unable to independently participate in traditional classroom activities. For these students, assistive technology supports may be the key to a successful general education placement. This chapter will discuss the process of designing and implementing assistive technology supports for a 2nd grade student with multiple physical, medical, and communication challenges.

Assistive Technology and Best Practices

2022 ◽  
pp. 564-578
Author(s):  
Betsy Orr
Keyword(s):  
Learning Disabilities ◽  
Best Practices ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Teaching Skills ◽  
Classroom Teachers ◽  
Students With Learning Disabilities ◽  
Technology Tools ◽  
Secondary Classroom

The purpose of this chapter is to provide knowledge for classroom teachers on the assistive technology tools that are available for students with learning disabilities. A secondary focus is to identify the best practices commonly used by classroom teachers when teaching students with disabilities. Various technology tools and best practices are discussed. A survey was distributed to elementary and secondary classroom teachers seeking input on the assistive technology tools and best practices used in the classroom. Further discussion of the assistive technology tools and best practices provide content for the practicing teacher to enhance his/her teaching skills when teaching students with learning disabilities.

scholarly journals Views of Inclusive Education From the Perspectives of Preservice and Mentor Teachers

Inclusion ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 189-202
Author(s):  
Jennifer A. Kurth ◽  
Anjali Forber-Pratt
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teacher Educators ◽  
School Experiences ◽  
Mentor Teachers ◽  
Inclusive Practices ◽  
Barriers To Implementation

Abstract The trend of educating students with disabilities in inclusive general education settings is expanding. Consequently, teacher preparation for inclusive practices is a necessary consideration for teacher educators. An important component of shaping preservice teacher dispositions comes from school experiences and interactions with mentor teachers. It is through this relationship that preservice teachers formulate their own attitudes, beliefs, and skills about inclusive practices. This article reports the findings from a set of surveys containing both closed- and open-ended responses related to inclusive education from both preservice (student) and mentor teachers. Analysis of the open-ended responses revealed definitions of inclusive education focused on student deficits and barriers to implementation of inclusive practices that focused on deficits in the capacity of the environment. Implications for teacher preparation, including challenging deficit-based assumptions, are discussed.

Improving Note-Taking Skills for Students With Disabilities Through a Smartpen Intervention

2019 ◽  
Vol 35 (4) ◽  
pp. 225-235
Author(s):  
Rachael L. Joyce ◽  
Joseph R. Boyle
Keyword(s):  
Learning Disabilities ◽  
Assistive Technology ◽  
Language Arts ◽  
Students With Disabilities ◽  
Processing Speed ◽  
English Language ◽  
Note Taking ◽  
Word Count ◽  
Experimental Group

Students with disabilities (SWD; e.g., learning disabilities) often struggle with slower processing speed and poor working memory skills, which reduce the quality of their notes. This study evaluated the effects of a note-taking intervention using the researcher-created smartpen strategy in conjunction with the assistive technology of the Livescribe™ Smartpen to assess the effects of students’ overall notes and lecture comprehension. Both SWD and without disabilities in ninth-grade English Language Arts classes participated in this study. The note-taking intervention was designed to assist SWD to take notes using the smartpen assistive technology, aid students in identifying key vocabulary content, amend their notes for errors or missed information, and establish a summary of the lecture. Results from the data analysis found that SWD in the experimental group recorded more words in their notes, as well as an increase in word count on the immediate free recall assessment.

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