Special Education Teachers’ Use of Assistive Technology With Students Who Have Severe Disabilities

Source: Journal of Technology and Teacher Education, 18(3), 369-386. (2010).

This study was conducted to identify factors that are predictive of integrating assistive technology into teaching practices among general and special education teachers of students with severe disabilities.
A survey was developed for teachers who instructed students who used computer-based assistive technology.

It was found that out of seven independent variables, teacher preparedness was determined to be the primary significant predictor of student assistive technology use.
Implications of the findings are discussed in light of the way in which teacher preparation can be enhanced to support teachers’ integration of assistive technology.