Teachers of Students With Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers
Abstract
Assistive technology (AT) helps bridge the gap between students with learning disabilities (LD) and their peers without LD. However, this implies a need for teachers to become well-trained and proficient in the use of AT. There are established AT competencies for educators, and AT services professionals must be knowledgeable about AT to select and recommend specific technology to individual education program teams. Professionals should also be well-versed with AT to be able to train students in its use. There is a significant need for research on teachers’ knowledge and perceptions of AT (i.e., interest in using it and barriers to incorporating it) as well as the best ways to provide AT training. To investigate these areas, a survey was administered to teachers of students with LD at the elementary and middle school levels. Our results indicated that completing an AT course in college along with self-reported AT proficiency in iPad reading apps were associated with higher ratings of AT knowledge. Additionally, higher AT proficiency ratings and completing AT college course work were associated with perceptions of college preparation of AT, but these factors did not predict perceptions of workplace preparation. Teachers were clearly interested in utilizing AT but felt their college did not adequately prepare them in AT, and funding issues were the most common barriers to implementing AT. Our findings suggest a need for an emphasis on AT training in college courses.
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The cost to acquire some of these technologies constitutes a deterrent factor that blocks access to multi-sensory materials [50,55].
“Additionally, the cost to acquire some of these technologies constitutes a deterrent factor that blocks access to this type of multi-sensory materials [50,55].”
From Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities (2024) · cites this paper as [50]
Platforms developed with the assistance of AI have enabled teachers and educators to tailor their content and educational material to the specific needs and preferences of students with disabilities, promoting personalised instruction [50,54].
“As emphasised in the literature [50,54], platforms developed with the assistance of AI have enabled teachers and educators to tailor their content and educational material to the specific needs and preferences of students with disabilities, promoting the fostering of personalised instruction.”
From Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities (2024) · cites this paper as [50]
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Assistive technology for the inclusion of students with disabilities: a systematic review
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- Authors
- Atanga, C., Jones, B. A., Krueger, L. E., & Lu, S.
- Affiliations
- East Texas A&M University (US)
- Corresponding author
- Jones, Beth A.
- Venue
- Journal of Special Education Technology
- Publisher
- SAGE Publications
- Published
- 2019-07-31
- Volume
- 35
- Issue
- 4
- Pages
- 236-248
- ISSN
- 0162-6434 (ISSN-L)
- 2381-3121
- OpenAlex
- W2965458991
- Cited by
- 160
- References
- 64
- Citations by year
- 2026: 18 · 2025: 30 · 2024: 33 · 2023: 38 · 2022: 25 · 2021: 13 · 2020: 2
- FWCI
- 21.27
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Special Education Technology (publishedVersion)
- Topics
- Health Sciences › Health Professions › Occupational Therapy › Assistive Technology in Communication and Mobility
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Keywords
- assistive technology, learning disabilities, teacher knowledge, teacher perceptions, assistive technology training, college preparation, workplace preparation, funding barriers, elementary and middle school teachers
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