Including Assistive Technology in Teacher Preparation: Exploring One Approach

• Published in: Learning disabilities (Pittsburgh, Pa.) Vol. 19; no. 1; pp. 29 - 37
• Main Authors: Poel, Elissa Wolfe, Wood, Jackie, Schmidt, Naomi
• Format: Journal Article
• Language: English
• Published: Learning Disabilities Association of America 2013
• Subjects: Access to Education; Assistive Technology; Disabilities; Educational Legislation; Educational Technology; Federal Legislation; Inclusion; Individualized Education Programs; Individualized Instruction; Individuals with Disabilities Education Improvement Act 2004; Instructional Effectiveness; Knowledge Level; Learning Modules; No Child Left Behind Act 2001; Preservice Teachers; Response to Intervention; Student Experience; Student Teacher Attitudes; Teacher Competencies; Teacher Education Programs; United States (Southwest)
• ISSN: 1046-6819
• DOI: 10.18666/LDMJ-2013-V19-I1-4791

Assistive Technology (AT) is specifically addressed in the most recent reauthorization of IDEA, the Individuals with Disabilities Education Improvement Act (2004). The law insures that assistive devices and services are available for students with disabilities to help them access their environment at home, school, and in the work place. Therefore, it is important that teacher preparation programs in higher education establish required components for including AT in their programs of study. To explore one approach to meeting this need, an AT module was developed and implemented with pre-service teachers at a southwestern university during their student teaching semester. The goals of the study were to determine (a) prior knowledge of pre-service teachers in the area of assistive technology, (b) the effectiveness of an AT Module presented during one student teaching seminar session, and (c) the impact of the AT module on classroom practice after the seminar. Based on survey responses and in-class discussions, the impact of the information provided in the module was found to be positive. Pre-service teachers felt that they were better prepared and more confident as a result of knowledge gained about AT concepts, resources, and applications. (Contains 4 tables.)