Aphasia and high-tech communication support: a survey of SLPs in USA and India

Kidwai, Juhi; Brumberg, Jonathan S.; Gatts, Julie

doi:10.1080/17483107.2022.2109072

Cited by 5 publications

(1 citation statement)

References 31 publications

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“…Inclusive policies such as RA 11650, 9442, 10533, DO 44, and DO 21 mandate alignment with HAAT's recommendations for assistive technology use based on special educators' competencies (Babia et al, 2022;Department of Education, 2020, 2021Republic Act, 2013). In contrast, the RAT and UTAUT models provide limited guidance for planning effective assistive technology use based on teachers' competencies and profiles, compared to the HAAT model (Visser et al, 2020;Drelick, 2022;Kidwai et al, 2022;Venkatesh et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

Teachers' Profile, at Utilization, and Impact on Teaching Exceptional Learners in Public Schools

2023

Russian Law Journal

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This study employed a descriptive correlational design to investigate the collaborative role of teachers' profiles, assistive technology utilization, and their impact on teaching exceptional learners in public schools. A convenience sample of 63 teachers who had experience teaching exceptional learners in self-contained and inclusive classrooms in Mandaue City, Philippines, was surveyed to understand the relationships between teachers' profiles, assistive technology utilization, and the impact on learners with exceptionalities. The findings revealed that teacher profiles, particularly educational attainment and income, influenced the perceived effectiveness of middle-to-high technology. Teachers reported that assistive technology positively impacted learners' participation, independence, and skills. Based on these insights, a profile-aligned matrix action plan is recommended to equip special education and inclusion teachers to choose and implement appropriate technologies aligned with exceptional learners' needs. With appropriate government support, the integration of teachers' competencies, technology utilization, and learners' outcomes can be optimized to improve exceptional education through a systemic, profile-aligned approach.

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