Collaboration Strategies Reported by Teachers Providing Assistive Technology Services

McLaren, Elizabeth; Bausch, Margaret E.; Ault, Melinda Jones

doi:10.1177/016264340702200402

Cited by 15 publications

(11 citation statements)

References 17 publications

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“…In contrast, as a component of more extensive reform efforts and their associated professional development programs, educators may have the opportunity to receive more support from professional development communities, benefit from coaching, and extend their learning about AT across time. Efforts to expand collaboration and coteaching are another reasonable nexus at which to expand expertise about AT (McLaren, Bausch, & Ault, 2007).…”

Section: Educators Need Different Approaches To Preparation Andmentioning

confidence: 99%

Twenty-Five Years Later: How is Technology Used in the Education of Students with Disabilities? Results of a Statewide Study

Okolo

Diedrich²

2014

J Spec Educ Technol

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This study provides a snapshot of factors associated with assistive technology (AT) use in one large Midwestern state. Conducted about 25 years after the passage of the original Technology Related Assistance Act, the study presents results from a survey of 1,143 Michigan educators. Results of the study show that respondents use technology frequently in their personal and professional lives, but less so during the instruction of students with disabilities. AT is viewed positively and educators believe they are knowledgeable about some aspects of technology use. However, in other areas, educators provide low ratings of their knowledge of specific AT uses and functions, and have mixed impressions of the support they receive for technology use. Scores on measures of self-reported knowledge and perceived support vary significantly among different categories of respondents and are only moderate for special educators and low for general educators. Nevertheless, educators express interest in further professional development about AT. The need for additional professional development, along with better access to technology and more funding, are perceived as top barriers to more widespread AT use. Other findings include a lack of knowledge about how technology is used by students in and out of school and the low rate of participation of general educators, students, and parents in AT decisions. The article concludes with a discussion of the implications of these findings for reforming practices related to technology implementation, professional development, and research.

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Section: Educators Need Different Approaches To Preparation Andmentioning

confidence: 99%

Twenty-Five Years Later: How is Technology Used in the Education of Students with Disabilities? Results of a Statewide Study

Okolo

Diedrich²

2014

J Spec Educ Technol

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“…Teachers articulated their concerns about the need for training. Providing training for teachers of students with disabilities may enhance their efforts in planning and implementing technology in their classrooms (McLaren, Bausch and Jones Ault, ). Teachers’ perceptions of the inadequacy of training may be related to their lack of knowledge about the skills needed by students to use technology in classrooms (Smith and Allsopp, ).…”

Section: Discussionmentioning

confidence: 99%

Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed‐methods study

Mohamed

2018

Research in Spec Educ Needs

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The purpose of this mixed‐methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi‐structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology.

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“…They used the term 'collaborative teaming' to refer to the involvement of teachers, instructional assistants and speech and language therapists in the implementation of AAC systems in mainstream school settings. In interviews with teachers, McLaren et al (2007) explored the ways in which teachers worked with other groups of practitioners when using assistive technology in schools. They found that this was dependent on the importance placed by teachers on participation of all parties, meetings, effective communication and collaborative planning.…”

Section: Literaturementioning

confidence: 99%

Collaborative implementation: Working together when using graphic symbols

Greenstock

Wright

2011

Child Language Teaching and Therapy

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Teachers, speech and language therapists, teaching assistants and nursery nurses are required to work together in a range of contexts in Foundation Stage (FS) school settings in the UK. In some cases these groups of practitioners are mutually involved in the implementation of a strategy or intervention and in the use of a particular tool or resource with children in these settings. The use of graphic symbols with children in the FS of education is increasingly common in mainstream and special school settings and is an activity that may involve any combination of practitioners in these professional groups. Graphic symbols are used with a wide range of children for a diverse range of purposes. A study was conducted in which the experiences of teachers, speech and language therapists, teaching assistants and nursery nurses using graphic symbols in FS school settings were explored. Practitioners in each of these groups working in the East Midlands region of the UK were interviewed about their experiences of using graphic symbols. The findings of this study encompassed a thematic framework and theoretical model depicting the patterns and themes emerging in the practitioners’ accounts. The proposed theoretical model suggests that practitioners are influenced by their unique professional reasoning processes, as well as the ways they perceive their own professional role and the roles of others. This article introduces the proposed theoretical model reflecting the factors influencing the collaborative implementation of graphic symbols in these FS school settings. Implications for collaborative practice in schools are considered.

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Collaboration Strategies Reported by Teachers Providing Assistive Technology Services

Cited by 15 publications

References 17 publications

Twenty-Five Years Later: How is Technology Used in the Education of Students with Disabilities? Results of a Statewide Study

Twenty-Five Years Later: How is Technology Used in the Education of Students with Disabilities? Results of a Statewide Study

Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed‐methods study

Collaborative implementation: Working together when using graphic symbols

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