The Perceptions of Special Education Teachers on Instructing Using AAC Devices and Special Schools/School District Supports for AAC

구민관,; Yang, Kim Kyung

doi:10.15870/jsers.2014.03.53.1.115

Cited by 2 publications

(1 citation statement)

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“…Rather than relocating such students into special education classrooms which perhaps given their skillset, were beneath their acquired education level, they were provided the chance to maintain their seat within their classroom while also receiving the additional support which they required. Therefore, closing the gap in classroom diversity (Goo, 2014).…”

Section: Introductionmentioning

confidence: 99%

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2021

IJITE

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With divergent educational processes brought forth through the unforeseen circumstances such as a global pandemic, students have become obligated to pursue virtual means towards obtaining their education. Therefore, this study seeks to review the different formats of virtual learning processes and methodologies that are currently made available to students based on student and user perception and technology adoption efforts. Through comparative analysis efforts identifying synchronous, hybrid and asynchronous virtual educational standards across multiple publications and understanding technology acceptance models (TAM) and theories such as perceived usefulness, it is understood that virtual learning efforts which pursue an asynchronous methodology are more comparable in contrast other formats.

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Section: Introductionmentioning

confidence: 99%