The use of assistive technology for communication in the education of students with developmental disabilities: Teacher self-reports

Abstract

Assistive technology (AT) includes a wide range of technological devices or systems used to improve the functional abilities of persons with communication disorders. The achievement of students with communication disorders in inclusive education is related to teachers' knowledge of assistive technology and their skills in using it. The aim of our research was to determine how class teachers, subject teachers and special education teachers rate their knowledge of AT and their level of competence in using it, and also to compare the competence levels of respondents of these different professions. The sample consisted of 136 respondents of both sexes, 31.6% of whom were class teachers and 27.2% subject teachers in regular primary schools, as well as 25% special education teachers and 16.2% subject teachers working in special needs primary schools in Belgrade and Novi Sad. The analysis of results suggests that respondents see themselves as moderately competent in using AT, and that there is a statistically significant difference in the level of competence between respondents of different professions (F = 18.12, p < .01). No statistically significant difference was found in the level of competence depending on sex or years of service. The results show that respondents assess differently their level of knowledge and skills regarding the use of assistive technology, and that teaching staff in regular primary schools lack training in this field.