Training Preservice Teachers to Match Assistive Technology to Student Needs

Abstract

Understanding how to appropriately choose, implement, and utilize assistive technology (AT) for students on an individualized education program (IEP) is imperative to success within a school setting and has been shown to improve with preservice teachers’ (PST) training. This study investigated the impact that a training session in which PST were exposed to a variety of AT devices/software in one university’s AT lab and given direct instruction in the Student Environment Tasks Tools (SETT) framework for selecting appropriate AT by working through a training case study would have on PST knowledge of AT and its selection. Sixty-eight PST participated in this study, and the results demonstrate that the training increased their ability to name specific AT items on a presurvey ( M = 3.56, SD = 14.88) compared to the postsurvey ( M = 9.57, SD = 25.14). The increase of number of devices and software named pre- and postsurvey was significantly greater than chance, t(67) = −7.64, p < .01). Most notably, participants could name the components of SETT on the postsurvey (94.12%) and apply the SETT framework to a hypothetical student, improving the quality and quantity of recommendations for the student. This study provides further evidence for inclusion of AT in teacher preparation programs.

Wisconsin Assistive Technology Initiative framework for supporting assistive technology decision-making in Singapore schools: perspectives of in-service educators

“…If educators do not understand the AT tools that their students are using, they are unlikely to create an environment where students are able to use the AT effectively (Lamond and Cunningham, 2020). Teachers' ability to select appropriate AT for their students can be improved by greater instruction and exposure to AT within teacher preparation programmes (Jones et al, 2020;Van Laarhoven et al, 2012). Where teacher candidates have missed out on AT instruction during their preservice training, in-service and professional development programmes can provide ongoing opportunities to plug the knowledge gap throughout their careers.…”

A Tale of Two Grant-Funded Special Education Recruitment and Training Projects Focused on Assistive Technology

“…AT instruction in teacher preparation programs is an important way to prepare teachers for incorporating technology into their classroom. In a study by Jones et al (2021), a dramatic increase in understanding, naming, and applying AT with preservice teachers was noted when given instruction with these services and supports. Creating a focus on AT knowledge, skills, and authentic tool use increases the awareness of and benefits for infusing technology across K-12 special education teacher preparation programs (Edyburn, 2015).…”

Impact of a Culturally Responsive Professional Development Program in Assistive Technology for Latinx Teachers

“…In considering the effectiveness of evidence-based interventions, Klingner and Edwards (2006) presented the question, “What works, with whom, by whom and in what contexts?” (p. 110). Although AT increases access to the curriculum and promotes the development and early literacy skills of young children with disabilities, the child’s needs must be the central focus of the intervention (Jones et al, 2020). The Student Environment Task Tool (SETT) framework, for example, developed by Zabala (1996), which provides essential guidelines for AT interventions, emphasizes consideration of student , the child’s environment , the task for which AT is to be used, and the appropriate tool , as key determinants of AT appropriateness for the child.…”