Designing professional development for special education teachers: Effects on assistive technology competency in developing inquiry-based student experiences

Abstract

The Professional Development (PD) intervention in this study introduced special education teachers to inquiry-driven practices utilizing assistive technology (AT) to support student diverse learning needs. The study followed multiple case study research design to examine changes in AT competency and mindset of three special education teachers participating in PD. Findings showed that the structure and content of PD supported development of special education teachers’ competency in designing AT-infused inquiry-based experience for students with disabilities. It also affected changes in teachers’ mindset from thinking about their students as incapable individuals to recognizing their academic abilities as they engaged in inquiry-based learning experiences.

Keywords:

• Assistive technology
• Special education
• Teacher education
• Professional development
• Inquiry-based learning

Disclosure statement

The researcher(s) declares no conflict of interests and follows IRB protocols throughout the research study.

Additional information

Notes on contributors

Xiaoxue Du

Dr. Xiaoxue Du is a Postdoctoral Associate in the Personal Robots Group (PRG) at the MIT Media Lab. She received Ed.D in Instructional Technology and Media from Teachers College, Columbia University, following years of experience as a researcher and practitioner in the field of special education, teacher education, inclusive education, assessment and evaluation, and assistive technology. Her current research at MIT PRG focuses on K-12 Artificial Intelligence literacy in inclusive classrooms.

Irina Lyublinskaya

Dr. Irina Lyublinskaya is a Professor of Mathematics and Education at Teachers College, Columbia University in New York City. She has taught at the university as well as the high school level for over 30 years and is a recipient of various awards for teaching excellence. Among her research interests are topics of integrating technology into mathematics and science education, pre-service and in-service professional development of STEM teachers, curriculum development, and international STEM education. She is an author/co-author of 16 books, 14 book chapters, and has published substantially in these areas.