Comparison of Service Delivery Models Influencing Teachers' Use of Assistive Technology for Students with Severe Disabilities

Abstract

Since the 70s and 80s the use of assistive technology in the classroom setting for individuals with severe disabilities has emerged. Assistive technology has provided a new set of tools which allow students to achieve a greater level of independence. Literature review has indicated the need for additional training of related service and classroom personnel in the use of this technology. Training would promote confidence levels in assistive technology application, which may result in increased daily use within the educational domains.

The purpose of this research study was to investigate the perceived effectiveness of consultation versus direct service delivery models that influence special educators' and paraprofessionals' use Of assistive technology with students who have severe disabilities. Thirty special educators and sixteen paraprofessionals completed a questionnaire regarding their use of assistive technology with their students and the service delivery model they perceived to be most effective. The results indicated no significant difference between teachers' and paraprofessionals' perceived effectiveness of service delivery models. However, descriptive data did suggest that teachers were utilizing and benefiting from collaborative consultation services when training students with severe disabilities. Limitations to the study and recommendation for further research are also discussed.