Teachers’ perceptions of assistive technology use for students with disabilities

References

• Abend, A. (2017). Achieving the promise of assistive technology: Why assistive technology evaluations are essential for compliance with the Individuals with Disabilities Education Act. Cardozo Law Review, 38(3), 1171–1210.
   Google Scholar
• Ajuwon, P. M., Meeks, M. K., Griffin-Shirley, N., & Okungu, P. A. (2016). Reflections of teachers of visually impaired students on their assistive technology competencies. Journal of Visual Impairment & Blindness, 110(2), 128–134. https://doi.org/10.1177/0145482X1611000207
   Web of Science ®Google Scholar
• Alenezi, A. (2017). Obstacles for teachers to integrate technology with instruction. Education and Information Technologies, 22(4), 1797–1816. https://doi.org/10.1007/s10639-016-9518-5
   Web of Science ®Google Scholar
• Alkahtani, K. D. F. (2013). Teachers’ knowledge and use of assistive technology for students with special educational needs. Journal of Studies in Education, 3(2), 65–85. https://doi.org/10.5296/jse.v3i2.3424
   Google Scholar
• Basham, J. D., Hall, T. E., Carter, R. A., Jr., & Stahl, W. M. (2016). An operationalized understanding of personalized learning. Journal of Special Education Technology, 31(3), 126–136. https://doi.org/10.1177/0162643416660835
   Web of Science ®Google Scholar
• Bausch, M. E., & Hasselbring, T. S. (2004). Assistive technology: Are the necessary skills and knowledge being developed at the preservice and inservice levels? Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 27(2), 97–104. https://doi.org/10.1177/088840640402700202
   Google Scholar
• Bennett, J. (2017). Determining the effectiveness of a note-taking intervention in a 1-to-1 iPad mathematics classroom [ProQuest Dissertations Publishing, Robert Morris University]. (Publication No. 10608968)
   Google Scholar
• Browder, R. (2018). Scanning print to PDF: Opportunities and obstacles for screen reader accessibility. Library Technology Reports, 54(4), 23–27.
   Google Scholar
• Chai, Z., Vail, C. O., & Ayres, K. M. (2015). Using an iPad application to promote early literacy development in young children with disabilities. The Journal of Special Education, 48(4), 268–278. https://doi.org/10.1177/0022466913517554
   Web of Science ®Google Scholar
• Cumming, T. M., & Rodriguez, C. D. (2013). Integrating the iPad into language arts instruction for students with disabilities: Engagement and perspectives. Journal of Special Education Technology, 28(4), 43–52. https://doi.org/10.1177/016264341302800404
   Google Scholar
• Desai, T., Chow, K., Mumford, L., Hotze, F., & Chau, T. (2014). Implementing an iPad-based alternative communication device for a student with cerebral palsy and autism in the classroom via an access technology delivery protocol. Computers & Education, 79, 148–158. https://doi.org/10.1016/j.compedu.2014.07.009
   Web of Science ®Google Scholar
• Draper Rodríguez, C., Strnadová, I., & Cumming, T. (2014). Using iPads with students with disabilities: Lessons learned from students, teachers, and parents. Intervention in School and Clinic, 49(4), 244–250. https://doi.org/10.1177/1053451213509488
   Web of Science ®Google Scholar
• Edyburn, D. L. (2001). Models, theories, and frameworks: Contributions to understanding special education technology. Special Education Technology Practice, 4(2), 16–24.
   Google Scholar
• Egbert, J., Paulus, T. M., & Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning & Technology, 6(3), 108–126.
   Google Scholar
• Erdem, R. (2017). Students with special educational needs and assistive technologies: A literature review. Turkish Online Journal of Educational Technology, 16(1), 128–146.
   Google Scholar
• Flanagan, S., Bouck, E. C., & Richardson, J. (2013). Middle school special education teachers’ perceptions and use of assistive technology in literacy instruction. Assistive Technology : The Official Journal of RESNA, 25(1), 24–30. https://doi.org/10.1080/10400435.2012.682697
   PubMed Web of Science ®Google Scholar
• Flewitt, R., Kucirkova, N., & Messer, D. (2014). Touching the virtual, touching the real: iPads and enabling literacy for students experiencing disability. Australian Journal of Language & Literacy, 37(2), 107–116.
   Google Scholar
• Gage, N. A., Wilson, J., & MacSuga-Gage, A. S. (2014). Writing performance of students with emotional and/or behavioral disabilities. Behavioral Disorders, 40(1), 3–14. https://doi.org/10.17988/0198-7429-40.1.3
   Web of Science ®Google Scholar
• Gargiulo, R. M., & Bouck, E. C. (2017). Special education in contemporary society: An introduction to exceptionality. SAGE Publications. https://us.sagepub.com/sites/default/files/upm-binaries/79065_Chapter_5.pdf
   Google Scholar
• Georgia Tech Tools for Life. (n.d). What is assistive technology? http://www.gatfl.org/assistive.php
   Google Scholar
• Hersh, M. A., & Johnson, M. A. (2008). On modelling assistive technology systems—Part I: Modelling framework. Technology and Disability, 20(3), 193–215. https://doi.org/10.3233/TAD-2008-20303
   Google Scholar
• Hill, D., & Flores, M. (2014). Comparing the picture exchange communication system and the iPad™ for communication of students with autism spectrum disorder and developmental delay. TechTrends, 58(3), 45–53. https://doi.org/10.1007/s11528-014-0751-8
   Google Scholar
• Hock, M. F., Brasseur-Hock, I. F., Hock, A. J., & Duvel, B. (2017). The effects of a comprehensive reading program on reading outcomes for middle school students with disabilities. Journal of Learning Disabilities, 50(2), 195–212. https://doi.org/10.1177/0022219415618495.
   PubMed Web of Science ®Google Scholar
• Individuals with Disabilities Education Act Amendments. (1997). 20 U.S.C. § 1400 et seq.
   Google Scholar
• Individuals with Disabilities Education Improvement Act. (2004). 20 U.S.C § 602.
   Google Scholar
• Izmestiev, D. (2012). Personalized learning: A new ICT-enabled education approach. UNESCO Institute for Information Technologies in Education. https://unesdoc.unesco.org/ark:/48223/pf0000220240
   Google Scholar
• Kaur, D., Koval, A., & Chaney, H. (2017). Potential of using iPad as a supplement to teach math to students with learning disabilities. International Journal of Research in Education and Science, 3(1), 114–121.
   Google Scholar
• Koc, M., & Bakir, N. (2010). A needs assessment survey to investigate pre-service teachers’ knowledge, experiences and perceptions about preparation to using educational technologies. Turkish Online Journal of Educational Technology, 9(1), 13–22.
   Web of Science ®Google Scholar
• Lanterman, C. S., & Applequist, K. (2018). Pre-service teachers’ beliefs: Impact of training in universal design for learning. Exceptionality Education International, 28(3), 102–105. https://doi.org/10.5206/eei.v28i3.7774
   Google Scholar
• Lohmann, M. J., Hovey, K. A., Gauvreau, A. N., & Higgins, J. P. (2019). Using assistive technology tools to support learning in the inclusive preschool classroom. Journal of Special Education Apprenticeship, 8(2), 5.
   Google Scholar
• Mechling, L. C. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review. Education and Training in Developmental Disabilities, 42(3), 252–269.
   Web of Science ®Google Scholar
• Michaels, C. A., & McDermott, J. (2003). Assistive technology integration in special education teacher preparation: Program coordinators’ perceptions of current attainment and importance. Journal of Special Education Technology, 18(3), 29–44. https://doi.org/10.1177/016264340301800302
   Google Scholar
• Muflih, M. K. M. (2019). The effectiveness of using visual organizations in improving reading and writing skills for students with learning disabilities from the teachers’ point of view. International Education Studies, 12(3), 135–147. https://doi.org/10.5539/ies.v12n3p135
   Google Scholar
• National Federation of the Blind. (2019). Statistical facts about blindness in the United States. https://www.nfb.org/resources/blindness-statistics
   Google Scholar
• Nepo, K. (2017). The use of technology to improve education. Child & Youth Care Forum, 46(2), 207–221. https://doi.org/10.1007/s10566-016-9386-6
   Web of Science ®Google Scholar
• Neuhaus, R., Smith, C., & Burgdorf, M. (2014). Equality for people with disabilities, then and now. GPSolo, 31(6), 46–51.
   Google Scholar
• Ok, M. W., & Kim, W. (2017). Use of iPads and iPods for academic performance and engagement of preK-12 students with disabilities: A research synthesis. Exceptionality, 25(1), 54–75. https://doi.org/10.1080/09362835.2016.1196446
   Web of Science ®Google Scholar
• Onivehu, A. O., Ohawuiro, O. E., & Oyeniran, B. J. (2017). Teachers’ attitude and competence in the use of assistive technologies in special needs schools. Acta Didactica Napocensia, 10(4), 21–32. https://doi.org/10.24193/adn.10.4.3
   Google Scholar
• Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321–1335. https://doi.org/10.1016/j.compedu.2010.06.002
   Web of Science ®Google Scholar
• Park, J., Bagwell, A. F., Bryant, D. P., & Bryant, B. R. (2021, April). Integrating assistive technology into a teacher preparation program. Teacher Education and Special Education, 1–9.
   Web of Science ®Google Scholar
• Pierce, R., & Ball, L. (2009). Perceptions that may affect teachers’ intentions to use technology in secondary mathematics classes. Educational Studies in Mathematics, 71(3), 299–317. https://doi.org/10.1007/s10649-008-9177-6
   Web of Science ®Google Scholar
• Reed, P. (2007). A resource guide for teachers and administrators about assistive technology. Wisconsin Assistive Technology Initiative. https://dpi.wi.gov/sites/default/files/imce/sped/pdf/at-wati-resource-guide.pdf
   Google Scholar
• Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal design for learning: Guidelines for accessible online instruction. Adult Learning, 29(1), 20–31. https://doi.org/10.1177/1045159517735530
   Web of Science ®Google Scholar
• Saint Mary’s University of Minnesota. (2020, February 25). The benefits of personalized learning through technology. https://onlineprograms.smumn.edu/meldt/masters-of-education-in-learning-design-and-technology/resources/benefits-of-personalized-learning-technology
   Google Scholar
• Shaha, S., Glassett, K., Copas, A., & Ellsworth, H. (2015). Title I schools: The student-based impact of online, on-demand professional development on educators. Contemporary Issues in Education Research (CIER), 8(4), 227–234. https://doi.org/10.19030/cier.v8i4.9430
   Google Scholar
• Splashtop Inc. (2020, December 7). All the ways you can use remote access in education. https://www.splashtop.com/remote-access-education-uses
   Google Scholar
• Stanberry, K., & Raskind, M. H. (2009). Assistive technology for kids with learning disabilities: An overview. LD Online. http://www.ldonline.org/article/33074/
   Google Scholar
• Stoner, J. B., Parette, H. P., Watts, E. H., Wojcik, B. W., & Fogal, T. (2008). Preschool teacher perceptions of assistive technology and professional development responses. Education and Training in Developmental Disabilities, 43(1), 77–91.
   Web of Science ®Google Scholar
• University of North Carolina at Chapel Hill. (2018). Students using recording devices in class. https://ars.unc.edu/faculty-staff/students-using-recording-devices-class
   Google Scholar
• US Department of Education Office of Educational Technology. (2010). Transforming American education: Learning powered by technology: National Education Technology Plan 2010. U.S. Department of Education. http://www.ed.gov/sites/default/files/netp2010.pdf
   Google Scholar
• Wei, X., Lenz, K. B., & Blackorby, J. (2013). Math growth trajectories of students with disabilities: Disability category, gender, racial, and socioeconomic status differences from ages 7 to 17. Remedial and Special Education, 34(3), 154–165. https://doi.org/10.1177/0741932512448253
   Web of Science ®Google Scholar
• Zhang, M., Trussell, R. P., Gallegos, B., & Asam, R. R. (2015). Using math apps for improving student learning: An exploratory study in an inclusive fourth grade classroom. TechTrends, 59(2), 32–39. https://doi.org/10.1007/s11528-015-0837-y
   Web of Science ®Google Scholar
• Zhou, L., Parker, A. T., Smith, D. W., & Griffin-Shirley, N. (2011). Assistive technology for students with visual impairments: Challenges and needs in teachers’ preparation programs and practice. Journal of Visual Impairment & Blindness, 105(4), 197–210. https://doi.org/10.1177/0145482X1110500402
   Web of Science ®Google Scholar