Assistive Technology Integration in Special Education Teacher Preparation: Program Coordinators' Perceptions of Current Attainment and Importance
By Michaels, Crag A.; McDermott, Jennifer; Journal of Special Education Technology, Vol. 18, No. 3, pp. 29-44Publication Date: Summer 2003
Article reports the findings from a national survey of special education teacher preparation programs regarding the integration of assistive technology (AT) into classroom curriculum and instruction. A survey instrument called the Special Education Teacher Preparation Survey-Assistive Technology Integration was developed specifically for the purposes of the study. The survey consisted of three major sections: (1) a section to gather basic demographic information about respondents and their graduate teacher preparation programs, (2) a section consisting of two seven-point Likert scales, which asked respondents to indicate the current attainment level or the degree to which the item was currently being addressed within their special education teacher preparation program, and (3) a section that consisted of two open-ended statements to which the respondents were asked to provide narrative information. The first statement asked respondents to describe how AT knowledge, skills, and dispositions were currently addressed within their special education programs. The second statement asked respondents to describe any planned future changes or enhancements to promote AT knowledge, skills, and dispositions. The results indicate that the development of AT competencies should assume a more central role throughout all phases of special education teacher programs.
Published by: Exceptional Innovations (Website:http://www.exinn.net)
Technology and Media Division (TAM) of the Council for Exceptional Children (CEC) (Web Site: http://www.tamcec.org )
This publication is included in the library of the National Rehabilitation Information Center (NARIC), accession number J46429
