by Laura Knighton

1. Assistive Technology for Inclusion: Comparing Elementary General Education Teachers and Elementary Special Education Teachers by Laura Knighton

2. Assistive Technology for Inclusion: Introduction Assistive Technology: "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability" (Individuals with Disabilities Education Improvement Act, 2004)

3. Assistive Technology for Inclusion: Introduction Assistive Technology must be considered by the Individualized Education Plan (IEP) team when creating IEPs for students with disabilities. General education teachers are required to be a part of the IEP process.

4. Assistive Technology for Inclusion: Statement of the Problem In 2006, 54% of students identified as having disabilities spent at least 80% of their school days in a general education classroom (U.S. Department of Education).

5. Assistive Technology for Inclusion: Statement of the Problem Due to an increase in inclusive classrooms, more general education teachers are charged with educating students with special needs in their general education classrooms (Howell, 1996).

6. Assistive Technology for Inclusion: Statement of the Problem Assistive Technology (AT) is one way to make the general education curriculum more accessible to students with special needs in an inclusive classroom.

7. Assistive Technology for Inclusion: Statement of the Problem Most of the literature related to AT focuses on special education teachers and other service providers. There is little information available about AT and general education teachers.

8. Assistive Technology for Inclusion: Statement of the Problem If general education teachers are to be involved in the IEP process - which includes Assistive Technology decisions - these teachers need an appropriate AT knowledge base and skill set.

9. Assistive Technology for Inclusion: Significance of the Study Results from this study may be utilized to guide pre-service experiences and professional development offerings to improve general education and special education teachers' knowledge and skills.

10. Assistive Technology for Inclusion: Significance of the Study When general education and special education teachers have an adequate knowledge base and skill set related to AT, the educational experiences of students with special needs will be enhanced.

11. Assistive Technology for Inclusion: Research Questions Overarching question: How does the Assistive Technology knowledge and skills of elementary general education teachers in inclusive classrooms compare to the AT knowledge and skills of elementary special education teachers?

12. Assistive Technology for Inclusion: Research Questions 1. How do elementary special education teachers gain AT knowledge and skills? a. What is the role of pre-service training? b. What is the role of professional development?

13. Assistive Technology for Inclusion: Research Questions 2. How do elementary general education teachers gain AT knowledge and skills? a. What is the role of pre-service training? b. What is the role of professional development?

14. Assistive Technology for Inclusion: Research Questions 3. What role does collaboration play in the selection and implementation of AT by elementary special education teachers?

15. Assistive Technology for Inclusion: Research Questions 4. What role does collaboration play in the selection and implementation of AT by elementary general education teachers?

16. Assistive Technology for Inclusion: Research Questions 5. Is there a significant difference between the AT knowledge and skills of elementary special education teachers compared to elementary general education teachers?

17. Assistive Technology for Inclusion: Review of the Literature Most of the Assistive Technology literature focuses on special education teachers and other service providers - speech language pathologists, occupational therapists, etc.

18. Assistive Technology for Inclusion: Review of the Literature There is a paucity of data related to how general education teachers develop knowledge and skills related to AT or technology in inclusive classrooms.

19. Assistive Technology for Inclusion: Review of the Literature There is literature available related to the use of technology in inclusive classrooms, but much of that literature focuses on the students instead of the teachers.

20. Assistive Technology for Inclusion: Framework Edyburn's (2001) Model of the Technology Integration Process • designed to emphasize how technology integration looks and how successful technology integration is attained

21. Assistive Technology for Inclusion: Framework Edyburn's (2001) Model of the Technology Integration Process • Phase 1: Selection • Phase 2: Acquisition • Phase 3: Implementation • Phase 4: Integration

22. Assistive Technology for Inclusion: Methodology • Mixed Methods • Survey - quantitative data • Focus groups - qualitative data

23. Assistive Technology for Inclusion: Methodology • Survey • Developed based on Edyburn's Model of the Technology Integration Process and the review of the literature • Administered to elementary general and special education teachers

24. Assistive Technology for Inclusion: Methodology • Focus Groups • Elementary general and special education teachers • Extend the survey findings • Explore teacher knowledge, how collaboration impacts AT selection/implementation, barriers to AT

25. Assistive Technology for Inclusion: Conclusion • How does the Assistive Technology knowledge and skills of general education teachers compare to that of special education teachers? • How is knowledge attained? • What is the impact of collaboration? • Significance - improve teacher knowledge to enhance students' educational experiences