Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Beth A.; Peterson-Ahmad, Maria; Fields, Melanie; Williams, Nichole |
|---|---|
| Titel | Training Preservice Teachers to Match Assistive Technology to Student Needs |
| Quelle | In: Journal of Special Education Technology, 36 (2021) 4, S.271-283 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Jones, Beth A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643420918337 |
| Schlagwörter | Assistive Technology; Student Needs; Preservice Teacher Education; Training; Program Effectiveness; Computer Software; Equipment; Students with Disabilities; Individualized Education Programs; Special Education Teachers; Needs Assessment; Knowledge Level Lehramtsstudiengang; Lehrerausbildung; Ausbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bedarfsermittlung; Wissensbasis |
| Abstract | Understanding how to appropriately choose, implement, and utilize assistive technology (AT) for students on an individualized education program (IEP) is imperative to success within a school setting and has been shown to improve with preservice teachers' (PST) training. This study investigated the impact that a training session in which PST were exposed to a variety of AT devices/software in one university's AT lab and given direct instruction in the Student Environment Tasks Tools (SETT) framework for selecting appropriate AT by working through a training case study would have on PST knowledge of AT and its selection. Sixty-eight PST participated in this study, and the results demonstrate that the training increased their ability to name specific AT items on a presurvey (M = 3.56, SD = 14.88) compared to the postsurvey (M = 9.57, SD = 25.14). The increase of number of devices and software named pre- and postsurvey was significantly greater than chance, t(67) = -7.64, p < 0.01). Most notably, participants could name the components of SETT on the postsurvey (94.12%) and apply the SETT framework to a hypothetical student, improving the quality and quantity of recommendations for the student. This study provides further evidence for inclusion of AT in teacher preparation programs. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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