Assistive Technology Training at the Pre-Service Level: A National Snapshot of Teacher Preparation Programs

Autor/inn/en	Judge, Sharon; Simms, Kathryn A.
Titel	Assistive Technology Training at the Pre-Service Level: A National Snapshot of Teacher Preparation Programs
Quelle	In: Teacher Education and Special Education, 32 (2009) 1, S.33-44 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406408330868
Schlagwörter	Individualized Education Programs; Disabilities; Special Education Teachers; Assistive Technology; Individualized Instruction; Federal Legislation; Teacher Certification; Preservice Teacher Education; Preservice Teachers; National Surveys; Teacher Education Programs + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Individualisierender Unterricht; Bundesrecht; Lehramtsstudiengang; Lehrerausbildung
Abstract	The Individuals with Disabilities Improvement Act mandates that every student with an Individualized Education Program be considered for assistive technology (AT). As a result, future special educators need to have the knowledge and skills regarding AT. In this article, the authors report findings from a national study of special education teacher preparation programs using archival document analysis on the current practice of AT course delivery for the preparation of special educators. Findings indicate that AT training at the pre-service level may not be adequately addressed. Approximately one third of undergraduate special teacher licensure programs, 28% of initial post-baccalaureate licensure programs, and less than 25% of master's degree programs require AT coursework. In addition, licensure in severe and moderate disabilities requires an AT course more frequently than other types of certification programs. The findings have important implications for future practices in special education teacher preparation. (Contains 3 tables.) (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	2017/4/10