Students, regardless of disability type can benefit from the implementation of different assistive technologies. The difficulty is that assistive technology devices are as diverse as the needs and characteristics of the children and families who will be using them. Professionals are now responsible for helping children and families select and acquire assistive technology devices and equipment as well as instructing them in their use. In addition, these professionals may lack training in the uses, adaptations, and integration of assistive technology in a variety of activities. This chapter will review past literature that was located addressing assistive technology needs of teachers and the results that have currently been discovered. Next, a study that was implemented with general and special education teachers in regards to their knowledge and perceptions of assistive technology will be discussed. Finally, implications for the future addressing assistive technology will be suggested.
Bakken, J.P. (2001), "General and special educatorsknowledge and perceptions of assistive technologies: Are we headed in the right direction?", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Technological Applications (Advances in Learning and Behavioral Disabilities, Vol. 15), Emerald Group Publishing Limited, Leeds, pp. 149-172. https://doi.org/10.1016/S0735-004X(01)80009-4
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