Assistive Technology in Schools: Lessons Learned from the National Assistive Technology Research Institute

Abstract

In this chapter, we present the findings of the National Assistive Technology Research Institute (NATRI). The institute was funded in October 2000 as a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs to take a comprehensive look at the factors related to the planning, development, implementation, and evaluation of assistive technology (AT) services in schools. We present the data from seven research areas: (1) the status of AT use in schools, (2) policies and procedures in the development and delivery of AT services, (3) AT decision-making by IEP teams, (4) integration of AT use in learning environments (facilitate instruction, access to curriculum), (5) effects of AT use on academic, social, functional performance of students, (6) training and technical support needed by persons implementing AT, and (7) the extent to which institutions of higher education (IHEs) were developing AT knowledge and skills. In each area we summarize the lessons learned as a result of the research to assist policy-makers, researchers, and practitioners in improving AT services and delivery systems.

Citation

Bausch, M.E., Ault, M.J. and Hasselbring, T.S. (2015), "Assistive Technology in Schools: Lessons Learned from the National Assistive Technology Research Institute", Efficacy of Assistive Technology Interventions (Advances in Special Education Technology, Vol. 1), Emerald Group Publishing Limited, pp. 13-50. https://doi.org/10.1108/S2056-769320150000001002

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