TY  - CHAP
AB  - Abstract Little is known about how assistive technology standards have been implemented in preservice teacher preparation. This chapter provides a review of the literature concerning the importance of evidence-based practice and the research base supporting assistive technology in order to set the context for reporting the results of a comprehensive national study of the status of assistive technology state standards for teachers in all of the 50 states (plus Washington, DC). This chapter includes the findings of the study, the research that the study was based upon, and a review of relevant research in the fields of assistive technology, educational technology, and evidence-based practice. Only six states reported having AT standards and six states reported having AT competencies. Three states reported having both standards and competencies, yielding nine unique states (out of 51) with AT standards and/or AT competencies. Regression analyses to determine the relationship between the study variables and national reading and math performance of students with disabilities were inconclusive. The implications of the study findings and recommendations for future research are presented.
VL  - 1
SN  - 978-1-78441-641-6, 978-1-78441-642-3/2056-7693
DO  - 10.1108/S2056-769320150000001007
UR  - https://doi.org/10.1108/S2056-769320150000001007
AU  - Dalton Elizabeth M.
PY  - 2015
Y1  - 2015/01/01
TI  - Assistive Technology Standards and Evidence-Based Practice: Early Practice and Current Needs
T2  - Efficacy of Assistive Technology Interventions
T3  - Advances in Special Education Technology
PB  - Emerald Group Publishing Limited
SP  - 163
EP  - 201
Y2  - 2024/04/25
ER  -