JSET

JSET Articles Index

Volume 18 Number 3

Assistive Technology Integration in Special Education Teacher Preparation:
Program Coordinators' Perceptions of Current Attainment and Importance
Craig A. Michaels
Queens College, City University of New York
Jennifer McDermott
H. Ashton Marsh Elementary School, Absecon, New Jersey

Abstract

This article reports findings from a national survey of special education teacher preparation programs regarding the integration of assistive technology (AT) into curriculum and instruction. Two questions framed this research. The first focused on how AT knowledge, skills, and dispositions are currently integrated (the Current Attainment Level), and the second focused on how AT should ideally be integrated (the Importance). All paired t tests between Current Attainment Level and Importance were statistically significant (p < .01 for factors and p < .001 for individual items) and substantively meaningful (large effect sizes, mostly > .8). Qualitative analysis focused on understanding (a) potential strategies for promoting the integration of AT knowledge, skills, and dispositions, and (b) the barriers to AT integration. The findings have important implications for future practices in special education teacher preparation.

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