Abstract
Assistive technology (AT)—included in the Individuals with Disabilities Education Act since 1990—supports students with disabilities. Yet, research repeatedly suggests an underutilization of AT. This study represents a secondary analysis of the National Longitudinal Transition Study-2 focused on understanding issues of AT for secondary (i.e., high school) students with disabilities. The study presents the self-reported and educator-reported rates of AT receipt by secondary students with disabilities, both aggregated and disaggregated by disability group. The results suggest low rates of self-reported and educator-reported AT access and/or use for secondary students with disabilities but higher rates of AT for secondary students with more low-incidence disabilities than students with more high-incidence disabilities.
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