Assistive Technology at the University of Tennessee - Chattanooga: Providing Pre-service Educators with the Opportunity to Utilize Assistive Technology as an Instructional Strategy

Tiffani Kay Crider,Amy L Doolittle,Linda Johnston,Larry Beard,Valerie Rutledge

doi:10.13189/ujer.2014.020402

Tiffani Kay Crider, Amy L Doolittle + Show 3 more

Open Access

https://doi.org/10.13189/ujer.2014.020402

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Abstract

With the legal mandates described in the Amendments to the Individuals with Disabilities Education Improvement Act Amendments (IDEIA) of 2004 and the No Child Left Behind Act (NCLB) of 2001, educators must meet the needs of all students in their inclusive classrooms. Today's diverse classrooms include students with a wide range of abilities. The rise in diversity of America's classrooms makes differentiation, accommodating, and modifying instruction imperative for learner success. Assistive technology (AT) is at the forefront of services for students as a means to meet the individual needs of students when appropriate. The key to teacher and student success is training and knowledge of the educators as it relates to the implementation of AT. This begins with educators at the pre-service level. University teacher education programs must take the necessary steps to ensure their graduates are equipped with the skills needed to make instruction effective for all students. This process can not be done without the proper background knowledge and training in the area of AT.

Highlights

Assistive Technology was first defined as part of the Technology-Related Assistance Act of 1988 (PL 101-407)
Federal regulations require that the decision as to whether a student requires Assistive technology (AT) as part of their educational programming be made by their Individual Education Plan (IEP) Committee
According to Judge and Simms (2009), Education Improvement Act (IDEIA, 2004) continue to pre-service students should receive more instruction require that educational teams consider whether the child in AT, and receive critical components of technology needs AT devices and services

Summary

Introduction

Assistive Technology was first defined as part of the Technology-Related Assistance Act of 1988 (PL 101-407). According to Judge and Simms (2009), Education Improvement Act (IDEIA, 2004) continue to pre-service students should receive more instruction require that educational teams consider whether the child in AT, and receive critical components of technology needs AT devices and services.

Results

Conclusion