Assistive Technology: Are the Necessary Skills and Knowledge Being Developed at the Preservice and Inservice Levels?
Teacher Education and Special Education Volume 27, Number 2, ISSN 0888-4064
Assistive Technology (AT) devices and services have been legally mandated for several years. However, the passage of the Individuals with Disabilities Act Amendments P.L. 105-17 (IDEA1997), which states that every student with an Individualized Education Program (IEP) must be considered for AT, had enormous implications impacting approximately six million school-aged students identified with a disability. As a result, states have written assistive technology policies, procedures, guidelines, and technical assistance manuals to reflect the change in federal laws. In order to comply with state policies, school districts are in need of qualified personnel to plan, develop, and implement assistive devices and services. However, because of the lack of AT degree and certification programs at the preservice level, it is often problematic for districts to find AT trained personnel, thus, directly impacting the services that can be provided for students with disabilities.
Bausch, M.E. & Hasselbring, T.S. (2004). Assistive Technology: Are the Necessary Skills and Knowledge Being Developed at the Preservice and Inservice Levels?. Teacher Education and Special Education, 27(2), 97-104.
Cited ByView References & Citations Map
Toni Van Laarhoven & Greg Conderman, Northern Illinois University, United States
Journal of Technology and Teacher Education Vol. 19, No. 4 (October 2011) pp. 473–497
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.