You are here:

Factors that Influence Teachers’ Use of Assistive Technology: A Study of Decision-making

, University of Arkansas at Little Rock, United States ; , UALR, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


This study is will report preliminary results of a survey regarding teachers’ use of assistive technology. Teachers must determine how best to teach children who present challenging learning needs. It is imperative that teachers be equipped with the most powerful tools possible to enable the development of academic abilities in all students, especially when the students lack the ability to function as typical children do in the special or general education setting. Empirical study related to the functional use of assistive technology for specific deficits exists; however, research regarding teacher use of, functional application of, or perceptions of training for use of such technology is limited. A more salient question is, what influences exist which contribute to decision-making? This research presentation will share results of the survey and address teachers’ perceptions of what influences AT decision-making.


Hastings, R. & Hune, J.B. (2013). Factors that Influence Teachers’ Use of Assistive Technology: A Study of Decision-making. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4323-4330). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 23, 2019 from .

View References & Citations Map


  1. Algozzine, R., & Ysseldyke, J (2006). Effective instruction for students with special needs: A practical guide for every teacher. Thousand Oaks, CA: Corwin Press.
  2. Belson, S.I. (2002). Technology for Exceptional Learners: Choosing Instructional Tools to Meet Students' Needs (1st Edition.). Florence, KY: Cenage Learning (cid:1)(cid:2)(cid:3)(cid:4)(cid:5)(cid:6)(cid:7)(cid:8)(cid:9)(cid:10)(cid:11)(cid:12)(cid:13)(cid:14)(cid:12)(cid:15)(cid:14)(cid:12)(cid:16)(cid:17)(cid:18)(cid:18)(cid:19)(cid:20). Perspectives on applications of technology in the field of learning disabilities. Learning Disability Quarterly, 28(2), 175-178. (EJ712980).
  3. Brophy, J. (1979). Teacher behavior and student learning. Journal of the Association for Supervision and Curriculum Development 37 (1), 33-38.
  4. Herrington, J., & Kervin, L. (2007). Authentic learning supported by technology: Ten suggestions and cases for integration in the classroom. Educational Media International, 44(3), 219-236. Lindsey, J.D. (2000). Technology& Exceptional individuals (3rd ed.). Austin, TX: ProEd.
  5. Kerr, M.M, & Nelson, C.M. (2006). Strategies for addressing behavior problems in the classrooms, 5th ed. New York, Prentice Hall.
  6. Lenz, K.B. (2006). Creating school-wide conditions for high quality learning strategy instruction in the classroom. Intervention in School and Clinic, 41(5), 261-266.
  7. Male, M. (2002). Technology for inclusion: Meeting the special needs of all students (4th ed.). Boston: Allyn & Bacon.
  8. Ruppar, A.L., Dymond, S.K., & Gaffney, J.S. (2011). Teachers' perspectives on literacy instruction for students with severe disabilities who use augmentative and alternative communication. Research& Practice for Persons with Severe Disabilities, 36 (3-4), 100-111.
  9. Sands, D.J., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century. Belmont, CA: Wadsworth.
  10. Stumbo, N.J., Martin, J.K., & Hedrick, B.N. (2009). Assistive technology: Impact on education, employment, and independence of individuals with physical disabilities. Journal of Vocational Rehabilitation, 30, 99–110. DOI10.3233/JVR-2009-0456
  11. Walker, H.M., Ramsey, E., & Gresham, F.M. (2004). Antisocial behavior in school: Evidence-based practices. Belmont, CA: Thomson.
  12. Wiig, E.H., Jones, S.S, & Wiig, E.D. (1996). Computer based assessment of word knowledge in teens with learning disabilities, Language, Speech, and Hearing Services in Schools, 27(1), 21-28.
  13. Wisdom, J.P., White, N., Goldsmith, K., Bielavitz, S., Rees, A., Charles, D. (2007). Systems limitations hamper integration of assessable information technology in northwest U.S.K-12 schools. Educational Technology& Society, 10(3), 222-232.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact