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Supports for and Barriers to Implementing Assistive Technology in Schools
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Author(s): Susanne Croasdaile (Virginia Commonwealth University, USA), Sharon Jones (Virginia Commonwealth University, USA), Kelly Ligon (Virginia Commonwealth University, USA), Linda Oggel (Virginia Commonwealth University, USA)and Mona Pruett (Virginia Commonwealth University, USA)
Copyright: 2011
Pages: 13
Source title:
Technology Enhanced Learning for People with Disabilities: Approaches and Applications
Source Author(s)/Editor(s): Patricia Ordóñez de Pablos (Universidad de Oviedo, Spain), Jingyuan Zhao (Harbin Institute of Technology, China)and Robert D. Tennyson (University of Minnesota, USA)
DOI: 10.4018/978-1-61520-923-1.ch011
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Abstract
This study examines practitioners’ perceptions of the factors impacting the implementation of assistive technology (AT) for students with disabilities in five public school divisions. Participants were five members of division-wide AT facilitation teams. Interview data indicated barriers including lack of stakeholder buy-in with a focus on administrative support. Important supports included the development and maintenance of relationships with instructional staff and technology coordinators. The ongoing need to build stakeholder awareness of and skill in implementing assistive technology was a common theme. Participants perceived that, if empowered to do so, an AT facilitation team can overcome existing barriers to implementation.
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