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How does the awareness of assistive technology by professors impact students with disabilities’ success at the college level?
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, Daemen College, United States

EdMedia + Innovate Learning, in United States ISBN 978-1-939797-56-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper was developed to investigate the impact of assistive technology in the students with disabilities’ success within the context of college academia. The principal argument of this writing suggests that the lack of awareness of assistive technology by professors creates barriers that violate the rights of the individual with a disability under U.S. law. Several theories were explored that were relevant to learning and human development. Research methodology for this paper presented a comprehensive survey from the National Survey of Student Engagement. This assessment tool measured quantitative outcomes in college students-with-disabilities engagement. Key findings revealed strong connections to theories within the literature review and evidence of the impact that the lack of knowledge and awareness of assistive technology has on students with disabilities’ success at the college level. Concluded remarks synthesized the overall findings linking assistive technology, class engagement theories, students with disabilities, and instructors’ awareness. Recommendations collectively expressed further research on this topic, application of the findings for institutional effectiveness, and encouragement of diverse, supportive, egalitarian, and equitable college environments.

Citation

Hernandez Ariza, H. (2021). How does the awareness of assistive technology by professors impact students with disabilities’ success at the college level?. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 238-245). United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 1, 2021 from .