Assistive Technology and Inclusion
Terence Cavanaugh, University of North Florida, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract: The student population makeup and laws concerning education, inclusion and special needs students, such as IDEA are changing the makeup, structure and design of the "standard" classroom, as teachers are today likely to have students from a variety of programs. Teacher preparation programs need to ensure that candidates are educated in special needs pedagogy and assistive technologies (AT) as they relate to general education. An analysis found that six areas of AT were found to highly relate to standard classroom practices. To meet current teacher preparation guidelines from accrediting agencies, technology organizations, and professional subject area organizations additional education including AT should be included in common methods and technology courses. Sample analysis for AT in methods courses and instructional technology programs finds only 10-20% inclusion. A model program, with is being tried, is discussed to include AT in technology and common methods courses.
Cavanaugh, T. (2004). Assistive Technology and Inclusion. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 4883-4890). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).