Assistive Technology at the University of Tennessee-Chattanooga: Providing Pre-Service Educators with the Opportunity to Utilize Assistive Technology as an Instructional Strategy
Universal Journal of Educational Research Volume 2, Number 4, ISSN 2332-3205
With the legal mandates described in the Amendments to the Individuals with Disabilities Education Improvement Act Amendments (IDEIA) of 2004 and the No Child Left Behind Act (NCLB) of 2001, educators must meet the needs of all students in their inclusive classrooms. Today's diverse classrooms include students with a wide range of abilities. The rise in diversity of America's classrooms makes differentiation, accommodating, and modifying instruction imperative for learner success. Assistive technology (AT) is at the forefront of services for students as a means to meet the individual needs of students when appropriate. The key to teacher and student success is training and knowledge of the educators as it relates to the implementation of AT. This begins with educators at the pre-service level. University teacher education programs must take the necessary steps to ensure their graduates are equipped with the skills needed to make instruction effective for all students. This process can not be done without the proper background knowledge and training in the area of AT.
Crider, T.K., Johnston, L., Rutledge, V., Doolittle, A.L. & Beard, L. (2014). Assistive Technology at the University of Tennessee-Chattanooga: Providing Pre-Service Educators with the Opportunity to Utilize Assistive Technology as an Instructional Strategy. Universal Journal of Educational Research, 2(4), 326-329.