Teachers' Use of Assistive Technologies in Education

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dc.contributor.author Donne, Vicki
dc.contributor.author Hansen, M.
dc.date.accessioned 2019-02-22T15:17:06Z
dc.date.available 2019-02-22T15:17:06Z
dc.date.issued 2017
dc.identifier.citation Donne, V., & Hansen, M. (2017). Teachers' use of assistive technologies in education. In Tomeo, L. (Ed.), Exploring the New Era of Technology-Infused Education (pp. 86-101). Hershey, PA: IGI Global. en_US
dc.identifier.uri http://hdl.handle.net/11347/287
dc.description.abstract Today's educational landscape is complex and ever-changing. Technology continues to develop and advance the quality and scope of instructional methods being utilized across educational settings. At the same time, inclusive education, where persons with disabilities are included into general education classrooms, has become a world-wide initiative. Yet access of students with a disability to assistive technologies, which constitute equipment, devices, or software used to increase, maintain, or improve their capabilities, is limited. Limited student access is due to in part to both limited teacher knowledge of and access to such assistive technologies. Even in the business education curriculum where technology courses are offered, teachers are not using potentially helpful technologies for student ith a disability who are included in their classrooms. To that end, this chapter reports on business educators' knowledge, use, training and preparation related to teaching students with a disability. Findings indicated additional education in the availability and use of technology and assistive technology are needed. en_US
dc.language.iso en_US en_US
dc.publisher IGI Global en_US
dc.title Teachers' Use of Assistive Technologies in Education en_US
dc.type Book chapter en_US

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