International Journal of Special Education
A large number of special education teachers in the United States are prepared in alternative certification programs and insufficient empirical information exists regarding their knowledge of assistive technology. The purpose of this study was to conduct a preliminary investigation of alternatively licensed special education teachers' knowledge, experience, and confidence with assistive technology. One-hundred twenty-three special education teachers who were enrolled in an alternative license program were surveyed. The data indicated a significant positive relation between teachers' knowledge/usage and their confidence with assistive technology (r = .74; p < .01). In addition, the extent to which the teachers' perceived barriers to integrating assistive technology in the classroom were moderated by their level of confidence. The results are presented in the context of building special education teachers' knowledge and skills as well as affective issues regarding assistive technology.
Original Publication Citation
Bell, S.M., Cihak, D.F., & Judge, S. (2010). A preliminary study: Do alternative certification route programs develop the necessary skills and knowledge in assistive technology? International Journal of Special Education, 25(3), 110-118.
Bell, Sherry Mee; Cihak, David F.; and Judge, Sharon, "A Preliminary Study: Do Alternative Certification Route Programs Develop the Necessary Skills and Knowledge in Assistive Technology?" (2010). Communication Disorders & Special Education Faculty Publications. 7.