Middle School Teachers’ Perception of Assistive Technology Implementation for Students with Learning Disabilities

Review of Related Literature –
Middle School Teachers’ Perception of Assistive Technology Implementation for Students with Learning Disabilities
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June 8, 2023
Conceptualization of Special Education and Learning Disabilities
At its core, special education is a form of pedagogy intricately designed to cater to the exceptional needs of students with disabilities that prevent them from partaking in the learning processes commonly offered in a traditional classroom setup. De Abreu Van Munster et al. (2019) elucidated this concept, specifying that special education aims to devise an education approach that is as unique as the students it serves. Among the myriad of disabilities that necessitate special education, learning disabilities (LD) hold a prominent position.
Learning disabilities, as Habib (2021) defined, are neurological aberrations that disrupt an individual's cognitive processes, including, but not limited to, reading, writing, comprehension, mathematics, and logical reasoning. The most critical aspect to recognize about learning disabilities is their enduring nature. They are not transitory difficulties that fade away over time; instead, they pose continuous challenges throughout the individual's life.
However, with the right scaffolding and support, individuals with LD cannot only overcome these challenges. These learners can also excel in academic pursuits and beyond, as Darling-Hammond et al. (2020) highlight. One of the pivotal pillars of this support system is assistive technology, an increasingly significant area within special education. A closer analysis of assistive technology will be discussed in greater detail in the succeeding section.
Assistive Technology and its Educational Use
Assistive technology is an umbrella term covering a wide array of software and hardware solutions designed to enhance the functional capabilities of individuals with disabilities. As Cook and Polgar (2008) underscored, the primary objective of these tools is to foster independence, thereby improving the overall quality of life of the individuals they aid. In students grappling with LD, assistive technology can amplify their academic performance by providing support to offset their learning challenges (Munyaradzi et al., 2021).
However, despite the potential benefits of these tools, the adoption and utilization of assistive technology within schools need to be more consistent (Starkey et al., 2023). These disparities are attributed primarily to obstacles such as a lack of teacher training in handling such tools, limited resources, and the fast-paced evolution of technology, which presents challenges in staying updated with the latest developments.
Additionally, this complex interplay of the conceptualization of special education, the nature of learning disabilities, and the potential yet challenged implementation of assistive technology sets the stage for the current research endeavor (Alves et al., 2020). By delving into these intricacies, we can better understand the experiences and perceptions of middle school teachers as they navigate the landscape of assistive technology implementation for students with LD.
The Role of Professional Development
Another important concept to consider is the role of professional development in teaching students with learning disabilities. Professional development (PD) stands as a critical mechanism in cultivating the advancement of professionals' knowledge, skills, and effectiveness, as eloquently explicated by Patfield et al. (2021). This progression is not confined to a single method. However, it encompasses a variety of activities, including but not limited to workshops, training courses, conferences, and collaborative and reflective forms of learning (Almusharraf & Bailey, 2021).
The significance of professional development, particularly in facilitating technology integration in classrooms, has been underlined by a growing corpus of academic literature. For instance, Koehler et al. (2014) found that teachers who participate in consistent, context-specific, and hands-on PD initiatives are more likely to reassess and transform their instructional approaches. This transformative process is not limited to pedagogical strategies alone but extends to enhanced confidence and self-efficacy in adopting and applying various technology tools (Patfield et al...