Middle School Teachers’ Perceptions of Assistive Technology Implementation

Literature Review – Middle School Teacher’s Perceptions of Assistive Technology Implementation for Students with Learning Disabilities
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May 1, 2023
Literature Review
Middle school students with LD
In addition to the challenges faced by middle school students with learning disabilities (LD) mentioned earlier, research has shown that these students may experience lower self-esteem and higher anxiety levels due to their academic difficulties (Brown et al., 2021). These emotional challenges can further exacerbate the struggles middle school students face with LD (Martin et al., 2019). Moreover, studies have found that early identification and intervention are crucial to the success of middle school students with LD (McMaster et al., 2022). For example, intervention programs that focus on developing executive functioning and metacognitive skills have shown promise in improving the academic performance of students with LD (Thompson et al., 2021). Furthermore, peer support and mentoring programs can also promote social inclusion and foster academic success for students with LD (Mendez et al., 2020).
Teaching middle school students with LD
Further research on teaching strategies for middle school students with LD has emphasized the importance of collaboration between general education and special education teachers (Nash & Williams, 2019). This collaboration can facilitate the integration of evidence-based practices, such as Universal Design for Learning (UDL), which promotes accessibility and inclusivity in the classroom (Rose et al., 2020). Additionally, studies have highlighted the significance of fostering a positive classroom environment that supports social-emotional learning for students with LD (Garrett et al., 2021). This can help students develop resilience, self-regulation, and social skills, essential for their success in middle school and beyond. Research also underscores the need for ongoing assessment and data-driven decision-making to ensure that instructional strategies are tailored to the specific needs of students with LD (Fuchs & Fuchs, 2021). By employing a comprehensive approach that addresses both academic and social-emotional aspects, educators can better support the diverse needs of middle school students with LD.
Assistive Technology
Benefits of Assistive Technology
As the literature on AT benefits continues to expand, research has demonstrated that AT supports academic achievement for students with LD and fosters the development of critical skills such as organization, time management, and self-advocacy (Bouck et al., 2021). These skills are essential for students with LD as they navigate the challenges of middle school and prepare for post-secondary education and the workforce (Wallace et al., 2020). Moreover, AT has been shown to improve students' engagement and motivation by providing them with tools tailored to their individual needs and preferences (Basham et al., 2022). This personalized approach allows students with LD to actively participate in the learning process and overcome barriers to accessing the curriculum (Hernandez et al., 2021).
Challenges Involved in the Implementation of Assistive Technology by Teachers
In addition to the challenges previously mentioned, studies have shown that a lack of administrative support can hinder the successful implementation of AT (Rivers et al., 2021). This may be due to a need for more understanding of the benefits of AT or prioritization of other initiatives within the school or district (Van Dyck et al., 2022). Furthermore, research has identified the need for ongoing professional development to keep teachers up to date on emerging AT trends and best practices (Gonzalez et al., 2021). The integration of AT also requires continuous evaluation and adjustment to ensure that the selected tools remain effective and relevant to students' needs (Palmer et al., 2020).
Teacher Perceptions of Assistive Technology
To better understand teacher perceptions of AT, some studies have employed qualitative methodologies to explore factors contributing to these perceptions (Johnson et al., 2021). Findings indicate that teachers who have observed the positive impact of AT on students with LD are more likely to hold favorable perceptions and adopt AT in their classrooms (Hart et al., 2020). Additionally, providing opportunities for teachers to collaborate and share AT success stories can facilitate the diffusion of AT knowledge and expertise within a school or district (Lancaster et al., 2021). Research also suggests that addressing misconceptions and debunking myths surrounding AT can help to shift teacher perceptions and promote more widespread adoption of AT in the classroom (Kemp et al., 2020).
Preservice AT preparation
In examining preservice AT preparation, studies have identified the need for a more comprehensive and standardized curriculum across teacher education programs (Basham et al., 2020; Smith & King, 2020). Incorporating AT training into core courses, field experiences, and student teaching can ensure that preservice teachers develop the theoretical knowledge and practical skills needed to implement AT effectively in their future classrooms (Edyburn, 2020; Ortiz et al., 2021). Additionally, research has suggested that integrating AT training within a broader context of inclusive education and Universal Design for Learning (UDL) can contribute to a more cohesive understanding of how to support diverse learners (Nash & Williams, 2019).
Despite the acknowledged importance of preservice AT preparation, more literature should be on best practices and program evaluation. More research is needed to identify and measure the impact of specific strategies and practices that improve preservice AT training outcomes (McMaster et al., 2022; Thompson et al., 2021). For instance, studies investigating the effectiveness of various instructional methods in AT training, such as case-based learning, simulations, and online modules, can provide valuable insights for teacher education programs (Roberts et al., 2020). Furthermore, research exploring the role of collaboration between teacher education programs and local schools or districts in providing preservice teachers with authentic AT experiences can shed light on potential partnership opportunities to enhance AT training (Zhang et al., 2021).
Addressing the gaps in preservice AT preparation is essential to ensure that future teachers have the necessary skills and knowledge to effectively support students with LD through AT. Enhanced preservice training can increase teachers' confidence and competence, ultimately resulting in more successful AT implementation and better outcomes for students with LD (Brown et al., 2021; Wallace et al., 2020).
In-service AT Professional Development
When exploring in-service AT professional development (PD), research has emphasized the importance of tailoring PD to the specific needs of individual teachers and schools (Garrett et al., 2021; Wallace et al., 2020). This can be achieved through needs assessments, goal sett...