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

Literature Review – Middle School Teacher’s Perceptions of Assistive Technology Implementation for Students with Learning Disabilities 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 (Kuriakose & Amaresha, 2023). These emotional challenges can further exacerbate the struggles middle school students face with LD (Dawes et al., 2019). Moreover, studies have found that early identification and intervention are crucial to the success of middle school students with LD (Sanfilippo et al., 2020). 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 (Zelazo & Carlson, 2020). Furthermore, peer support and mentoring programs can also promote social inclusion and foster academic success for students with LD (Duerksen et al., 2021). 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 (Jortveit & Kovač, 2021). 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 (Galkiene & Monkeviciene, 2021). Additionally, studies have highlighted the significance of fostering a positive classroom environment that supports social-emotional learning for students with LD (Alsalamah, 2023). 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 (Washburn et al., 2022). 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 (Crawford, 2022). 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 (Jones, 2023). Moreover, AT has been shown to improve students' engagement and motivation by providing them with tools tailored to their individual needs and preferences (Alkhawaldeh & Khasawneh, 2024). This personalized approach allows students with LD to actively participate in the learning process and overcome barriers to accessing the curriculum (Karagianni & Drigas, 2023). 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 (Atanga et al., 2020). 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 (Edyburn, 2020). Furthermore, research has identified the need for ongoing professional development to keep teachers up to date on emerging AT trends and best practices (Chambers, 2020). The integration of AT also requires continuous evaluation and adjustment to ensure that the selected tools remain effective and relevant to students' needs (Zabala, 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 (Önalan & Kurt, 2020). 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 (Alasmari, 2021). 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 (Yurtseven Avci et al., 2020). 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 (Banerjee et al., 2023). Preservice AT preparation In examining preservice AT preparation, studies have identified the need for a more comprehensive and standardized curriculum across teacher education programs (Alghamdi, 2022). 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 (Nelson & Voithofer, 2022). 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 (Griful-Freixenet et al., 2021) 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 (Jones 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 (Lee et al...