Assistive technology implementation in the mainstream classroom for students with learning difficulties
Corr, Alexandra (2021)
2021
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2021120924710
https://urn.fi/URN:NBN:fi:amk-2021120924710
Tiivistelmä
The current redevelopment of the Irish primary curriculum supports the principles of the Universal Design for Learning, facilitating accessibility, and equal opportunities for engagement and expression for all students. Universal Design for Learning is about leveraging technology in the curriculum to foster a truly inclusive learning environment. A lack of AT implementation and utilisation in mainstream schools has been identified in Ireland. A teacher survey identified the lack of assistive technology utilisation in a primary school in Ireland. This study aims to determine how assistive technology can be implemented in this mainstream classroom to support students with learning difficulties. Specifically, it explores the training, planning and utilisation of assistive technology for students with literacy needs. It aims to analyse these aspects of implementation, as well as the benefits, challenges and barriers to implementation to support this school in implementing an action plan for assistive technology for students with special educational needs.
An action research was carried out in this mainstream primary school, where 10 students with learning difficulties and their 5 class teachers were involved in an assistive technology implementation trial. The teacher-researcher practiced autoethnography by reflecting on the assistive technology training and observations in the classrooms. Semi-structured interviews were conducted with the 5 teachers and surveys were administered to the 10 students, using thematic and cross-tabulation analyses.
The results suggest that assistive technology can be implemented in the mainstream classroom to benefit students with learning difficulties when relevant student and teacher training is given on the utilisation and planning of assistive technology. The study indicates the importance of teacher and student reflection in identifying the challenges and barriers of implementation. The study concludes with the significance of addressing and communicating educators’ and students’ feelings and recommendations about assistive technology for effective implementation.
Confidential information in relation to the school, staff and students has been removed from this thesis.
An action research was carried out in this mainstream primary school, where 10 students with learning difficulties and their 5 class teachers were involved in an assistive technology implementation trial. The teacher-researcher practiced autoethnography by reflecting on the assistive technology training and observations in the classrooms. Semi-structured interviews were conducted with the 5 teachers and surveys were administered to the 10 students, using thematic and cross-tabulation analyses.
The results suggest that assistive technology can be implemented in the mainstream classroom to benefit students with learning difficulties when relevant student and teacher training is given on the utilisation and planning of assistive technology. The study indicates the importance of teacher and student reflection in identifying the challenges and barriers of implementation. The study concludes with the significance of addressing and communicating educators’ and students’ feelings and recommendations about assistive technology for effective implementation.
Confidential information in relation to the school, staff and students has been removed from this thesis.