Integrating New Instructional Assistive Technology to Support Academic and Behavioural Instruction for Students with...

Area of Science:

• Special Education
• Human-Computer Interaction
• Educational Technology

Background:

• Assistive Technology (AT) is crucial for students with Learning Disabilities (LD) to address academic skill gaps.
• Barriers exist for educators integrating AT, including technology acceptance and training needs.
• Existing one-to-one instruction models require effective AT integration strategies.

Purpose of the Study:

• To explore a model for supporting in-service educators in integrating AT into special education.
• To enhance the use of AT within existing academic and behavioral one-to-one instruction for students with LD.
• To address challenges in AT adoption by in-service educators.

Main Methods:

• A co-design approach and human-centered design methodology were applied.
• Partnership between a nonprofit, a university social robotics lab, and educators.
• Incorporated a technology acceptance model to guide integration.

Main Results:

• The model facilitated the integration of AT into existing instructional programs.
• Educator technology acceptance and confidence in using AT were enhanced.
• The co-design process fostered successful AT implementation in special education settings.

Conclusions:

• The explored model effectively supports educators in integrating AT for students with LD.
• Addressing technology acceptance and providing targeted training are key for successful AT adoption.
• Collaborative, human-centered approaches are vital for advancing AT in special education.