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从意识到行动:特种教育教师对田纳西州辅助技术资源的了解

M Alexandra Da Fonte¹, Miriam C Boesch², Morgan A Billingslea¹

¹Department of Special Education, Vanderbilt University, Nashville, Tennessee, USA.

Assistive technology : the official journal of RESNA

|February 12, 2026

概括

大多数田纳西州的特殊教育教师都不知道田纳西州技术接入计划 (TTAP) 和其辅助技术服务. 对资源和培训的限制进一步阻碍他们使用这些重要支持.

科学领域:

辅助技术辅助技术辅助技术
特殊教育特殊教育
提供残疾人服务.

背景情况:

特殊教育教师往往缺乏辅助技术 (AT) 的知识和技能.
田纳西州技术访问计划 (TTAP) 提供AT设备贷款,演示和再利用服务.
教师对TTAP的有限认识和使用可能会影响残疾学生.

研究的目的:

评估特殊教育教师对TTAP的认识和使用情况.
评估教师获得地区AT人员,设备和培训的机会.
为了确定影响田纳西州特殊教育教师AT资源可访问性的障碍.

主要方法:

在田纳西州,对27名特殊教育教师进行了一项调查.
收集了关于TTAP的认识和使用的自我报告数据.
收集了有关获得地区AT资源和感知障碍的信息.

主要成果:

大多数教师都不知道TTAP,也没有使用其服务.
主要障碍包括时间有限和不清楚的TTAP服务条款.
教师报告说,在他们的区内,无法获得足够的AT人员,设备和培训.

结论:

田纳西州的特殊教育教师对TTAP的认识和利用程度较低.
在地区级的AT资源和对教育工作者的支持方面存在重大差距.
建议侧重于提高田纳西州学校的AT意识,使用和可访问性.

关键词:

辅助技术是指辅助技术的使用.辅助技术计划辅助技术计划设备演示设备演示设备贷款设备贷款设备的再利用,设备的再利用.特殊教育特殊教育培训培训培训培训培训培训培训

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