Dissertation/Thesis Abstract

What is the impact of the use of assistive technology (AT) on the attitudes about students with significant disabilities of general education teachers and nondisabled peers?
by Carter, Kelly L., M.S., California State University, Long Beach, 2013, 93; 1524181
Abstract (Summary)

This study examined the attitudes of general education teachers and nondisabled peers towards their peers with disabilities who participated in general education classes with and without the use of assistive technology. A convenience sample of three general education classrooms was the focus of this study. One classroom had a student with significant disabilities who used assistive technology participating in the classroom activities. A second classroom had a student with significant disabilities who did not use assistive technology participating in the classroom activities and a third classroom had no student with significant disabilities participating in classroom activities. Attitudes were measured through use of survey and interview instruments. All together, there were positive attitudes expressed by teachers and students without disabilities about students with disabilities participating in the general education classroom, but those students were not seen by both students and teachers as being as capable as their typical peers.

Indexing (document details)
Advisor: Coots, Jennifer
Commitee: Arora, Tina, Grenot-Scheyer, Marquita, Leonard-Giesen, Susan
School: California State University, Long Beach
Department: Special Education
School Location: United States -- California
Source: MAI 52/03M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Educational psychology, Special education
Keywords:
Publication Number: 1524181
ISBN: 9781303521584
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