Understanding assistive technology (AT): Exploring the design and implementation of teaching AT within speech-language pathology, special education, occupational therapy, and curriculum and instruction programs.

Abstract

The purpose of this study is to investigate the implementation of assistive technologies (AT) (e.g. text-to-speech software, screen readers, communication devices, adaptive keyboards) in graduate courses from education programs (e.g. special education, curriculum & instruction) and rehabilitation science (e.g. speech-language pathology, occupational therapy). Then, the perceptions of graduate students in special education, curriculum and instruction, speech-language pathology, and occupational therapy programs were analyzed to determine their AT learning needs. Statistical analysis revealed that graduate students from the special education programs demonstrated differences in specific knowledge compared to those from speech-language pathology and curriculum and instruction programs. There was no statistical significance in specific knowledge of occupational therapy graduate students compared to the students from other programs. Our findings highlight the need for multidisciplinary practices and further development of AT skills across graduate programs. Interdisciplinary practices and the need to further develop graduate students' AT skills across programs were discussed.