Designing professional development for special education teachers: Effects on assistive technology competency in developing inquiry-based student experiences

Abstract The Professional Development (PD) intervention in this study introduced special education teachers to inquiry-driven practices utilizing assistive technology (AT) to support student diverse learning needs. The study followed multiple case study research design to examine changes in AT competency and mindset of three special education teachers participating in PD. Findings showed that the structure and content of PD supported development of special education teachers’ competency in designing AT-infused inquiry-based experience for students with disabilities. It also affected changes in teachers’ mindset from thinking about their students as incapable individuals to recognizing their academic abilities as they engaged in inquiry-based learning experiences.