Accessing and Implementing Assistive Technology in a K-4 School

Date of Award

Spring 5-10-2024

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Marci Glessner


Assistive Technology, Special Education, Collaboration, Training


Assistive technology (AT) has been proven to improve both functional and academic performances of students with disabilities. Jones, et al. (2021) highlighted that AT supports students in the classroom by providing accommodations where it is needed to help the success of those using the tools. Robitaille (2010) stated “Assistive technology devices can help improve physical or mental functioning, alleviate a disorder or impairment, prevent the worsening of a condition, improve a person's capacity to learn, or even replace a missing limb” (p. 3). With the goal of helping foster a sense of independence in students, a team, including general education teachers, should determine the need for specific assistive technology to help students successfully navigate their learning environment and be engaged in the learning community. Creating this engagement and independence by requiring AT that is developmentally appropriate for the student should always be considered and offered (MDE, Assistive Technology).

It is in the best interest of all students that educators have training on tools involving AT, have knowledge of the variety of resources available for navigating AT, and understand how to implement AT (Marsh et al., 2021). To support this, the researcher conducted a review of the literature and created an educator training module designed to further develop educator’s knowledge of assistive technology (AT) as a whole; it included information of the challenges and benefits of AT within an educational setting and the collaborative process used for assessing and determining a student’s need for AT. The training also highlighted a variety of tools that can support students in gaining access to learning as well as support educators in accessing such tools within the state of MN.

Abstract only: No full text available.