Abstract:

Many researchers have called for more efforts to develop assistive technology (AT) process policies and practices to enhance the academic and behavioural performance of students with mild learning disabilities. This small scale qualitative study based in Singapore examined how a group of dyslexia specialist teachers interpret AT in terms of their beliefs, understandings and teaching practices after being trained in various assistive technology computer software. Using a grounded theory approach, their beliefs and understandings were elicited through structured questionnaires and face-to-face interviews. Teaching practices were video recorded during class observations. From the questionnaires, the teachers were shown to have identical beliefs on general teaching and learning but differing views on AT. Analysis of the interviews revealed that the teachers had a misinterpretation of the term AT to be more of a teacher’s tool rather than a tool to aid student performance. This resulted in the use of AT primarily to meet teaching demands. Analysis of the video recordings indicated although the teachers used AT to cater to individual student needs, differentiation activities were employed to manage classroom behaviour. Thus, it can be concluded that the teachers did not have a complete understanding of AT. This study has implications for special education teacher preparation programmes worldwide. A model of AT adoption is presented with together with suggestions for infusing AT in teacher education programmes.