Dimensions underlying assistive technology (AT) practices and quality of AT outcomes

What is it about?

Toward meeting the need for empirically supported study related to the quality of assistive technology (AT) outcomes from the perspective of professors preparing preservice teachers for careers in special education, this study validated items for AT evaluation. In doing so, this investigation offers guidelines, or quite possibly a preliminary model, that can be used to promote high-quality AT practices for students with special needs.

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Why is it important?

The need for the valid measurement of AT devices and service outcomes as a quality indicator in special education has been widely expressed. Although this need has been well documented, outcome assessments related to quality AT have lacked satisfactory validation processes or theoretical models to measure AT outcomes. Furthermore, research conducted on outcomes assessment and validation of AT measures has focused on examining the quality of AT from the user’s perspective rather than other equally important points of view, such as experienced educators at the secondary level preparing preservice special education teachers. Although more research is needed, this investigation revealed 4 underlying dimensions and 11 clusters representing quality of AT outcomes that show applicability to evidence-based AT implementation. These findings could possibly lend to the development of a framework to help teach AT evaluation to those preparing to work with students with mild to moderate disabilities.

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