This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Bryant, D. P. Articles by Resta, P. E. Search for Related Content PubMed PubMed Citation Articles by Bryant, D. P. Articles by Resta, P. E. Social Bookmarking                         What's this?

Infusing a Teacher Preparation Program in Learning Disabilities with Assistive Technology

Diane Pedrotty Bryant, is an assistant professor in the Department of Special Education at The University of Texas at Austin. Dr. Bryant serves as the coordinator for the Assistive and Instructional Technology Lab. Her research interests include instructional interventions and technology-related instruction for students with learning disabilities in general and special education settings. Address: Diane Pedrotty Bryant, The University of Texas, Department of Special Education, College of Education, Austin, TX 78712.

Jane Erin

Jane Erin, is an associate professor in the Department of Special Education and Rehabilitation at the University of Arizona. Her research focuses on individuals with visual impairments, and she is the author of articles and book chapters in the field of vision.

Robin Lock

Robin Lock, is an assistant professor in special education at Texas Tech University. Her research interests include instruction for children with learning disabilities, educating preservice teachers, and utilizing technology to enhance instruction for students with special needs in general education classrooms.

James M. Allan

James M. Allan, is the instructional technology coordinator for the Texas School for the Blind and Visually Impaired. He has worked with assistive technology for all disabilities for 15 years.

Paul E. Resta

Paul E. Resta, is a professor of instructional technology and director of the Learning Technology Center in the College of Education at The University of Texas at Austin. His research interests are in the areas of computer-supported collaborative learning environments and the use of telecommunications as a support system for teachers.

A recent trend in the fields of special education, rehabilitation, and technology is the development and implementation of assistive technology (AT) devices and services to assist individuals in compensating for disabilities and/or utilizing functional capabilities to meet environmental demands. AT devices and services have major implications for individuals with learning disabilities (LD) regarding life span issues, environmental and curricular accessibility, and compensatory strategies. Faculty members in higher education who are responsible for designing teacher preparation programs in LD must explore ways to structure curricula, methodologies, and practica to better prepare teachers to work with students who use AT devices to compensate for their specific learning disabilities. The purpose of this article is to describe curriculum design steps and barriers to and solutions for infusing LD teacher preparation programs with assistive technology.

Journal of Learning Disabilities, Vol. 31, No. 1, 55-66 (1998)
DOI: 10.1177/002221949803100106


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				S. Judge and K. A. Simms Assistive Technology Training at the Pre-Service Level: A National Snapshot of Teacher Preparation Programs Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, February 1, 2009; 32(1): 33 - 44. [Abstract] [PDF]

				A. C. Carey, V. DelSordo, and A. Goldman Assistive Technology for All: Access to Alternative Financing for Minority Populations Journal of Disability Policy Studies, January 1, 2004; 14(4): 194 - 203. [Abstract] [PDF]

				V. T. Zascavage and C. H. Keefe Students With Severe Speech and Physical Impairments: Opportunity Barriers to Literacy Focus on Autism and Other Developmental Disabilities, January 1, 2004; 19(4): 223 - 234. [Abstract] [PDF]

				S. J. Smith and E. D. Jones Technology Infusion: Preparing Teachers for Transition Services Through Web-based Cases Career Development for Exceptional Individuals, January 1, 1999; 22(2): 251 - 266. [Abstract] [PDF]