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Parental and Teacher Perspectives on...

ProQuest Information and Learning Co.

Parental and Teacher Perspectives on Assistive Technology.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Parental and Teacher Perspectives on Assistive Technology./
作者:	Peterson, Darrell Howard.
面頁冊數:	1 online resource (142 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
標題:	Educational technology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355319170

Parental and Teacher Perspectives on Assistive Technology.
Peterson, Darrell Howard.

Parental and Teacher Perspectives on Assistive Technology. - 1 online resource (142 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)--University of Minnesota, 2017.

Includes bibliographical references

The Individuals with Disabilities in Education Act (IDEA) of 1997 demands that assistive technology be considered for all students with disabilities, yet it is vastly underutilized amongst people with mental retardation (Arc, 1993; Wehmeyer, 1995), learning disabilities (Jeffs, Behrmann, & Bannan-Ritland, 2006; Lewis, 1998; Raskind, Higgins, Slaff, & Shaw, 1998), and infants and toddlers (Dugan, Campbell, & Wilcox, 2006; Wilcox, Guimond, Camhpbell, & Moore, 2006). This underutilization may be depriving these students of important tools that can help them achieve their potential. Why is this happening?

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355319170Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

Parental and Teacher Perspectives on Assistive Technology.
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100 1 $a Peterson, Darrell Howard. $3 1189030
245 1 0 $a Parental and Teacher Perspectives on Assistive Technology.
264 0 $c 2017
300 $a 1 online resource (142 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Advisers: Aaron Doering; Charles Miller.
502 $a Thesis (Ph.D.)--University of Minnesota, 2017.
504 $a Includes bibliographical references
520 $a The Individuals with Disabilities in Education Act (IDEA) of 1997 demands that assistive technology be considered for all students with disabilities, yet it is vastly underutilized amongst people with mental retardation (Arc, 1993; Wehmeyer, 1995), learning disabilities (Jeffs, Behrmann, & Bannan-Ritland, 2006; Lewis, 1998; Raskind, Higgins, Slaff, & Shaw, 1998), and infants and toddlers (Dugan, Campbell, & Wilcox, 2006; Wilcox, Guimond, Camhpbell, & Moore, 2006). This underutilization may be depriving these students of important tools that can help them achieve their potential. Why is this happening?
520 $a To answer that question, I undertook a Grounded Theory study (Strauss and Corbin, 1990) to obtain a detailed description of the perception parents and special education teachers have of assistive technology for students with cognitive disabilities such as, but not limited to, Autism, ADD/ADHD, or FASD. That perception can have a very real impact on the utilization of assistive technology utilization.
520 $a The results of this study have implications for creating a new emphasis on assistive technology in teacher preparation programs and teacher professional development. Beyond teacher preparation and development, the results of this study also suggest a new framework for how schools fund and support assistive technology in their special education programs.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational technology. $3 556755
650 4 $a Special education. $3 567627
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0529
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Minnesota. $b Education, Curriculum and Instruction. $3 1179992
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10600110 $z click for full text (PQDT)

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