Designing Professional Development for Special Education Teachers: Effects on Assistive Technology Competency In Developing Inquiry-Based Student Experiences

Autor/inn/en	Du, Xiaoxue; Lyublinskaya, Irina
Titel	Designing Professional Development for Special Education Teachers: Effects on Assistive Technology Competency In Developing Inquiry-Based Student Experiences
Quelle	In: Journal of Digital Learning in Teacher Education, 38 (2022) 4, S.199-210 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
DOI	10.1080/21532974.2022.2113938
Schlagwörter	Faculty Development; Special Education Teachers; Assistive Technology; Competence; Inquiry; Active Learning; Student Experience; Students with Disabilities; Teacher Attitudes; Private Schools; Urban Schools; Elementary School Teachers; High School Teachers; Deafness; Hearing Impairments; Visual Impairments; Blindness; Attitude Change + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Kompetenz; Aktives Lernen; Studienerfahrung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Private school; Privatschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; High school; High schools; Oberschule; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Visual handicap; Sehbehinderung; Blindheit; Attitudinal change; Einstellungsänderung
Abstract	The Professional Development (PD) intervention in this study introduced special education teachers to inquiry-driven practices utilizing assistive technology (AT) to support student diverse learning needs. The study followed multiple case study research design to examine changes in AT competency and mindset of three special education teachers participating in PD. Findings showed that the structure and content of PD supported development of special education teachers' competency in designing AT-infused inquiry-based experience for students with disabilities. It also affected changes in teachers' mindset from thinking about their students as incapable individuals to recognizing their academic abilities as they engaged in inquiry-based learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01