Twenty-Five Years Later: How is Technology Used in the Education of Students with Disabilities

1. Twenty-Five Years Later: How is Technology Used in the Education of Students with Disabilities Cindy Okolo Michigan State University okolo@msu.edu Jeff Diedrich Michigan’s Integrated Technology Supports jeff.diedrich@gmail.com

2. Assistive Technology & the IEP

3. Consideration AT devices and services must be considered Document Specify as components of the IEP Accessible Instructional Materials Research suggests process of AT consideration is imprecise and unpredictable Data shows AT is underutilized (dating back to ‘90s)

4. Consideration AT devices and services must be considered Document Specify as components of the IEP Accessible Instructional Materials Research suggests process of AT consideration is imprecise and unpredictable Data shows AT is underutilized (dating back to ‘90s)

5. Consideration AT devices and services must be considered Document Specify as components of the IEP Accessible Instructional Materials Research suggests process of AT consideration is imprecise and unpredictable Data shows AT is underutilized (dating back to ‘90s)

6. Consideration AT devices and services must be considered Document Specify as components of the IEP Accessible Instructional Materials Research suggests process of AT consideration is imprecise and unpredictable Data shows AT is underutilized (dating back to ‘90s)

7. Consideration AT devices and services must be considered Document Specify as components of the IEP Accessible Instructional Materials Research suggests process of AT consideration is imprecise and unpredictable Data shows AT is underutilized (dating back to ‘90s)

8. Consideration AT devices and services must be considered Document Specify as components of the IEP Accessible Instructional Materials Research suggests process of AT consideration is imprecise and unpredictable Data shows AT is underutilized (dating back to ‘90s)

9. Purpose of the Study • To get a snapshot from a broader group of stakeholders • Ever-evolving Technology Options

10. Research Questions

11. Research Questions Knowledge 1 Support 2 KNOWLEDGE What knowledge do educators have about the use of technology for students with different types of disabilities? PD 3 Tech Use 4 Decision-Making 5 Impact 6 Barriers 7

12. Research Questions Knowledge 1 Support 2 SUPPORT What are educators’ perceptions of the support they receive for using technology with students with disabilities? PD 3 Tech Use 4 Decision-Making 5 Impact 6 Barriers 7

13. Research Questions Knowledge 1 Support 2 PROFESSIONAL DEVELOPMENT What are educators’ perceptions of the need for and interest further PD? PD 3 Tech Use 4 Decision-Making 5 Impact 6 Barriers 7

14. Research Questions Knowledge 1 Support 2 TECH USE In what ways do educators use technology to assist students with disabilities? PD 3 Tech Use 4 Decision-Making 5 Impact 6 Barriers 7

15. Research Questions Knowledge 1 Support 2 DECISION-MAKING How are decisions made about technology use for students with disabilities and who is involved in these decisions? PD 3 Tech Use 4 Decision-Making 5 Impact 6 Barriers 7

16. Research Questions Knowledge 1 Support 2 IMPACT What are educators’ beliefs about the impact that technology might have on students with disabilities? PD 3 Tech Use 4 Decision-Making 5 Impact 6 Barriers 7

17. Research Questions Knowledge 1 Support 2 BARRIERS What are educators’ beliefs about barriers to more widespread technology use, and what could be done to alleviate these barriers? PD 3 Tech Use 4 Decision-Making 5 Impact 6 Barriers 7

18. Michigan Statistics 2.4 Million School Age Children 14% with an IEP Slightly more diverse than National average Lower per capita income than national average – 36th in child poverty rate

19. Instrument: 58-item Survey • 15 Demographic questions • 23 Likert-Scale Items (strongly agree – strongly disagree) • 2 Questions, checklists, decision-making for AT use • 3 Open-ended questions

20. Survey Definition of Assistive Tech “As you answer these questions, think of technology as including computers, communication devices, software, the Internet, and mobile devices (such as phones). Though beneficial to students with disabilities, this survey is not investigating the use of low-tech devices and strategies.”

21. Survey Type & Distribution • Online survey tool, link sent: • Directly to listservs to which we had access • To primary contact of other lists • Participants asked to share with others throughout the state

22. Data Analysis • Descriptive data on relevant items • “other” recoded where possible

23. Data Analysis • Special Ed. Teachers • Gen. Ed. Teachers • Related Service Personnel • Tech Providers • Admin. • Multiple Roles Compared outcomes for interval level data among 6 categories of respondents

24. Data Analysis Category 2 Category 1 Category 3 Inductive categorization for open-ended questions

25. Respondents 1,143 Usable Surveys (95 eliminated)

26. Respondents 1,143 Usable Surveys (95 eliminated) 90% worked with at least one student with a disability; Most taught more than one category of disability

27. Respondents 1,143 Usable Surveys (95 eliminated) 73% had over 10 years experience 74% had a masters degree or higher 90% worked with at least one student with a disability; Most taught more than one category of disability

28. Respondents 1,143 Usable Surveys (95 eliminated) 73% had over 10 years experience 74% had a masters degree or higher 90% worked with at least one student with a disability; Most taught more than one category of disability Average 1.8 professional credentials related to special ed/related service (e.g., endorsement, certificate, etc.)

29. Respondents: Primary Professional Responsibility • Administrators • 16% • General Education Teachers • 14% • Special Education Teachers • 38% • Multiple Roles • 7% • Related Service Personnel • 21% • Technology Providers • 3%

30. Respondents: Type of Community 47% 32% 15% URBAN RURAL SUBURBAN

31. Respondents: Use of Technology • 97% use every day • 91% use at least weekly to find professional resources • 47% used a lab or media center at least once a week • 96% use tech at school at least weekly when not working with students • 79% use technology at school at least weekly when working with students

32. Estimates of Students’ Technology Use • Teachers estimate that students with disabilities are more likely to use technology on a daily basis, at school, than students without disabilities • Teachers estimate that students without disabilitiesare more likely to use technology on a daily basis, at home, than students with disabilities • However, about 50% choose “don’t know”

33. SWD Use of Technology in School • ≥ WEEKLY • 38% • Access Instructional Materials in Non-Print Format • ≥ DAILY • 28% • < WEEKLY • 13% • DK • 30% • DK • 30%

34. SWD Use of Technology in School • ≥ WEEKLY • 30% • Improve Literacy Skills • ≥ DAILY • 28% • < WEEKLY • 12% • DK • 28% • DK • 28%

35. SWD Use of Technology in School • ≥ WEEKLY • 38% • Improve Communication Skills • ≥ DAILY • 30% • < WEEKLY • 13% • DK • 32% • DK • 32%

36. SWD Use of Technology in School • ≥ WEEKLY • 31% • Improve Math Skills • ≥ DAILY • 20% • < WEEKLY • 14% • DK • 43% • DK • 43%

37. SWD Use of Technology in School • ≥ WEEKLY • 26% • Reward for Good Behavior • ≥ DAILY • 26% • < WEEKLY • 11% • DK • 35% • DK • 35%

38. Self-Reported Knowledge: I Know How To Use Technology…. In my personal life M = 4.8; SD = .8 To make print materials accessible M = 3.8; SD = .9 To facilitate learning M = 3.7; SD = .9

39. Self-Reported Knowledge: I Know How To Use Technology…. To assist students with: Learning Disabilities M = 3.5; SD = 1.0 Literacy Problems M = 3.4; SD = 1.0 Cognitive Impairments M = 3.3; SD = 1.1 Communication M = 3.4; SD = 1.0

40. Self-Reported Knowledge: I Know How To Use Technology…. To assist students with: At Risk for Learning/Behavior Problems M = 3.3; SD = 1.0 Physical Impairments M = 3.0; SD = 1.1 Hearing Impairments M = 2.9; SD = 1.1 Visual Impairments M = 2.8; SD = 1.1

41. Self-Reported Knowledge: I Know How To Use Technology…. To assist students with: English Language Learners M = 2.7; SD = 1.0

42. Total Knowledge Score

43. Support for Technology Use for Students with Disabilities Know where to go M = 3.8; SD = 1.0 Can access software and apps M = 3.6; SD = 1.0 Efficiently install M = 3.3; SD = 1.2 School knowledge of technology M = 2.9; SD = 1.2

44. Support for Technology Use for Students with Disabilities School leadership M = 3.1; SD = 1.2 Adequate preparation M = 3.0; SD = 1.1 Students get needed technology M = 2.8; SD = 1.1

45. Total Support Score

46. Professional Development I would like to know more M = 4.3; SD = 4.8 I would like to attend PD sessions M = 4.2; SD = .8 I would like to use online modules/webinars M = 4.0; SD = .9

47. Total PD Score

48. Who participates in decisions about technology use? Special Education Teachers Related Service Personnel Administrators 75% 57% 56%

49. Who participates in decisions about technology use? General Education Teachers Parents AT Specialists 40% 40% 35%

50. Who participates in decisions about technology use? Students Technology Coordinators 31% 31%