AN EXPLORATION OF TEACHERS’ USE OF ASSISTIVE …

Running head: ASSISTIVE TECHNOLOGY IN INCLUSIVE CLASSROOMS

AN EXPLORATION OF TEACHERS' USE OF ASSISTIVE TECHNOLOGY IN INCLUSIVE CLASSROOMS WITHIN THE CONTEXT OF UNIVERSAL DESIGN FOR LEARNING AND

STUDENTS' RESPONSE TO THESE METHODS AND TOOLS by

? Christine Careen

A thesis submitted to the School of Graduate Studies in partial fulfillment of the requirements for the degree of

Master of Education Faculty of Education Memorial University of Newfoundland

June 2016

St. John's

Newfoundland and Labrador

ASSISTIVE TECHNOLOGY IN INCLUSIVE CLASSROOMS

Abstract Teachers must employ instructional approaches and tools that assist all students in accessing the curriculum, engaging in learning activities, and demonstrating their achievements. Universal design for learning and assistive technology make the curriculum and instructional practices accessible and engaging for all students. As there is little research examining the use of assistive technology in inclusive environments, this exploratory study uses semi-structured interviews with teachers, focus groups with students, and classroom observations to examine how elementary teachers implement assistive technology in general education classrooms within the context of universal design for learning and the supports and challenges that influence these practices. Keywords: assistive technology, instructional technology, universal design for learning, inclusive education

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ASSISTIVE TECHNOLOGY IN INCLUSIVE CLASSROOMS

Dedication I would like to dedicate this study to my supportive partner, Trevor Greeley and my inspiring daughter, Kendra Greeley. Without your unconditional love and infinite support, completion of this project simply would not have been possible. This Master's thesis is also dedicated to my loving mother, Margaret, who has always been my greatest advocate and a vital part of my educational journey.

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ASSISTIVE TECHNOLOGY IN INCLUSIVE CLASSROOMS

Acknowledgements I would like to express my sincere appreciation to my supervisor, Dr. Gabrielle Young for her full support, expert guidance, understanding and encouragement throughout my Master's program and research study. You were instrumental in making my graduate experience an exceptional journey that has been more valuable and rewarding than I would have ever thought possible. I would also like to thank all of the participants in this study. I appreciate you taking the time to speak with me, and I truly enjoyed listening and learning from each of you. Finally, I wish to thank my partner, my mom, and my daughter for their unconditional love, sacrifices, and support throughout the research process. I would not have been able to complete this thesis without your continuous support and encouragement.

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ASSISTIVE TECHNOLOGY IN INCLUSIVE CLASSROOMS

Table of Contents Abstract ........................................................................................................................................... ii Dedication ...................................................................................................................................... iii Acknowledgements........................................................................................................................ iv List of Tables ................................................................................................................................. ix List of Figures ................................................................................................................................. x List of Appendices ......................................................................................................................... xi Introduction..................................................................................................................................... 1

Research Design........................................................................................................... 4 Rationale for the Research ........................................................................................... 5 Significance of the Research........................................................................................ 6 Role of the Researcher ................................................................................................. 7 Outline of the Text ..................................................................................................... 10 Literature Review.......................................................................................................................... 11 Universal Design for Learning (UDL)....................................................................... 11

Research on Universal Design for Learning. ............................................... 14 Assistive Technology ................................................................................................. 18

Research on assistive technology for students with disabilities. ................. 19 Barriers to Assistive Technology in Inclusive Classes. ............................... 23 Relationship between Assistive Technology and Universal Design for Learning. ...................................................................................................... 24 Rethinking Assistive Technology. ............................................................... 26 Rationale for Research and the use of Appreciative Inquiry ..................................... 29

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