AN EXPLORATION OF TEACHERS’ USE OF ASSISTIVE …

[Pages:186]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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ASSISTIVE TECHNOLOGY IN INCLUSIVE CLASSROOMS

Summary .................................................................................................................... 30 Methodology ................................................................................................................................. 31

Research Design......................................................................................................... 32 Research Context ....................................................................................................... 33 Participants................................................................................................................. 35 The Role of the Researcher ........................................................................................ 38 Data Collection Methods ........................................................................................... 39

Interviews with Teachers. ............................................................................ 39 Observations ................................................................................................ 40 Informal Conversations with Students and Teachers .................................. 41 Focus Group with Students.......................................................................... 42 Documents and Artifacts ............................................................................. 42 Data Analysis ............................................................................................................. 43 Trustworthiness .......................................................................................................... 45 Ethical Approval ........................................................................................................ 47 Summary .................................................................................................................... 49 Results........................................................................................................................................... 50 Teacher Interviews ..................................................................................................... 50 Question 1: What is your understanding of Universal Design for Learning? ..................................................................................................................... 54 Question 2: How did you become familiar with Universal Design for Learning? ..................................................................................................... 55

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ASSISTIVE TECHNOLOGY IN INCLUSIVE CLASSROOMS

Question 3: How has Universal Design for Learning impacted your teaching and student learning? ................................................................................... 56 Question 4: How is information presented to your students? ...................... 58 Question 5: What kinds of learning activities and assignments do students undertake? .................................................................................................... 62 Question 6: What is the range of student learning needs in your class?...... 64 Question 7: What types of assistive technology are recommended for use on students' individual education plans? .......................................................... 64 Question 8: What assistive technologies are available in the school? ......... 66 Question 9: Where is technology located in the school? ............................. 68 Question 10: What types of supports are available for using technology at your school? ................................................................................................. 70 Question 11: How is technology used at the individual and classroom level? ..................................................................................................................... 72 Question 12: What is your perception of students' adoption and use of technology to support their learning? .......................................................... 77 Observations............................................................................................................... 80 School 1: Woodridge Elementary - Mr. Thomas - Math Lesson - Variables and Equations............................................................................................... 81 School 2: Faircrest Junior High - Ms. Paul - Social Studies - Tourism iBook Cross-curricular Research Project. .............................................................. 86 School 3: Eastcoast Elementary - Ms. Ennis - Language Arts ? Daily 5. ... 93 Focus Groups ........................................................................................................... 100

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ASSISTIVE TECHNOLOGY IN INCLUSIVE CLASSROOMS

School 1: Woodridge Elementary - Grade 5 Students. .............................. 101 School 2: Faircrest Junior High - Grade 7 Students. ................................. 103 School 3: Eastcoast Elementary - Grade 4 Students.................................. 105 Summary .................................................................................................................. 107 Discussion ................................................................................................................................... 109 Redefining Assistive Technology in the Inclusive classroom ................................. 110 Professional Development through Continuous Communication and Collaboration .................................................................................................................................. 112 Challenges with Implementing Assistive Technology in Inclusive Classes ............ 115 Student Perceptions of Using Assistive Technology as an Educational Tool ......... 117 Implications of the Results and Associated Recommendations............................... 118 Limitations of the Current Study ............................................................................. 122 Recommendations for Future Research ................................................................... 123 Concluding Comments............................................................................................. 125 References................................................................................................................................... 127 Appendixes ................................................................................................................................. 136

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