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dc.contributor.authorGustafson, Glenna Scarboroughen_US
dc.date.accessioned2014-03-14T20:09:46Z
dc.date.available2014-03-14T20:09:46Z
dc.date.issued2006-04-05en_US
dc.identifier.otheretd-04162006-184823en_US
dc.identifier.urihttp://hdl.handle.net/10919/26906
dc.description.abstractAssistive technologies can aid in removing many of the barriers that students with disabilities face in todayâ s classroom. This study addressed special educatorsâ perceptions of the facilitators for the successful implementation of assistive technology devices, skills and knowledge, and need for professional development. A self reporting questionnaire was designed to collect data. The questionnaire was mailed to 1164 special educators in southwestern Virginia. Educators reported that funding, time, technical assistance, assistive technology awareness and knowledge, professional development opportunities, and administrative support were highly important facilitators to the successful implementation of assistive technology. Special educators revealed an average level of skills and knowledge and need for professional development on 25 out of 27 assistive technology competencies. Furthermore, educators reported a preference for professional development opportunities in group settings that involved hands-on learning experiences.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartGustafsonETD.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectdisabilitiesen_US
dc.subjecttechnology standardsen_US
dc.subjectIDEIA of 2004en_US
dc.subjectadult learningen_US
dc.titleThe Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginiaen_US
dc.typeDissertationen_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairAsselin, Susan B.en_US
dc.contributor.committeememberDoolittle, Peter E.en_US
dc.contributor.committeememberWilliams, Thomas O. Jr.en_US
dc.contributor.committeememberCennamo, Katherine S.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04162006-184823/en_US
dc.date.sdate2006-04-16en_US
dc.date.rdate2007-04-24
dc.date.adate2006-04-24en_US


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