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

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.