Teacher Credential Program Reforms Needed to Improve Assistive Technology Training for Special Education Pre-service Teachers

• In Event: Shaping Future Educators: Immersive Technologies, Equity, and Assistive Innovations

Abstract

This study explored the pivotal role of teacher credential programs and technology training in bridging these gaps and aims to determine the perceptions of preservice teachers (PSTs) on their readiness to implement AT and the uniformity of AT instruction across teaching credentialing programs. An analysis of the variations in AT training for PSTs revealed issues in standardization and their implications for pedagogical practices. The implications of these findings stressed the need for uniform, structured, and comprehensive AT training in special education teacher preparation programs to ensure educators are adequately prepared to support diverse learners. This research underscored the urgency of enhancing inclusive practices, providing comprehensive AT training to bridge educational gaps, and fostering equitable learning environments for all students.

Authors

• James Hummel, California State University - Los Angeles

• Theresa A. Meyerott, California State University - Los Angeles