Technology and Special Education: Designing Effective Professional Development for Equitable and Inclusive Classrooms

• In Event: Spotlight on Technology in Special Education

Abstract

This study examined the efficacy of preparing special education teachers to be designers in special education classroom practices with the use of assistive technology (AT) in inclusive classrooms. The study used a mixed-method design to collect both quantitative and qualitative data to understand the extent to which the Innovating Instruction Model can be adapted by special education teachers as a way to improve teachers’ ability to design inquiry-based pedagogical practices. Results suggest that teachers made noticeable shifts in their consideration of using AT in designing curriculum after the professional development intervention. This research has the potential to enable special education teachers to tailor instruction for students with special needs as they design authentic, inquiry-based classroom practices using AT.

Authors

• Xiaoxue Du, Teachers College, Columbia University

• Ellen B. Meier, Teachers College, Columbia University