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ERIC Number: EJ1053902
Record Type: Journal
Publication Date: 2014
Pages: 4
Abstractor: As Provided
ISSN: ISSN-2332-3205
Assistive Technology at the University of Tennessee-Chattanooga: Providing Pre-Service Educators with the Opportunity to Utilize Assistive Technology as an Instructional Strategy
Crider, Tiffani Kay; Johnston, Linda; Rutledge, Valerie; Doolittle, Amy L.; Beard, Larry
Universal Journal of Educational Research, v2 n4 p326-329 2014
With the legal mandates described in the Amendments to the Individuals with Disabilities Education Improvement Act Amendments (IDEIA) of 2004 and the No Child Left Behind Act (NCLB) of 2001, educators must meet the needs of all students in their inclusive classrooms. Today's diverse classrooms include students with a wide range of abilities. The rise in diversity of America's classrooms makes differentiation, accommodating, and modifying instruction imperative for learner success. Assistive technology (AT) is at the forefront of services for students as a means to meet the individual needs of students when appropriate. The key to teacher and student success is training and knowledge of the educators as it relates to the implementation of AT. This begins with educators at the pre-service level. University teacher education programs must take the necessary steps to ensure their graduates are equipped with the skills needed to make instruction effective for all students. This process can not be done without the proper background knowledge and training in the area of AT.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; Individuals with Disabilities Education Improvement Act 2004; Technology Related Assistance for Individuals with Disabilities Act
Grant or Contract Numbers: N/A