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Exploring the Perceptions and Experi...

Adzei-Stonnes, Precious Nii.

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Exploring the Perceptions and Experiences of Special Education Teachers of Visually Impaired Students in Using Assistive Technology in Teaching: An Interpretive Phenomenological Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Perceptions and Experiences of Special Education Teachers of Visually Impaired Students in Using Assistive Technology in Teaching: An Interpretive Phenomenological Study./
Author:	Adzei-Stonnes, Precious Nii.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	217 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13903303
ISBN:	9781085632270

Exploring the Perceptions and Experiences of Special Education Teachers of Visually Impaired Students in Using Assistive Technology in Teaching: An Interpretive Phenomenological Study.
Adzei-Stonnes, Precious Nii.

Exploring the Perceptions and Experiences of Special Education Teachers of Visually Impaired Students in Using Assistive Technology in Teaching: An Interpretive Phenomenological Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 217 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ph.D.)--Keiser University, 2019.

This item must not be sold to any third party vendors.

Inaccessibility to assistive technologies and teachers' lack of confidence to use assistive technologies in the classroom, impact visually impaired students. This interpretive phenomenological study explored the perceptions and experiences of teachers of visually impaired students in using assistive technologies in teaching. This study was undergirded by the Unified Theory of Acceptance and use of Technology (UTAUT) framework. The participants consisted of five teachers of students with visual impairments from several school districts in Virginia, interviewed using semi-structured and unstructured interviews. The researcher analyzed the data by using the modified Van Kam method and coded the transcripts manually. Seven major themes unfolded from the analysis: lack of hands-on and in-depth assistive technology programs in pre-service training, need for hands-on professional development in assistive technologies, utilization of assistive technology in the classroom is dependent on the students, parents play a major role in the success of assistive technologies in the classroom, lack of funding/school district bureaucracy, insufficient in-service technical support, and development of independent living skills. Also, five sub-themes emerged: most teachers lack confidence in using assistive technologies, school administrators lack knowledge of assistive technologies, trouble shooting/problem solving skills, appropriate assistive technology choices, and self-confidence and self-efficacy. Visually impaired students need to gain autonomy to access information, while teachers need to find satisfaction in their abilities to support them. It behooves all stakeholders involved in vision impairments to develop best practice strategies and facilitating conditions that will motivate teachers of visually impaired students to willingly use assistive technologies in the classroom.

ISBN: 9781085632270Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Bracketing

Exploring the Perceptions and Experiences of Special Education Teachers of Visually Impaired Students in Using Assistive Technology in Teaching: An Interpretive Phenomenological Study.
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