Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

A Descriptive Study of Special Educator Student Teachers Using Assistive Technology

  • Tara Mason, Ph.D. (Author) University of California, Berkeley image/svg+xml
    Tara Mason, Ph.D. (she/her) is the Universal Design for Learning (UDL) Consultant for the Center for Teaching and Learning at the University of California, Berkeley. She is passionate about working on teams focused on equitable and inclusive learning environments. She holds a Ph.D. in Special Education from Texas Tech University and a Master of Education (M.Ed.) in Curriculum and Instruction from the University of Nebraska-Lincoln. Before joining UC Berkeley, she worked as a faculty member in Colorado directing a special education teacher preparation program, and prior to her university-level teaching as a K-12 educational professional. Tara's research interests primarily relate to UDL, special education, promoting equity and inclusion, mentoring, and teacher preparation.
  • Kimberly Yadon, MFA (Author) Western Colorado University image/svg+xml
    Kimberly Yadon (she/her) is the Director of the Center for Teaching, Learning, and Mentoring at Western Colorado University. As an instructor and instructive designer, Kimberly has dedicated herself to shaping innovative and inclusive educational landscapes. Her expertise extends beyond the confines of theory, reaching into the practical realm where classroom strategies meet the evolving needs of learners. With a commitment to advancing teaching responsive methodologies, Kimberly spearheads initiatives that bridge the gap between theory and practice, fostering an environment where both educators and students are equipped to adapt and excel.
DOI
https://doi.org/10.64546/jaasep.580
Abstract
This descriptive research study was done at a small, rural-serving, liberal arts university within an online, graduate-level special education teacher preparation program. Participants were graduate students (n = 9) who were provided a technology kit as a recruitment tool. All participants were completing their licensure coursework over one year in an asynchronous format while working full-time as alternative special education teachers. The descriptive research project will detail the impacts of authentic Assistive Technology (AT) use as part of the teacher preparation program. Participants received instruction on using AT for their learning and teaching, emphasizing two primary topics: multimodal literacy AT tools and AT tools for accessibility and accommodation using the features native to the devices supplied in the technology toolkit. The study’s findings provide a lens into the positive impacts of implementing AT learning throughout a teacher preparation program resulting in increased implementation and teacher self-confidence.
Keywords
Assistive Technology, Best Practices, Constructivism (Learning), Elementary Secondary Education, Graduate Students, Literacy Education
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How to Cite
Mason, T., & Yadon, K. (2025). A Descriptive Study of Special Educator Student Teachers Using Assistive Technology. Journal of the American Academy of Special Education Professionals, 20(2), 139-160. https://doi.org/10.64546/jaasep.580

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  • Submitted May 8, 2025
  • Published June 15, 2025
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