DescriptionAssistive technology (AT) is any device used to increase, maintain, or improve the
functional capabilities of a child with a disability. By decreasing students’ dependence
on others, AT can increase the likelihood of functional independence and, consequently,
increase the possibility of inclusion in the general education setting. Current AT use, AT
decision-making practices, and barriers and facilitators to effective AT implementation in
New Jersey public schools were investigated through survey and interviews. Directors of
Special Services were randomly selected and then asked to complete a survey.
Quantitative analysis of data revealed trends in AT use, correlations between various
aspects of AT implementation and district factors (socioeconomic status and size), and
the impact of district factors on AT implementation. Eight directors were randomly selected to participate in follow-up interviews, and the collected data were qualitatively analyzed using a Grounded Theory approach. Findings indicated that a wide variety of
AT is used, but often only by a small percentage of special education students, and more
often in restrictive than inclusive settings. Significant relationships were identified
between district size and setting of AT use, as well as between socioeconomic status and
purposeful use of AT for inclusion. Major facilitators and barriers to effective AT
implementation were identified. Knowledgeable personnel, funding, and teacher buy-in
were all revealed to be critical to successful AT implementation. Based upon these
findings, the investigator made training and practice recommendations for New Jersey
school psychologists. Training recommendations focused on education in AT, its role in
inclusion and how to apply data-based decision-making and consultation knowledge to
the AT process. Practice recommendations emphasized the use of standard procedures and data-based decision-making. Practice recommendations also centered on developing
teacher and administrator buy-in through support, collaboration, and education. This
dissertation is intended to be used for the training and practice of school psychologists, so
they can effectively address students’ AT needs, enhance special education students’
functioning and improve inclusive practices.