Impact of Assistive Technology Devices for Students Identified with a Disability and an Academic Need in Reading
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The construct of the American classroom has changed. Various legislation that exists mandates that all students are entitled to a free appropriate public education in the least restrictive environment. Students that have been identified with a disability are often now able to be educated in a general education classroom however various supports are put into place to bridge the gap between students with disabilities and their peers. Assistive technology is a support that is legally required to be considered for every student that has been identified as disabled. This study examines the impact that assistive technology devices have for students identified with a disability and an academic need in reading. The quantitative measures that were employed during this study were paired samples t-test, independent samples t-test and one-way ANOVA. There were no significant differences noted in academic student growth for any of the statistical tests that were completed. This is not to say that there were not individual student gains made within the data, but that such gains were too small to demonstrate a significant difference at the .05 level of probability. The results of this study support the fact that an ongoing process of research is essential to ensure that a positive impact on student achievement exists due to the rapid development and changes within software and devices.