Date of Award

Winter 12-2015

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Sandra Cimbricz

Abstract

This analytical review explores the impact of assistive technology (AT) on academic achievement for students with physical, intellectual, and developmental disabilities in pre-K to 12 th -grade classrooms. Extant scholarly literature from 2010 to 2015 is examined in this analytical review. Findings indicate that when students with physical, intellectual, and developmental disabilities use AT such as iPads®, software, speech generators, electronic notebooks, and computer-assisted instruction, there was an increase in academic achievement (e.g. spelling or writing skills) and an increase in student engagement. AT may be effective for one student; however, it may not be effective for another student with the same disability. When making decisions about AT in the classroom, teachers must consider the unique, individual needs of students.

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