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Federal laws require teachers to understand the special needs of their students and provide the best possible education for them. However, many teachers have completed their preservice education without the requisite skills to implement assistive technology to support exceptional students. These teachers have become dependent upon professional development (PD) to gain these skills. This article will describe the comprehensive prescription developed to evaluate a school district’s PD program. The results of this evaluation identify strengths of the program and areas of improvement to counter the limitations.
David N. Schaaf (Mon,) studied this question.