Technological advancements have significantly expanded the educational opportunities available to students with disabilities. Integrating technological aids is essential to ensure educational equity for this demographic. However, despite increased efforts to enhance accessibility and positive outcomes through technology integration, limited research exists on the effective practices to improve perspectives and knowledge of college students toward assistive technology. In this study, we conducted a quasi-experimental study utilizing a pretest and posttest control group model, assessing knowledge and perspectives toward assistive technology among 114 undergraduate students enrolled in an Introduction to Special Education course at a public university in the Southeastern region of the United States. The experimental group engaged in interactive and hands-on learning experiences using assistive technology, while the control group received traditional lecture-based instruction. Results indicated that both groups had improved in perceived and demonstrated knowledge by the end of the semester, with the experimental group showing significantly greater gains. Moreover, the experimental group demonstrated more positive perspectives toward assistive technology, while the control group did not exhibit significant changes in their perspectives. These results suggest that hands-on experiences may foster greater acceptance of and more positive perspectives toward assistive technology, potentially leading to improved access, participation, and outcomes.
Park et al. (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: