Baltrusch, M. I. (2021). Writing, assistive technology, and autism in elementary education: A qualitative descriptive study (Publication No. 28643748) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations & Theses Global.

Abstract:

“The purpose of this qualitative descriptive study was to explore how special education teachers and practitioners implement assistive technologies in the general education elementary classroom to improve the writing skills of students with autism spectrum disorder (ASD). Technology, pedagogy, and content knowledge (TPACK) and Vygotsky’s social learning theories were used to support this study. Three research questions were addressed in this study. First, how do special education teachers implement assistive technologies; how do special education teachers describe the factors of integration of assistive technologies to improve the writing skills of students with ASD in the general education classroom; and what obstacles do participants face when using assistive technologies to improve the writing skills of students with ASD in the general education setting. Ten purposefully selected elementary special education teachers participated in individual interviews; four members of the district’s assistive technology team participated in a focus group discussion. Thematic analysis identified consistent patterns in participants’ responses that address the research questions. The themes identified for research question one: the function of assistive technologies and paperwork. Research question two themes: student assets and teacher knowledge. Research question three themes: logistics of implementation, lack of knowledge, and lack of funding. Participants were positive about assistive technology use. They identified that knowledge, class size, paperwork, time, and funding are obstacles that impede assistive technology implementation. Limitations include the researcher’s lack of experience in the research process. Future studies should focus on the support needed to encourage assistive technologies for students with ASD.”