Middle School Teachers’ Perceptions of Assistive Technology Implementation

Literature Review – Middle School Teacher’s Perceptions of Assistive Technology Implementation for Students with Learning Disabilities
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May 1, 2023
Literature Review
Middle school students with LD
In addition to the challenges faced by middle school students with learning disabilities (LD) mentioned earlier, research has shown that these students may experience lower self-esteem and higher anxiety levels due to their academic difficulties (Brown et al., 2021). These emotional challenges can further exacerbate the struggles middle school students face with LD (Martin et al., 2019). Moreover, studies have found that early identification and intervention are crucial to the success of middle school students with LD (McMaster et al., 2022). For example, intervention programs that focus on developing executive functioning and metacognitive skills have shown promise in improving the academic performance of students with LD (Thompson et al., 2021). Furthermore, peer support and mentoring programs can also promote social inclusion and foster academic success for students with LD (Mendez et al., 2020).
Teaching middle school students with LD
Further research on teaching strategies for middle school students with LD has emphasized the importance of collaboration between general education and special education teachers (Nash & Williams, 2019). This collaboration can facilitate the integration of evidence-based practices, such as Universal Design for Learning (UDL), which promotes accessibility and inclusivity in the classroom (Rose et al., 2020). Additionally, studies have highlighted the significance of fostering a positive classroom environment that supports social-emotional learning for students with LD (Garrett et al., 2021). This can help students develop resilience, self-regulation, and social skills, essential for their success in middle school and beyond. Research also underscores the need for ongoing assessment and data-driven decision-making to ensure that instructional strategies are tailored to the specific needs of students with LD (Fuchs & Fuchs, 2021). By employing a comprehensive approach that addresses both academic and social-emotional aspects, educators can better support the diverse needs of middle school students with LD.
Assistive Technology
Benefits of Assistive Technology
As the literature on AT benefits continues to expand, research has demonstrated that AT supports academic achievement for students with LD and fosters the development of critical skills such as organization, time management, and self-advocacy (Bouck et al., 2021). These skills are essential for students with LD as they navigate the challenges of middle school and prepare for post-secondary education and the workforce (Wallace et al., 2020). Moreover, AT has been shown to improve students' engagement and motivation by providing them with tools tailored to their individual needs and preferences (Basham et al., 2022). This personalized approach allows students with LD to actively participate in the learning process and overcome barriers to accessing the curriculum (Hernandez et al., 2021).
Challenges Involved in the Implementation of Assistive Technol...