TEACHERS’ BELIEFS AND TEACHING PRACTICES REGARDING STUDENTS WITH EXCEPTIONALITIES THROUGH THE USE OF TECHNOLGY AND ASSISTIVE TECHNOLOGY IN MAINSTREAM CLASSROOMS

The present study examined teachers experiences with integrating technology devices in Canadian classrooms to support the learning of exceptional students. A large quantity of existing research speaks to technology integration, the benefits and outcomes that it has on all children. This study aimed to learn the specific technology devices including assistive technologies that are being integrated in today’s classrooms, the challenges that teachers face with technology integration and how they surpass them. This qualitative study was guided by the following question: How is a sample of elementary school teachers utilizing technology devices, including AT devices, in meaningful ways in their classroom to support children with exceptionalities? Overarching themes include the use of communicative and academic technology for students who are non-verbal, and that technology integration is best supported by a collaborative school community. Ultimately, as a beginning teacher, I anticipate to discover the learning practices and learning opportunities that I can create with technology integration, to promote an inclusive classroom regardless of the exceptionality that a student may have