Reflections on practice: an embedded assistive technology instructional model for early childhood teacher preparation

Abstract

Abstract

As inclusive education becomes more commonplace, early childhood educators must be prepared to support children with disabilities, including having the knowledge and confidence to select appropriate assistive technology (AT). However, many teacher candidates report limited preparation in this area. This reflection on practice describes the implementation and evaluation of a new model of embedded AT instruction within an early childhood special education (ECSE) course on teacher candidates’ knowledge of and experience with AT. Sixteen candidates enrolled in a cross-listed undergraduate/graduate ECSE course completed a pre- and post-survey to assess growth in their knowledge after the AT instruction. Analysis indicates statistically significant improvements in candidates’ knowledge of AT, confidence in prior experience, and ability to identify AT examples across the AT continuum. Significant improvements were also observed in candidates’ knowledge of special education law related to AT. These findings support prior literature suggesting that embedded instruction can improve AT awareness and preparedness among teacher candidates. Implications for teacher education include integrating hands-on activities and practicum applications to build applied skills. Future inquiry should explore the long-term impact of embedded AT instruction across programs and in early childhood classroom practice, and how the model translates to larger cohorts and different programs.