This mixed methods study examined the impact of a multi-faceted professional development (PD) program for preschool teachers and classroom assistants on teacher-supported assistive technology (AT) use and early literacy development of children with disabilities. Four special education preschools were randomized into intervention (2 schools, 9 teachers, 50 children) and waitlist control (2 schools, 17 teachers, 42 children) groups. The 24-week PD included online modules, coaching, and AT device kits. Pre-post gains in children's AT use and early literacy skills were analyzed using χ2 and repeated measures ANOVA. Teacher interviews and reflective commentaries were analyzed using Framework Analysis methodology. From pre- to post-test, the percent of children in the intervention group using some form of AT rose from 36 to 80%. The percent of children using AT in the control group went from 45 to 62%. The difference in change between the two groups was statistically significant, χ2 = 13.93, p=.001. Gains in early literacy skills were not significantly different across groups, F(1,90)=0.010, p=.922. Analysis of the qualitative data revealed three themes: the positive impact of AT on child engagement and participation, the importance of individualizing AT for each student, and barriers teachers faced in AT implementation. The PD program had a positive effect on children's AT use but not on gains in early literacy. Teachers' comments highlighted the nuanced relationship between AT use and literacy outcomes, suggesting the need for more targeted implementation of AT during literacy activities.
Keywords: Assistive technology; children with disabilities; early childhood; mixed methods; preschool; professional development; randomized control design.
This research emphasized the importance of a comprehensive approach to PD that involves hands-on AT experience and coaching to bolster the AT practices of early childhood educators.The multi-faceted PD provided to preschool staff increased children’s teacher-supported AT use but was not shown to result in increased gains in early literacy skills. These results highlight the need for additional focused research to elucidate how to best leverage AT to advance foundational early literacy competencies.Professional development that trains teachers and classroom assistants collaboratively as a unit promotes inclusive, empowered implementation and allows for integrated AT planning that utilizes assistants’ expanding roles vis-á-vis students with disabilities.Future research should investigate flexible coaching approaches, just-in-time learning, and train-the-trainer models that cultivate site-based AT expertise and on demand resources to provide ongoing, tailored support and build local capacity, promoting sustainability and mitigating barriers like time constraints and high teacher turnover.