A Preliminary Study: Do Alternative Certification Route Programs Develop the Necessary Skills and Knowledge in Assistive Technology?

A large number of special education teachers in the United States are prepared in alternative certification programs and insufficient empirical information exists regarding their knowledge of assistive technology. The purpose of this study was to conduct a preliminary investigation of alternatively licensed special education teachers’ knowledge, experience, and confidence with assistive technology. One-hundred twenty-three special education teachers who were enrolled in an alternative license program were surveyed. The data indicated a significant positive relation between teachers’ knowledge/usage and their confidence with assistive technology (r = .74; p < .01). In addition, the extent to which the teachers’ perceived barriers to integrating assistive technology in the classroom were moderated by their level of confidence. The results are presented in the context of building special education teachers’ knowledge and skills as well as affective issues regarding assistive technology . The shortage of special education teachers is a national epidemic and affects all regions of the United States. Ninety-eight percent of school districts nationwide have shortages and the situation will continue as teacher retirement increases (Boyer & Gillespie, 2000). Due to increased retirements coupled with an inadequate supply of college students entering the teaching profession, the teacher shortage is expected to worsen, especially in special education. According to Sach in 1999, of the approximately 300,000 positions, noncertified teachers filled more than ten percent. Moreover, an additional 6,000 positions remained vacant due to lack of personnel availability. More recently, the national teacher shortage of fully certified teachers in special education has increased to over 12% (Boe & Cook, 2006; Rosenberg, Boyer, Sindelar, & Misra, 2007). The shortage of qualified teachers is persistent throughout special education and is not limited to teachers serving students with any particular disability.