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Context-situated assistive technology training and its impact on engagement, learning outcomes, and assistive technology adoption

March 2009

By Flo Brokop, Sandy McIntosh

Overview

This qualitative research study investigates a model of delivering assistive technology training to adult students with a variety of  disabilities who are enrolled in academic upgrading classes at a Canadian college. The purpose was to examine whether an academic subject context for assistive technology training delivered by Academic Strategists impacted students’ engagement in classes, independence, completion of learning outcomes, and adoption of assistive technology.
The model of assistive technology training used in this study utilized  subject area Academic Strategists to deliver assistive technology training in the context of their regularly scheduled academic strategies sessions.