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Integrating New Instructional Assistive Technology to Support Academic and Behavioural Instruction for Students with Learning Disabilities

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Title: Integrating New Instructional Assistive Technology to Support Academic and Behavioural Instruction for Students with Learning Disabilities
Language: English
Authors: Shruti Chandra (ORCID 0000-0003-2042-8875), Jennifer Fane, Negin Azizi, Mike McKenzie-Gray, Melissa Sager, Kerstin Dautenhahn
Source: Journal of Special Education Technology. 2026 41(1):140-149.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Assistive Technology, Educational Technology, Students with Disabilities, Learning Disabilities, Individualized Instruction, Technology Integration, Robotics, Interaction, Behavior Modification, Positive Reinforcement
DOI: 10.1177/01626434251314042
ISSN: 0162-6434
2381-3121
Abstract: Assistive Technology can be a highly effective tool in supporting students with Learning Disabilities (LD) in addressing foundational academic skill gaps as part of academic and behavioural one-to-one instruction. However, there are barriers to administrators wanting to equip in-service educators to integrate assistive technology into special education contexts, such as in-service educators' technology acceptance and the need for effective in-service training. This article explores a model for supporting in-service educators to integrate assistive technology into an existing academic and behavioural one-to-one instruction program for students with LD through a partnership with a nonprofit educational provider and a university's social robotics laboratory. We applied a co-design approach and followed a human-centred design methodology, incorporating a technology acceptance model to support educators in broadly integrating assistive technology into existing research-based programs for students with LD.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496955
Database: ERIC
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  Data: Integrating New Instructional Assistive Technology to Support Academic and Behavioural Instruction for Students with Learning Disabilities
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  Data: <searchLink fieldCode="AR" term="%22Shruti+Chandra%22">Shruti Chandra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2042-8875">0000-0003-2042-8875</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+Fane%22">Jennifer Fane</searchLink><br /><searchLink fieldCode="AR" term="%22Negin+Azizi%22">Negin Azizi</searchLink><br /><searchLink fieldCode="AR" term="%22Mike+McKenzie-Gray%22">Mike McKenzie-Gray</searchLink><br /><searchLink fieldCode="AR" term="%22Melissa+Sager%22">Melissa Sager</searchLink><br /><searchLink fieldCode="AR" term="%22Kerstin+Dautenhahn%22">Kerstin Dautenhahn</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Technology%22"><i>Journal of Special Education Technology</i></searchLink>. 2026 41(1):140-149.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Assistive Technology can be a highly effective tool in supporting students with Learning Disabilities (LD) in addressing foundational academic skill gaps as part of academic and behavioural one-to-one instruction. However, there are barriers to administrators wanting to equip in-service educators to integrate assistive technology into special education contexts, such as in-service educators' technology acceptance and the need for effective in-service training. This article explores a model for supporting in-service educators to integrate assistive technology into an existing academic and behavioural one-to-one instruction program for students with LD through a partnership with a nonprofit educational provider and a university's social robotics laboratory. We applied a co-design approach and followed a human-centred design methodology, incorporating a technology acceptance model to support educators in broadly integrating assistive technology into existing research-based programs for students with LD.
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        Value: 10.1177/01626434251314042
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      – Text: English
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        PageCount: 10
        StartPage: 140
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      – SubjectFull: Educational Technology
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Learning Disabilities
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      – SubjectFull: Individualized Instruction
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      – SubjectFull: Behavior Modification
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      – TitleFull: Integrating New Instructional Assistive Technology to Support Academic and Behavioural Instruction for Students with Learning Disabilities
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