A Construction Study On The Assistive Technology Literacy Of Special Education Teachers

The rapid development of science and technology brings more and more convenience for people's lives. People with disabilities should not be excluded from the improvement in technology. Assistive technology helps people with disabilities overcome the barriers in livelihood, education and employment and ensure their equal rights. Education plays an important role in achieving equal rights and in laying the foundation for future success in adult life. Assistive technology palys an important role in the education of disabled people. Therefore, as a special education teacher of students with disabilities, understanding and mastering the assistive technology are closely related to the study and quality of life of students with disabilities.The assistive technology literacy of special education teachers is an important part of the special education teachers' literacy in nowadays. It involves not only the special education teachers' literacy, but also related to the overall development and progress of students with disabilities. Therefore, the construction of assistive technology literacy is particularly important.The purpose of this study is to discuss the meaning of technology literacy as well as its content and structure by reviewing previous researches and to obtain the statistics on special education teachers' acceptance of assistive technology literacy and its content and structure developed by the author to know whether it is appropriate to the special education teacher through a questionnaire survey.In this study, a questionnaire survey was conducted survey in teachers from four public and private special education schools in three districts. A total of 81 questionnaires were sent out, and 61 valid response of the questionnaire came back with an effective recovery rate of 75.31 percent. According to the analysis, the conclusions are as follows:1,special education teachers' acceptance on assistive technology literacy attitudes and skills are at a higher level than that of the field of assistive technology knowledge. Thus the field of assistive technology literacy attitudes and skills can be appropriately adapted as the content of assistive technology literacy, and assistive technology literacy knowledge should be studied in further research.2,the acceptance level of special education teachers shows no evident variation due to difference in gender, education, teaching experiences, professional background, teaching classes, and use of assistive technology by students they teach and the use of assistive technology by themselves.3, the statistics shows variations of special education teachers' acceptance level based on types of special education schools they work in, their previous experiences of assistive technology and types of disabilities their students have. The special education teachers who work in private schools, who have related assistive technology experiences and who teach students with intellectual disabilities show a higher level of acceptance on assistive technology literacy.Based on above analysis, the author put forward strategies to cultivate special education teachers' assistive technology literacy and recommendations for future research.1,the main approach to improve assistive technology literacy for special education teachers is to carry out in-service training, distance learning and develop assistive technology curriculum in colleges and universities.2, the recommendations for the future study is to take more views of teachers teaching students with visual disability, to conduct research practice and interviews.Due to limited research period, smaller sample of subjects, the researcher's lack of experience, research methods and other factors, a more in-depth follow-up study to improve the definition and content of assistive technology literacy of special education teachers and its application in practice are highly needed.