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dc.contributor.authorBarber, Krystal
dc.date.accessioned2021-09-07T21:49:10Z
dc.date.available2021-09-07T21:49:10Z
dc.date.issued2009-11-11
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5349
dc.description.abstractAssistive technology has been an essential part of society. People use assistive technologies at many different times within the normal course of a day without their knowledge. Educators can use assistive technologies to aid their students with disabilities and without disabilities. Assistive technology devices can be used to bridge the physical, sensory, or cognitive impairments within the mathematical classroom. This study shows the connections between the use of assistive technology in an inclusion mathematics classroom and their academic achievement, self perceived satisfaction, and teacher's perception of the effectiveness. Assistive technologies proved to be noteworthy when used in the inclusive, secondary mathematics classroom.
dc.subjectBrockport Education Thesis
dc.subjectAssistive Technology
dc.subjectDevices
dc.subjectSecondary Mathematics
dc.titleThe Effectiveness of Assistive Technology in the Inclusive, Secondary Mathematics Classroom
dc.typethesis
refterms.dateFOA2021-09-07T21:49:10Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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