Date

4-7-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Traci Eshelman

Keywords

Special Education, Assistive Technology, Students with Disabilities, Individualized Education Plan, Technology Acceptance Model

Disciplines

Special Education and Teaching

Abstract

The purpose of this qualitative single instrumental case study was to examine the perspectives of high school teachers in the Southern United States on using assistive technology (AT) in the classroom to support students with disabilities. This study was led by the technology acceptance model (TAM), which emphasized how teachers perceived the usefulness and ease of use when adopting technology into their classrooms. The central research question was: How do high school teachers in the Southern United States describe their experiences with using assistive technology to support students with disabilities in their classrooms? This qualitative study used a single instrumental case study design that involved a sample of teachers and administrators from a rural high school in the Southern United States. Data were collected through individual interviews, classroom observations, and document analysis. The data analysis process followed the outline from Yin’s case study methodology that emphasized triangulation of multiple data sources and analytic generalization. Findings revealed that teachers defined the usefulness of AT primarily through observable engagement behaviors, such as students beginning tasks independently, sustaining attention, and completing assignments, rather than through formal academic metrics, highlighting the importance of instructional context in technology acceptance.

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