Facilitating assistive technology use for students with literacy difficulties

Insights from Irish post-primary teachers

Abstract

Digital technologies offer transformative opportunities for students with literacy-impacting disabilities. However, there has been limited research on how to effectively use such technology in the classroom to support learners with specific learning difficulties (SpLD). This study investigated the experiences of post-primary teachers in Ireland in facilitating the use of assistive technology (AT) for students with literacy challenges.

Semi-structured interviews were conducted with ten Irish post-primary teachers who are experienced in using assistive technology in their classrooms. Reflexive thematic analysis was employed to analyse the data.

From this analysis, three major themes were developed: the impact on students, teaching strategies, and the Irish second-level education system. Participants identified barriers to technology use for their students and shared practices they had developed to maximize the effectiveness of AT within the constraints of the school environment.

Success factors for utilizing AT include social, psychological, pedagogical, technological, and logistical considerations. Teachers require resources, including national guidance on technology-enhanced pedagogy and sustained learning opportunities including collaboration with peers.