Assistive technology (AT) has the potential to transform educational experiences for students with disabilities by improving communication, access, mobility, and learning. Yet despite the availability of state-supported AT resources in Tennessee, many special education teachers remain unaware of these tools and services, limiting their ability to effectively support their students.
A recent study conducted by Vanderbilt Kennedy Center member Alexandra Da Fonte, Ph.D., and colleagues at the University of North Texas, reveals significant gaps in special education teachers’ awareness and use of assistive technology services in Tennessee. The findings raise important questions about how information about the state’s assistive technology services and devices are communicated, and how those resources are accessed and implemented in public schools.
The research team surveyed special education teachers across Tennessee to examine their awareness, use, and access to the state’s assistive technology resources. The majority of participants had degrees in special education and represented a range of licensure types, teaching experiences, and geographic areas, including rural, suburban, and urban school settings.
The survey focused on the special educators’ awareness of the Tennessee Technology Access Program (TTAP), the state’s primary AT service provider, and collected data on the utilization of TTAP services and equipment. The survey also assessed access to personnel, devices, and training within their school districts, and researchers explored how Tennessee’s services compare to those in similar states.
Alexandra Da Fonte, Ph.D.
“The study revealed several concerning trends,” said Da Fonte. “Many teachers simply didn’t know about TTAP. In fact, 63% were unaware of the program at all. Among the few who did know about it, only 3.7% had ever used its services. Teachers who were familiar with TTAP often held specialized credentials in low-incidence disabilities, suggesting they may have gained exposure through related services like occupational or speech therapy. Additionally, over 80% of respondents reported lacking access to AT personnel or equipment in their school districts, and 96% reported no access to training.”
Da Fonte says the disconnect is particularly striking given TTAP’s performance. In 2023, Tennessee provided more device demonstrations than states with similar populations, like Arizona and Indiana and had a strong record in device reutilization. Yet device loans, which are crucial for trial and evaluation, lagged significantly behind.
“Tennessee’s dual-agency structure (TTAP and the Tennessee Technical Assistance Network or TN-TAN) offers a unique opportunity for collaboration,” said Da Fonte. “While the infrastructure is in place, this study underscores the urgent need to bridge the awareness gap among educators. With coordinated efforts, Tennessee can ensure its assistive technology services reach the students and teachers who need them most.”
For more information, contact Alexandra Da Fonte at alexandra.dafonte@vanderbilt.edu
Top photo by DYNAVOX
