| Title: |
'She Became This Liaison'. Perspectives of a Preschool Community on Coaches as Brokers of Assistive Technology Access, Communication, and Support for Teachers and Caregivers of Children with Disablities |
| Language: |
English |
| Authors: |
Lydia Ocasio-Stoutenburg (ORCID 0000-0003-3760-4476); Christina Nunez; Christina Sudduth (ORCID 0000-0001-6117-9786); Ana Nevares; Nancy Cruz; Austin Garilli; Karla Armendariz; Ruby Natale; Michelle Schladant |
| Source: |
International Journal of Inclusive Education. 2025 29(11):2064-2089. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
26 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Department of Education (ED) |
| Contract Number: |
H327S160017 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Preschool Education |
| Descriptors: |
Preschools; Preschool Teachers; Coaching (Performance); Stakeholders; Students with Disabilities; Assistive Technology; Intervention; Educational Legislation; Equal Education; Federal Legislation; Teacher Attitudes; Community Schools; Administrator Attitudes; Caregiver Attitudes; Program Implementation |
| Laws, Policies and Program Identifiers: |
Individuals with Disabilities Education Act |
| DOI: |
10.1080/13603116.2024.2337058 |
| ISSN: |
1360-3116; 1464-5173 |
| Abstract: |
While AT has been well-documented as a valuable support for disabled and nondisabled children across developmental domains and settings, several barriers to access and implementation persist. Studies have described heightened barriers for community-based preschools, whose access to AT professional development, AT resources, and practitioners with AT experience may be limited. Researchers in this qualitative inquiry engaged twenty-seven participants (teachers, teacher assistants, caregivers and administrators) to learn about their experiences of an AT intervention programme over a 2-year period. Using Constructivist Grounded Theory Methodology, we analysed data from focus groups and semi-structured interviews, generating five themes. Members of the school community valued the programme's AT coaches, whose presence, affective style and actions promoted their confidence using AT. While the COVID-19 pandemic impacted both programme delivery and participants' experiences, the programme and its coaches helped bolster technology and communication access in unanticipated ways. Insights from this inquiry emphasise the important, yet often understated role of building relationships with all participants when delivering community-based preschool interventions, invaluable in meeting the holistic needs of children, as well as the practitioners and families who support them. Notably, AT coaches were perceived as liaisons, building rapport, providing technical assistance, and sustaining connections within a school learning community. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1501696 |
| Database: |
ERIC |