Intellectual Disability, Literacy, and Assistive Technology in the Community College Setting

Abstract

This pilot project utilized a mixed-methodology approach to investigating assistive technology (AT) with students enrolled in a college program for students with intellectual disabilities. Its purpose was the provision of AT-based software, training, and support to examine changes related to academic learning and independence. Twelve college student participants were assessed using pre- and post-intervention assessment tools. Six student participants and five front-line Learning Facilitators also participated in focus groups. Focus group data were analyzed inductively resulting in seven emergent themes; assessment data were analyzed statistically and showed an increased trend in scores over time.