Disorders of intellectual development, or intellectual disabilities (ID), are defined as a group of conditions that lead to “significant deficits in intellectual functioning and adaptive behavior” with onset in the developmental period (WHO, 2019, code 6A00). The cognitive difficulties that accompany ID can impact an individual’s ability to function in various aspects of life, including communication, social interactions, daily living, and education (Heward et al., 2017). Given these challenges, students with ID require extensive accommodation regarding learning materials, resources, and curricular content to meet their unique developmental and educational needs (Pennington & Courtade, 2014). 

Assistive technology has long been seen as a means of improving the lives of individuals with ID, offering tools to enhance learning and independence (Martin et al., 2021). However, significant barriers remain in realizing this potential. The rapid pace of technological innovation, the associated costs, and the expertise required to effectively implement new technologies often pose considerable challenges. Teachers play a crucial role in integrating technology into educational environments, yet they frequently lack the time, resources, and knowledge to navigate and access available technologies (Johler & Krumsvik, 2024; Flanagan et al., 2013). Moreover, while the use of digital technology in classrooms is increasingly common, these tools are unlikely to be tailored to the unique needs of students with ID. As a result, students with ID are often excluded from the benefits of technology that are readily accessible to their peers without disabilities (Björnsdóttir et al., 2024). Before teachers can adopt and use assistive technology in the classroom, they must acquire sufficient knowledge to make informed decisions about which tools are appropriate for a given student.  

Much has been written about the types of knowledge required of teachers, not limited to the realm of educational technology. A range of categories or types of knowledge are described in the literature. Of relevance for the current study are the concepts of declarative and procedural knowledge (see Saks et al., 2021). Declarative knowledge refers to knowing about a subject or the “what” of a phenomenon. It focuses on understanding and describing the nature of something (e.g., facts, details). Procedural knowledge, on the other hand, is based on the idea of performance or action; it comes from the experience of the learner. In other words, procedural knowledge is practical, applied, or knowledge about the “how.” It involves the ability to use knowledge to perform tasks and solve problems. This framework provides an informative theoretical foundation to explore both what teachers know about learning technology in relation to their pupils with ID, as well as how they use this knowledge in their everyday practices.  

While research has considered how teachers select and implement digital technology for students with ID (Martin et al., 2021), the evidence-base regarding this process remains lacking (Snyder & Huber, 2019). The purpose of this study is to address this knowledge gap. Specifically, the study focuses on digital technologies that support the development of language, communication, and literacy skills. To guide this process, we developed the following research question: How do teachers describe the task of adopting and using digital technology to accommodate pupils with ID? 

The current study follows an explorative research design. Exploratory studies are often small-scale and employ qualitative methods to generate insight and information from a little explored area of research (Denscombe, 2017). This study is part of a larger project examining the use of digital technology to support students with ID in acquiring language, communication, and literacy skills. Participant selection and data collection Participants comprised 9 teachers working with students with intellectual disabilities across five Norwegian schools ranging from primary to upper secondary school. Data collection began by contacting schools, informing them about the project, and requesting that they place us in contact with teachers who work with pupils with ID. Each interview lasted approximately 45 minutes and was conducted on a video conferencing platform. The interviews were semi-structured (Ruslin et al., 2022) and followed an interview guide, leaving room for in-depth elaboration when participants or researchers felt it was necessary. The interview questions emphasized the teacher’s use of digital technology with the target group, success stories and challenges, and accessing and learning about relevant technologies to suit their students’ learning goals. Analysis Analysis involved a qualitative and inductive approach (Denscombe, 2017; Ryan & Bernard, 2003). Initially, three researchers each read the interviews individually to identify emerging themes of connection or conflict, before sharing their observations in the group. Based on these discussions, we identified over-arching themes while simultaneously circling back to the authentic data material. A second round of more comprehensive data analysis was conducted by two members of the research group. Thus, the inductive approach was central to the analysis, allowing the data to steer the selection of relevant theoretical perspectives. Ethical considerations Although it would have been enriching to interview students with ID, these pupils can be considered a vulnerable group that may have difficulty comprehending what participation in the study would entail. Teachers’ perspectives and perceptions in relation to these students were therefore prioritized. Participants provided informed consent and were given the opportunity to withdraw from the project at any time. All sensitive, personal data has been removed.

Through the analysis three main categories emerged: (1) professional needs, (2) pedagogical approaches (3) professional challenges. Teachers highlight their professional knowledge as crucial to being able to accommodate pupils with ID through the use of technology. They describe a need for knowledge about selecting appropriate technology, using the technology, understanding pupils’ needs, and having the right mindset. Teachers highlight the importance of teacher autonomy, as well as collaboration. Support through professional learning communities is described as essential and includes time for teachers to learn and devote themselves to technology. This aligns with previous research on the importance of collaboration and knowledge sharing when adapting teaching approaches and content to students with ID (Kersten et al., 2018). Flexible approaches to using technology are stressed. This involves combining new and traditional methods. For example, technology can be used during play and integrated into everyday activities, allowing pupils more opportunities to work on academic skills or social functioning. The teachers described how assistive technologies provide access to digital literacy and reduce barriers during reading and writing activities. However, the teachers also discussed challenges with regard to digital approaches. One of the challenges with respect to digital literacy accommodations relates to balancing distraction and engagement. For example, one teacher gave an example of using text-to-speech technology (TTS) to enhance focus during reading activities, by providing text read aloud by the computer. However, the teachers also experienced that students were distracted by TTS for various reasons, such as the sound being too loud or the text marker moving too quickly. This illustrates the distinction between what teachers appear to “know” about the benefits of a given technology (declarative knowledge), in contrast to (procedural) knowledge about how it can be optimally applied in their everyday practices (Saks et al. 2021).

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