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Abstract
In 1997, the Individuals With Disabilities Education Act of 1990 was amended to require that assistive technology be considered when preparing an individual education program (IEP). This study explored involvement of Midwestern music educators in the IEP development process as well as their knowledge and attitudes regarding use of assistive technology in teaching students with disabilities. Music educators reported that they continue to have a low level of self-reported involvement in educational planning for students with disabilities. Although music educators recognize the utility of assistive technology, their knowledge base remains limited. Music educators identified the need for better preparation to teach students with disabilities as well as improved interdisciplinary collaboration.
Keywords assistive technology, IEP, IEP process, IDEA, attitude, music educator, disabilities
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