Understanding special needs educators' experiences in using interactive technology to teach reading comprehension to students with autism: an interpretative phenomenological analysis.
This study explored special education teachers' experiences in using interactive technology to teach reading comprehension to students with Autism through an Interpretative Phenomenological Analysis. The research question that guided this study was: How do special education teachers perceive th...
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| Online Access: | http://hdl.handle.net/2047/D20405640 |