According to the UNICEF report, up to ten percent of children in the world have affected specific learning disabilities (SLD) and the majority of these children are educated in general education classrooms. An important resource for children with learning disabilities to flourish in the classroom is access to assistive technology. To prepare children on how to utilize assistive technology in the learning environment is important for teachers. This systematic review focused on teacher perspectives on assistive technology regarding children with SLD. Six scholarly articles were used for this study. The information drawn from the articles showed that teachers are receptive to assistive technology in their classrooms. They perceived assistive technology as an important supportive device for improving the vital skills of reading and writing comprehension. However, it is clear from their perspectives that the teachers needed more support than they were able to access in order to feel comfortable to implement and use assistive technology in the classroom. Therefore the need for professional development and training and the integration of appropriate technical devices are vital to enhance the development of children with SLD. Future research will be focus on how pre-service teachers are being prepared for AT use as a part of their pre-service training program and professional development.

As it has become a prominent feature in the identification of students with specific learning disabilities (SLD), response to intervention (RTI) has generated significant interest and, in some respects, controversy regarding assessment and attendant procedures. In the present study, the authors surveyed state directors of special education (n = 31) to examine (a) the degree to which RTI policies and recommended practices are transmitted between state and local agencies, including those related to referrals of low achieving (i.e., “non-responsive”) students for a comprehensive evaluation; (b) communication with parents; and (c) their perceptions of the impact of RTI insofar as SLD identification is concerned. Results reflect disparities among many states and their districts in terms of the procedures used, data collected, and whether the effectiveness of RTI is evaluated. Implications for future research and practice are discussed.