| 1. |
- Hemmingsson, Helena, et al.
(author)
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Assistive technology devices in educational settings: Student's perspective. In Assistive technology from adapted equipment to inclusive environments
- 2009
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In: Assistive technology research series. - 1383-813X. ; 25, s. 619-621
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Journal article (peer-reviewed)abstract
- This study investigates use and non-use of assistive technology devices in school from the students' perspective. Specifically, the characteristics of the devices students want to use were examined, as these devices are likely to support school participation. Data collection included a) field observations and interviews with 20 students with disabilities, aged 10-19 years, and their teachers (n=17) and, b) examination of the number and type of assistive technology devices provided. Findings demonstrated it is essential that devices be integrated into classroom activities and that students experience instant benefits for their function in school without negative effects on their social participation with peers if they are to use the devices provided. Social participation was often prioritized by students. Thus, it is important providers understand that students encompass both a functional and a psycho-social perspective to their devices. Furthermore, to facilitate childrens participation in decision-making about possible assistive technology devices they need both verbal information and practical experience of using the devices.
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| 2. |
- Hemmingsson, Helena, et al.
(author)
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Use of Assistive Technology Devices in mainstream schools; students´ perspective
- 2009
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In: American Journal of Occupational Therapy. - : AMER OCCUPATIONAL THERAPY ASSOC. - 1943-7676 .- 0272-9490. ; 63:4, s. 463-472
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Journal article (peer-reviewed)abstract
- OBJECTIVE. The use and nonuse of assistive technology devices in school by students with physical disabilities was investigated, and the students’ experiences in using these devices is described.METHOD. We used a mixed-methods approach with predominantly qualitative methods to collect and analyze data, which included observations of and interviews with 20 students with physical disabilities and the number and type of assistive technology devices provided.RESULTS. It is vital that devices be integrated into educational practice and that students experience immediate benefits for their function in everyday school activities without detrimental effects on their social participation. The latter was often more important than being able to perform activities independently.CONCLUSION. The students adopted both a functional and a psychosocial perspective of their devices, and providers should neglect neither. Children and youth need both verbal information and practical experience using devices to be able to make informed decisions.
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| 3. |
- Lidström, Helene, et al.
(author)
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The use of information and communication technology (ICT) outside of school for boys and girls with motor disabilities. In Assistive technology from adapted equipment to inclusive environments : In Assistive technology from adapted equipment to inclusive environments
- 2009
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In: Assistive technology research series. - 1383-813X. ; 25, s. 595-599
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Journal article (peer-reviewed)abstract
- The aim of the study was to investigate boys and girls with motor disabilities use and opinions of Information Communication Technology (ICT) in outside-of-school activities compared with non-disabled children. Participants were 254 children and youths, with motor disabilities, attending mainstream schools. The participants responded to a questionnaire about the use of ICT activities outside-of-school. For group comparisons with non-disabled children, data from the survey “Kids and Media” was used. A significantly higher proportion of children with motor disabilities was engaged in ICT activities, such as using the Internet, playing computer games and visiting communities. Our study reveals a positive result from a gender perspective, where the use of ICT activities is more equal among boys and girls with disabilities than among non-disabled boys and girls. This brings new interest in ICT and computer activities as an opportunity for all boys and girls, since previous studies show that digital skills affect academic skills, and ICT activities may also serve as a gateway to technology in general.
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