Promoting Participation in Schoolwork Assistive Technology Use by Children With Physical Disabilities
By Murchland, Sonya; Parkyn, Helen; Assistive Technology, Vol. 23, No. 2, pp. 93--105Publication Date: 2011
Study sought to determine the range of assistive technology (AT) items used by children with physical disabilities for participation in schoolwork. A mailed survey to a convenience sample of 703 children with disabilities aged 8 to 18 years was undertaken. Participants’ disabilities included cerebral palsy, muscular dystrophy, intellectual, neurological, and spinal disabilities, bone and joint disorders, and acquired brain injury. Questionnaires identified the AT items in use as well as their frequency, source, and location of use and gained ratings of importance and satisfaction. Of 158 survey responses, 130 or about 82 percent indicated assistive technology use. Of the 433 items reported, 177 were text generating devices, 105 alternative access solutions, and 151 software items to support participation with schoolwork. Children used an average of 3 AT items, with most children utilizing at least one form of text generating hardware. Children with cerebral palsy had the greatest range of options in use for all categories of items. Most items were used at home as well as at school. Desktop computers and laptop computers were more likely to be used at home and at school, while software for participation was more likely to be used at school only. AT items sourced by the family were more likely to be used at home and at school, whereas items sourced by the school were more likely to be used only at school. High levels of importance of and satisfaction with AT were reported, with items being used more than once a week.
Published by: Rehabilitation Engineering & Assistive Technology Society of North America (RESNA) (Website:http://www.resna.org)
