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Improving computer usage for students with physical disabilities through a collaborative approach: a pilot study.

Maria Borgestig1, Torbjörn Falkmer, Helena Hemmingsson

  • 1Department of Social and Welfare Studies, Linköping University , Linköping, Sweden.

Scandinavian Journal of Occupational Therapy
|September 18, 2013
PubMed
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This study found that an assistive technology (AT) intervention effectively improved computer use for educational tasks among students with physical disabilities in mainstream schools. Teachers reported positive outcomes and willingness to use goal-setting strategies again.

Area of Science:

  • Assistive Technology
  • Educational Psychology
  • Disability Studies

Background:

  • Students with physical disabilities often face challenges utilizing available technology for educational tasks.
  • Mainstream classrooms require effective strategies to integrate assistive technology (AT).

Purpose of the Study:

  • To assess the impact of an AT intervention on computer usage by students with physical disabilities in educational settings.
  • To evaluate the effectiveness of AT in improving computer accessibility for learning.

Main Methods:

  • A cohort of 15 students (aged 12-18) with physical disabilities in Swedish mainstream schools participated.
  • Data collection involved Goal Attainment Scaling (GAS), computer usage diaries, and the Psychosocial Impact of Assistive Devices Scale (PIADS).

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  • Teacher feedback on goal-setting processes was gathered post-intervention.

    • Main Results:

    • The AT intervention led to significant improvements in goal-related computer usage for educational tasks.
    • Students reported a positive psychosocial impact from computer use, with no significant changes in independence, adaptability, or self-esteem over time.
    • Teachers expressed satisfaction with goal setting and indicated future use.

    Conclusions:

    • Assistive technology interventions positively influence computer use as AT within mainstream educational environments.
    • While effective, some students require additional support for comprehensive improvement in goal-related computer usage.
    • Teachers can successfully implement collaborative, computer-based strategies to enhance student learning.