Exploring effective ICT use for communication support in students with severe physical disabilities: a descriptive...

This study aims to identify the key conditions necessary for the effective use of information and communication technology (ICT) in educational settings, considering the perspectives of students with physical disabilities, their families, teachers and rehabilitation professionals.

The study employed a descriptive qualitative approach, combining semi-structured individual interviews and participant observations at two special-needs schools in northern Japan. Participants included two students with physical disabilities, two family members, three teachers and three rehabilitation professionals. Data were analysed using Braun and Clarke's thematic analysis framework. Triangulation of data sources and the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist were utilised to enhance credibility and transparency.

Ten participants contributed to the study. Four key themes were identified: (1) supportive environmental factors; (2) safety considerations in ICT use; (3) purposeful and goal-oriented use and (4) balanced functional demands. The findings highlight that meaningful ICT implementation requires not only the provision of appropriate technology but also comprehensive environmental support, consideration of physical and cognitive burdens, goal-directed application and gradual developmental preparation.

ICT is not a panacea. To achieve its maximum potential, it must be introduced in specific contexts, tailored to the developmental stage of the child's communication abilities. Additionally, ICT must be applied in a safe environment with a supportive and collaborative network to ensure its effectiveness in enhancing communication skills.