Influences on students' assistive technology use at school: the views of classroom teachers, allied health professionals, students with cerebral palsy and their parents

The experiences and perceptions of health-care professionals regarding assistive technology training: A systematic review

Worldwide, there is an increasing demand for assistive technologies (ATs) that can support people to live independently for longer. Health-care professionals (HCPs) often recommend AT devices, however there exists a lack of availability of devices and appropriate training in the field. This systematic review aimed to synthesize the available evidence into the experiences and training needs of HCPs in relation to AT. Six electronic databases were searched without date restrictions: MEDLINE, PsycINFO, SPP, SSCI, CINAHL, and ASSIA. Journal handsearching, searching reference lists of included studies and relevant reviews, and contacting experts in the field of AT were also conducted. Findings were analyzed using narrative synthesis. Data from 7846 participants from 62 studies were synthesized, eliciting perceived challenges in access to and provision of training, resulting in knowledge gaps across disciplines and geographic locations. Mechanisms to mitigate these issues included ongoing support following training and tailoring education to meet individual needs since comprehensive training is essential to maintain and improve competence, knowledge, and confidence. Further research is required to explore the impact and effectiveness of AT training for HCPs to ensure that users of devices are supported to live independent and healthy lives.

Exploring environmental factors affecting assistive technology strategies in mathematics learning for students with physical disabilities

PURPOSE

To explore the environmental facilitators and barriers affecting K-12 students with physical disabilities when using two assistive technology (AT) strategies, LEGO Mindstorms robots and a computer, in mathematics lessons.

MATERIALS AND METHODS

A qualitative multiple case study with three students with physical disabilities was conducted. The participants did five lessons in concepts they were studying in school with each AT strategy in a controlled environment. Observations of the lessons, and parent and teacher interviews after the last session were collected.

RESULTS

The AT strategies acted as facilitators because they were easy to use, participants could participate actively, and parents and school staff wanted to implement them. However, the strategies presented some barriers since the students required more time to complete the lessons with the robot, and some computer programs were not compatible with the students' skills. Also, barriers such as lack of technical knowledge on the part of parents and teachers, distractions in the environment, and funding issues were reported.

CONCLUSION

This study may be useful for rehabilitation staff and teachers who are considering implementing AT to support the participation of students with disabilities. Personnel needs to be trained to use the AT strategies, and several modifications may be necessary for the satisfactory use of the devices.IMPLICATIONS FOR REHABILITATIONHands-on manipulation promotes the active learning of early mathematical concepts. Students with disabilities may have the opportunity to participate in active learning through assistive technology (AT).Knowledge about environmental factors that may facilitate or limit the use of AT in the classroom will help teaching staff make decisions when implementing these strategies with students with disabilities.The use of an AT strategy may depend on the objectives the rehabilitation staff and teachers want to achieve during a task. For instance, the robot could be used for tailoring a task according to the student's needs and abilities. On the other hand, computer programs could be considered if time and ease of use are important factors.

Factors influencing the intention of trainee special education teachers to integrate assistive technology into teaching students with disabilities in the United Arab Emirates

Technology has been incorporated into the educational systems of many countries as a teaching and learning tool. Contemporary discourse has focused on how to prepare teachers to utilise technology in their teaching practice. Although most pre-service elementary school teachers in the United Arab Emirates are women, studies have not yet investigated their acceptance of or preparedness to use technology in the classroom. Therefore, it is necessary to investigate whether the training provided to pre-service special education teachers equips them with sufficient skills to support students with disabilities. The present study used the technology acceptance model (TAM) as a theoretical lens to examine the factors that impact female pre-service special education teachers' intention to incorporate assistive technology (AT) in teaching students with disabilities. A survey based on TAM was used to collect data from 138 participants and test four study hypotheses. Regarding data analysis, SPSS and AMOS version 28 software were used to conduct exploratory factor, confirmatory factor and path analyses. Two of the four hypotheses were supported. The results provide support for the four-factor TAM structure, with two predictors - perceived ease of use and computer self-efficacy - supporting pre-service teachers' intention to use AT to teach students with disabilities in the classroom. Teacher educators and policymakers should consider the TAM construct when preparing pre-service teachers to effectively support all students. Specifically, teacher development and stakeholder engagement with AT resources are needed to optimise the learning of children with disabilities.

Inclusive education: The case for early identification and early intervention in assistive technology

This paper starts by presenting the argument that inclusive education for learners with disabilities is often not possible without their access to fit-for-purpose assistive technology (AT), as the barriers to their education are often environmental.The paper will argue that, if assistive technology is an enabler for learning, then the processes by which children with disabilities are identified as users of assistive technology must take place as early as possible in the lifecycle. Mechanisms associated with Early Identification and Early Intervention (EI/EI) must be outfitted with all necessary resources for identifying and addressing the unique assistive technology needs of each individual child, but also have a prospective view of the use of the assistive technology in order to ensure school-age children start benefiting from assistive technology as early as possible.A further argument will be made that, when adequate identification of the need for assistive technology has not taken place early, education systems must be prepared to - in collaboration with other ministries or departments - identify, assess and provide the necessary assistive technology not only as it relates to education use, but to all-inclusive and holistic use. The argument will be made for adequately resourcing "support services for inclusion" and creating transdisciplinary teams of professionals that can effectively ensure equitable access and participation of all children with disabilities in inclusive education.Throughout, some examples of good practices will support the narrative, and the paper will close with recommendations for stakeholders involved in developing policies and practices for inclusive education.

Technological Advancements in Cerebral Palsy Rehabilitation

Smaller, smarter, more portable rehabilitation technology has the potential to improve the ability of individuals with cerebral palsy to perform activities and increase participation. Robotics and virtual reality may improve movement by maximizing exercise dose, providing feedback, and motivating users. Augmentative and alternative communication technology is facilitating communication. Robots can help with self-care and provide encouragement and instruction in rehabilitation programs. Mobile applications can provide education and resources. Conducting high-quality research to validate technological advances in our field has been a major focus of researchers and advocacy groups.

HabITec: A Sociotechnical Space for Promoting the Application of Technology to Rehabilitation

Society is currently facing unprecedented technological advances that simultaneously create opportunities and risks. Technology has the potential to revolutionize rehabilitation and redefine the way we think about disability. As more advanced technology becomes available, impairments and the environmental barriers that engender disability can be significantly mitigated. The opportunity to apply technology to rehabilitation following serious injuries or illnesses is becoming more evident. However, the translation of these innovations into practice remains limited and often inequitable. This situation is exacerbated by the fact that not all relevant parties are involved in the decision-making process. Our solution was to create a sociotechnical system, known as HabITec, where people with disabilities, practitioners, funders, researchers, designers and developers can work together and co-create new solutions. Sociotechnical thinking is collaborative, interdisciplinary, adaptive, problem-solving and focused on a shared set of goals. By applying a sociotechnical approach to the healthcare sector, we aimed to minimize the lag in translating new technologies into rehabilitation practice. This collaborative co-design process supports innovation and ensures that technological solutions are practical and meaningful, ethical, sustainable and contextualized. In this conceptual paper, we presented the HabITec model along with the empirical evidence and theories on which it has been built.