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Improving computer usage for students with physical disabilities through a collaborative approach: A pilot study
Department of Social and Welfare Studies, Linköping University, Norrköping, Sweden; Folke Bernadotte Regional Habilitation Centre, Department of Women's and Children's Health, Uppsala University, Uppsala, Sweden.
School of Occupational Therapy and Social Work, Curtin Health Innovation Research Institute, Curtin University, Perth WA, Australia; School of Occupational Therapy, La Trobe University, Melbourne VIC, Australia; Faculty of Health Sciences, Pain and Rehabilitation Centre, Linköping University, Linköping, Sweden; Department of Rehabilitation, School of Health Sciences, Jönköping University, Jönköping, Sweden.
Department of Social and Welfare Studies, Linköping University, Norrköping, Sweden.
2013 (English)In: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 20, no 6, p. 463-470Article in journal (Refereed) Published
Abstract [en]

Objective: The aim of this study was to evaluate the effect of an assistive technology (AT) intervention to improve the use of available computers as assistive technology in educational tasks for students with physical disabilities during an ongoing school year.

Methods: Fifteen students (aged 12-18) with physical disabilities, included in mainstream classrooms in Sweden, and their teachers took part in the intervention. Pre-, post-, and follow-up data were collected with Goal Attainment Scaling (GAS), a computer usage diary, and with the Psychosocial Impact of Assistive Devices Scale (PIADS). Teachers opinions of goal setting were collected at follow-up.

Results: The intervention improved the goal-related computer usage in educational tasks and teachers reported they would use goal setting again when appropriate. At baseline, students reported a positive impact from computer usage with no differences over time regarding the PIADS subscales independence, adaptability, or self-esteem.

Discussion: The AT intervention showed a positive effect on computer usage as AT in mainstream schools. Some additional support to teachers is recommended as not all students improved in all goal-related computer usage. A clinical implication is that students computer usage can be improved and collaboratively established computer-based strategies can be carried out by teachers in mainstream schools.

Place, publisher, year, edition, pages
Informa Healthcare , 2013. Vol. 20, no 6, p. 463-470
Keywords [en]
Assistive technology, children with disabilities, goal setting, intervention, self-help devices
National Category
Occupational Therapy
Identifiers
URN: urn:nbn:se:oru:diva-60611DOI: 10.3109/11038128.2013.837506ISI: 000328280300008PubMedID: 24041227Scopus ID: 2-s2.0-84886804365OAI: oai:DiVA.org:oru-60611DiVA, id: diva2:1138388
Funder
Swedish Research Council
Note

Funding Agencies:

Swedish Institute of Assistive Technology  

Norrbacka-Eugeniastiftelsen 

Available from: 2014-01-09 Created: 2017-09-05 Last updated: 2018-09-07Bibliographically approved

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Borgestig, Maria

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