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Use of ICT in school: a comparison between students with and without physical disabilities
Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Public Health and Caring Sciences, Research in Disability and Habilitation. Karolinska Inst, Dept Neurobiol Care Sci & Soc, Div Occupat Therapy, Stockholm, Sweden..
Jonkoping Univ, Sch Hlth Sci, Dept Behav Sci & Social Work, CHILD Res Environm, Jonkoping, Sweden..
Linkoping Univ, Fac Hlth Sci, Dept Social & Welf Studies, Linkoping, Sweden..
2012 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 27, no 1, 21-34 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to determine the information and communication technologies use in school activities of two groups of students with physical disabilities, comprised of those who did and those who did not use a computer-based assistive technology device (ATD) and to make a comparison with students from the general population. In addition, positive factors associated with in-school computer use are identified for students with physical disabilities. The method adopted was a cross-sectional survey about computer-based activities in school among students with physical disabilities (n = 287); including those who used (n = 127) and those who did not use (n = 160) a computer-based ATD in school (mean age 13 years 6 months). Group comparisons were made with students from the general population (n = 940). The results showed that the most frequent computer users were students with physical disabilities, who used a computer-based ATD daily. However, when considered as a group, students with physical disabilities used the computer for less varied educational activities than the reference group. Four factors had a positive association to 'participation in computer activities in school' for students with physical disabilities: attending a mainstream school, the students' age (notably, being 16-18 years old), using a computer often in school, and the teachers using a computer frequently in teaching. The present study concludes that, regardless of whether they use a computer-based ATD or not, students with a physical disability have restricted participation in some computer-based educational activities in comparison to students from the general population. An individual plan could be beneficial for each student to: focus on the aim of the computer use; examine the students' needs in terms of computer-based ATDs and their inclusion in education; and ensure that the students' digital skills are fully utilised.

Place, publisher, year, edition, pages
2012. Vol. 27, no 1, 21-34 p.
Keyword [en]
assistive technology device, disabled children, computer activities, education
National Category
Educational Sciences Nursing
Identifiers
URN: urn:nbn:se:uu:diva-316771DOI: 10.1080/08856257.2011.613601ISI: 000209103800002OAI: oai:DiVA.org:uu-316771DiVA: diva2:1079039
Available from: 2017-03-07 Created: 2017-03-07 Last updated: 2017-03-07Bibliographically approved

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Research in Disability and Habilitation
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