The purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied in nursery to Grade 12, or with their caregivers. The instrument was a questionnaire applied by the International Classification of Functioning, Disability and Health (ICF) and examined for content validity by five specialists. The results in terms of AT showed that a majority of children with physical disability needed it for mobility and use of school buildings and those with hearing disability for communication. However, most of the children did not need to use AT for culture, recreation, or sports, while many considered it as a facilitator for education. In terms of the learning environment, most characteristics of the physical environment were facilitators for children with special needs, as were those of the social environment for all groups of such children. The results of this study were useful in providing information for AT and design of a learning environment relating to the varied characteristics of children with special needs in special education schools.

Abstract:The purpose of this study was to survey access to information for learning on the types of assistive technology used by undergraduate students with disabilities in Northern Thailand. The types of assistive technology in this study included assistive devices and educational services. Data were collected from a questionnaire developed as a rating scale checklist that was completed by 140 undergraduate students with disabilities. Results of this study found that all types of educational services provided more to undergraduate students with disabilities than almost all kinds of assistive technology. Additionally, the students utilized assistive devices and accessed educational services for different reasons, and most students with visual disabilities were given either assistive devices or educational services. In terms of use, results found that students with hearing disabilities used assistive technology the most, whereas findings concerning needs showed that all of the students with disabilities demanded almost all types of assistive technology.

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Information technology (IT) is important to meet the needs of students with a hearing disability in special Thai school settings. The aim of this paper was to research the use and opinion of IT for communication and learning from students with a hearing disability in schools for the deaf. The IT in this study included information devices such as mobile phones, smartphones, and tablets. This study used the stratified random sampling method for enrolling its participants. Data collected from 192 students with a hearing disability using a self-administered questionnaires. Results found that most of these students knew about chat applications, for example, Line, Facebook, Messenger and face-to-face conversation apps. Furthermore, most of these students contacted people with hearing problems by sending messages through Facebook, Line and face-to-face applications. The main reasons why they used IT was for convenience and general conversation. A study of opinions on the use of IT by students with a hearing disability found that most of them agreed that IT equipment contributed to their participation in various activities, including conversations with their relatives and friends on social networking. Conclusion and discussions were included.

Assistive Technologies (AT) and Educational Services (ES) are important in the needs of students with disabilities in higher education and their availability should be studied to provide appropriate help for them. The objectives of this study were to explore the problems in using AT and ES for these students and develop a guideline from the perspective of key informants. Data were collected from a semi-structured interview process completed by two groups of key-informants such as 12 service providers and 26 undergraduate students with disabilities. The results found that the problems in providing and using AT and ES comprised seven components; budget; personnel; discomfort in borrowing and taking care of special equipment; centralized maintenance; varieties of special individual needs; effectiveness of AT; and an AT specialist. In addition, a guideline for using AT and ES for students with disabilities included support from the government and non-governmental organizations; a training and production manual for faculty staff; and central organization of AT. This result is useful information for related service providers in helping students with disabilities to access educational activities.