Adoption of Assistive Technology for computer access among college students with disabilities

Goodman, Glenn; Tiene, Drew; Luft, Pamela

doi:10.1080/09638280110066307

Cited by 43 publications

(19 citation statements)

References 12 publications

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“…The other important factor that affects students' adoption of an innovation is their own personal characteristics, including patience, self-motivation, personal priorities, self-confidence, expectations, and acceptance of their disability (Goodman, Tiene, & Luft, 2002). This finding is consistent with the findings from studies when some students reported they adopted the DTTs due to their self-driven behavior.…”

Section: Support To Use the Innovationsupporting

confidence: 82%

Experiences of Students with Visual Impairments in Adoption Of Digital Talking Textbooks: An Interpretative Phenomenological Analysis

Hussin¹,

Folkestad²,

Makela³

2013

JSCH

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Textbooks (DTTs) for selected subjects to facilitate learning. The purpose of this qualitative study was to explore, describe, and interpret the experiences of students with visual impairments in using DTTs to assist their learning. The study looked at what factors influence students with visual impairments to adopt or to reject DTTs. Data were obtained from 12 students' in-depth interviews. Tentative themes emerged, were refined, and became the six emergent superordinate themes for this research: (1) functionality of the innovation, (2) support to use the innovation, (3) knowledge of the innovation, (4) challenges for effective use of the innovation, (5) alternatives to the innovation, and (6) adaptation of the innovation. Providing in-house training for teachers and students, affordable tools, and sufficient trial and usage time for students are recommended to ensure DTTs are efficiently adopted.iii ACKNOWLEDGMENTS

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Section: Support To Use the Innovationsupporting

confidence: 82%

Experiences of Students with Visual Impairments in Adoption Of Digital Talking Textbooks: An Interpretative Phenomenological Analysis

Hussin¹,

Folkestad²,

Makela³

2013

JSCH

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“…However, the area of assistive technology most needed by students with disabilities was a desktop computer and again a personal notebook. This result relates to studies by Fichten et al [18] and Goodman et al [19], who found that students with disabilities frequently used computers and the internet in their daily lives and for educational purposes. Moreover, the findings of this study are consistent with results from Gitlow et al [20], who stated that the needs identified most frequently existed in the categories of aids for hearing and vision.…”

Section: Discussionmentioning

confidence: 63%

Access to Information for Learning by Using Assistive Technology for Undergraduate Students with Disabilities in Northern Thailand

Lersilp

2016

Information

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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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“…Disabled students are using both generalised and specialised technologies (Mortimore and Crozier 2006;Fichten et al 2000) Disabled students express high levels of comfort and fluency with regards to some technologies and low levels for others (Parker and Banerjee 2007) There is a perceived lack of support or training to enable disabled learners to become fluent users of specialised assistive technologies (Shevlin, Kenny and Mcneela 2004;Cobham et al 2001;Goodman, Tiene and Luft 2002) Technology provision by institutions is regarded by students as variable (Draffan, Evans and Blenkhorn.2007;Fichten et al 2003) The system for assessing and funding assistive technology is frustrating for disabled students (Goode 2007;Shevlin, Kenny and Mcneela 2004) The location of IT facilities and a lack of specialised software presents barriers for disabled students (Fuller et al 2004) Not all students take up the technology support that is offered (Draffan, Evans and Blenkhorn. 2007) …”

Section: Resourcesmentioning

confidence: 99%

Digital agility and digital decision‐making: conceptualising digital inclusion in the context of disabled learners in higher education

Tai-Seale

Draffan

Wald

2010

Studies in Higher Education

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Digital inclusion in higher education has tended to be understood solely in terms of accessibility and does little to further our understanding of the role technology plays in the learning experiences of disabled students. In this article, we propose a conceptual framework for exploring digital inclusion in higher education that attempts to broaden the way in which digital inclusion is understood. The conceptual framework encompasses two strands: one that focuses on technology, personal and contextual factors, and one that focuses on resources and choices. This framework will be used to present and discuss the results of a study which aimed to explore the e-learning experiences of disabled students at one higher education institution. The discussion will focus particularly on concepts of digital agility and digital decision-making and will consider the potential implications for the empowerment of disabled students.

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Adoption of Assistive Technology for computer access among college students with disabilities

Abstract: This study supports the need for specific training programmes and course work for college students with disabilities who are interested in improving computer access skills.

Cited by 43 publications

References 12 publications

Experiences of Students with Visual Impairments in Adoption Of Digital Talking Textbooks: An Interpretative Phenomenological Analysis

Experiences of Students with Visual Impairments in Adoption Of Digital Talking Textbooks: An Interpretative Phenomenological Analysis

Access to Information for Learning by Using Assistive Technology for Undergraduate Students with Disabilities in Northern Thailand

Digital agility and digital decision‐making: conceptualising digital inclusion in the context of disabled learners in higher education

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