Using assistive technology for schoolwork: the experience of children with physical disabilities

Murchland, Sonya; Parkyn, Helen

doi:10.3109/17483107.2010.481773

Cited by 27 publications

(18 citation statements)

References 16 publications

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“…This is also recognised by Murchland and Parkyn (2010), which describes how it is the assistive technology that provides enhanced status rather than the pupil. But in this study, it is not necessarily just the eye gaze technology itself that has enhanced status.…”

Section: Results Discussionmentioning

confidence: 99%

Teachers’ experiences of using eye gaze-controlled computers for pupils with severe motor impairments and without speech

Rytterström

Borgestig

Hemmingsson

2016

European Journal of Special Needs Education

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a department of Social and Welfare Studies, linköping university, norrköping, Sweden; b folke Bernadotte regional Habilitation centre and department of Women's and children's Health, uppsala university, uppsala, Sweden ABSTRACTThe purpose of this study is to explore teachers' experiences of using eye gaze-controlled computers with pupils with severe disabilities. Technology to control a computer with eye gaze is a fast growing field and has promising implications for people with severe disabilities. This is a new assistive technology and a new learning situation for teachers. Using a reflective lifeworld approach, 11 teachers were interviewed twice. The essence of the phenomenon of teaching pupils who use an eye gaze-controlled computer is to understand what the pupil does with the computer and relate this to what the pupil wants to express through the computer. The pupils have emotions, wishes and knowledge that are trapped in their own bodies. The eye gaze computer creates opportunities to get a glimpse of these thoughts to others, and creates hope concerning the pupil's future possibilities. The teacher's responsibility to try to understand what is inside the pupil's trapped body is a motivating factor to integrate the computer in everyday classroom activities. The results give directions for teaching and for implementation of eye gaze computers in the school system, and also suggest improvements that could be made to computers.

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Section: Results Discussionmentioning

confidence: 99%

Teachers’ experiences of using eye gaze-controlled computers for pupils with severe motor impairments and without speech

Rytterström

Borgestig

Hemmingsson

2016

European Journal of Special Needs Education

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“…Disabled pupils' participation in classroom activities requires purposeful planning of their location in the classroom that can serve to avoid their location in isolated work spaces. Furthermore, the location in the classroom of a disabled pupil and his or her AT is of importance to their opportunities to interact with classmates and participate in classroom activities (Murchland and Parkyn 2010). However, Joackim and his classmates are not always in their regular classroom; quite often they move to other teaching areas, and the next lesson took place in a small auditorium.…”

Section: Location In the Classroommentioning

confidence: 99%

“…However, using AT is not only an individual modification, but it also depends on a variety of compatible connections and relationships, including human, technological, and organizational entities (Moser 2003;Söderström 2012). Moreover, several studies have found that AT assigned for use in school is sometimes used as intended, but quite often used less than intended, in unintended ways, or totally abandoned altogether (Murchland and Parkyn 2010;Söderström 2012). This may be due to technical barriers, but most often to human barriers connected to lack of competence or insecurity and attitudes (Lindsay 2010;Smith 2013;Rekkedal 2013).…”

Section: Introductionmentioning

confidence: 99%

Socio-material practices in classrooms that lead to the social participation or social isolation of disabled pupils

Söderström

2014

Scandinavian Journal of Disability Research

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Classrooms are comprised of people, relationships, tools, and technologies, which together constitute the socio-material practices of the classroom. This paper investigates how such socio-material practices influence disabled pupils' opportunities for participation in classroom activities. The paper draws on a qualitative observation study with 14 disabled pupils aged 11-15 years. An actor-network theory perspective was employed in this paper, and the analytical process was inspired by an interpretive content analysis approach. The paper's findings highlight the significance of how education is organized for disabled pupils and how disability and assistive technologies (AT) are perceived. Thoughts and beliefs underlying these phenomena were found to be displayed through (1) location in the classroom, (2) teaching strategies, and (3) implementation of AT. The paper concludes that classroom socio-material practices place disabled pupils in a constant flow into and out of social participation and social isolation.

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“…The remaining eleven descriptive studies delineated the use and non-use of ICT (e.g. access, satisfaction, as well as which activities) in school activities (61)(62)(63)(64)(65)(66)(67)(68)(69)(70).…”

Section: Methodological Aspectsmentioning

confidence: 99%

Benefits of the use of ICT in school activities by students with motor, speech, visual, and hearing impairment: A literature review

Lidström

Hemmingsson

2014

Scandinavian Journal of Occupational Therapy

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Using assistive technology for schoolwork: the experience of children with physical disabilities

Cited by 27 publications

References 16 publications

Teachers’ experiences of using eye gaze-controlled computers for pupils with severe motor impairments and without speech

Teachers’ experiences of using eye gaze-controlled computers for pupils with severe motor impairments and without speech

Socio-material practices in classrooms that lead to the social participation or social isolation of disabled pupils

Benefits of the use of ICT in school activities by students with motor, speech, visual, and hearing impairment: A literature review

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