Gaze-based assistive technology used in daily life by children with severe physical impairments – parents’ experiences

Borgestig, Maria; Rytterström, Patrik; Hemmingsson, Helena

doi:10.1080/17518423.2016.1211769

Cited by 19 publications

(25 citation statements)

References 28 publications

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“…No definitive trends between the GMFCS and MACS scores regarding the learners' gross and fine motor functional abilities were noted. This corroborates with research that indicate the two tests vary significantly based on subtypes of CP and chronological age of the child 20,58 . The two classifications complement each other and "provide complementary but distinctive information related to mobility and manual abilities of children with CP" 59:276 .Therefore, employing both scales is recommended as they each provide different information pertaining to the learner's level of functionionality 60 .…”

Section: Colouringsupporting

confidence: 90%

“…According to guiding documents, such as the Department of Basic Education's White Paper Six 22 and Screening Identification Assessment and Support 14 , a child with barriers to learning has the right to inclusive education. Inclusive education specifies that all children are able to learn and their educational needs should be met by addressing attitudes, teaching methods and curricula 20 .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Furthermore, it can improve learning capabilities, independence and the learner's self-esteem 38 , while also allowing the user to demonstrate agency, express basic needs wilfully and show self-determination. Simultaneously, assistive technology provides opportunities for the users to show aspects of their personality that were previously concealed, and additionally facilitates engagement in activities that add value to users' lives 1,20 . Therefore, it can be argued that the role of assistive technology is vital to facilitate inclusive education and bridge the gap between the typical and disabled child within the education setting.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Various types of high-tech assistive technology are available for use by for learners with motor impairments, including gazebased assistive technology 20,41 , cross scanners 42 , joysticks, arrows and pointing devices, chorded keyboards, algorithms and filtering mechanisms, and speech-and-gesture recognition software 43 . Lowtech assistive technology includes protective headgear, pressure relief cushions, ramps and handle-bars, hearing aids, communication boards and splints 1 .…”

Section: Literature Reviewmentioning

confidence: 99%

“…This study was completed at Tswellang Special School in Bloemfontein where children present with motor impairments and display limited engagement in the occupation of education, as they cannot follow a typical school curriculum or function independently without assistance or adaptations within a regular school 6,20 . Participation in classroom activities, such as writing, drawing and copying from the board, is negatively influenced by these learners' poor motor control caused by various physical disabilities.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

vThe use of assistive technology in classroom activities for learners with motor impairments at a special school in South Africa

Visser

Nel

Klerk

et al. 2020

S. Afr. j. occup. ther.

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Introduction: Participation in education is the right of every child, regardless of disability. An Assistive Technology and Inclusion Programme, implemented at a special school, has provided learners with motor impairments with an alternative to typical writing and other classroom activities in which they cannot participate. This study aimed to describe how learners with motor impairments use assistive technology to participate in classroom activities at a special school in South Africa. Methods: A quantitative, descriptive study was conducted with 34 learners enrolled in this programme. The children were observed performing a predetermined activity using assistive technology. An observational checklist was compiled from the literature and relevant school activities. Video recordings of each learner's performance were used to score the checklist. Results: Activity performance was assessed according to the learner's ability to use assistive technology, their need for assistance, quality of performance and speed of performance. Most learners were able to perform all the activities with some verbal and physical assistance, cutting and erasing required the most assistance but the ability to use the assistive technology (>90%) and quality of performance (>85%) achieved high scores. The median time to complete the activity varied from 5 to 66 seconds. Conclusion: This study yielded descriptive evidence on learners with motor impairments' successful use of assistive technology when participating in school activities, and reinforced the importance of an occupational therapy Assistive Technology and Inclusion Programme in the classroom. Further context-based evidence is required to improve the expansion and sustainability of such programmes.

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Section: Colouringsupporting

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%