Provider Perspectives on the Use of Assistive Technology for Infants and Toddlers With Disabilities

Wilcox, M. Jeanne; Guimond, Amy B.; Campbell, Philippa H.; Moore, Heather

doi:10.1177/02711214060260010401

Cited by 35 publications

(13 citation statements)

References 18 publications

(20 reference statements)

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“…Lack of assistive technology knowledge and skills are not a novel discovery. Previous researchers (Ashton et al, 2005;Bausch and Hasselbring, 2004;Parette et al, 2006;Smith and Kelley, 2007;Wilcox et al, 2006 ) concluded that teachers were not confident in using assistive technology due to lack of knowledge and training in this area. Knowledge and skills of using assistive technology essential for general education and special education teachers in equal measure.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Knowledge and Use of Assistive Technology for Students with Special Educational Needs

Alkahtani

2013

JSE

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Students with disabilities face many challenges in learning and assistive technology can be a potential aid for compensating for their educational needs. The purpose of this research was to gather information about assistive technology knowledge and skills among teachers. Data were collected from one hundred and twenty-seven participants via a self reporting questionnaire. Interviews were also used with three participants to gather data of greater breadth and depth to the analysis of the data gathered from the survey. Results suggested that teachers do not have adequate level of knowledge and skills of using assistive technology. Teachers, then, should have pre-service and in-service training to increase their overall knowledge of implementing assistive technology and using universal design for learning for students with disabilities.

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Section: Resultsmentioning

confidence: 99%

Teachers’ Knowledge and Use of Assistive Technology for Students with Special Educational Needs

Alkahtani

2013

JSE

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“…The results of the studies indicated that there was a strong relationship between the type of technology used and its contribution to children's development. , 2006;Korat & Shamir, 2007;Marsh, 2004;Segers & Verhoeven, 2003;Segers & Verhoeven, 2005;Skouteris & Kelly, 2006;Wang & Ching, 2003;Wilcox, Guimond, Campbell, & Moore, 2006). Only four studies showing the negative results of technology usage on young children's development (Bacigalupa, 2005;Lau et al 2005;Luckin, Connolly, Plowman, & Airey, 2003;Plowman & Stephen, 2007).…”

Section: Types Of Technologymentioning

confidence: 99%

“…Eight studies (40 %) were carried out before 2006 (Bacigalupa, 2005;Kent & Facer, 2004;Lau et al, 2005;Luckin et al, 2003;Marsh, 2004;Segers & Verhoeven, 2003;Segers & Verhoeven, 2005;Wang & Ching, 2003). In 2006, seven studies (35 %) were carried out (Buckleitner, 2006;Ching et al, 2006;Chung & Walsh, 2006;Espinosa et al, 2006;Hinde & Wolery, 2006;Skouteris & Kelly, 2006;Wilcox et al, 2006). Five technologyrelated studies (25 %) were after 2006(Baroody et al, 2009Korat & Shamir, 2007;Plowman & Stephen, 2007;Stephen et al, 2008;Zevenbergen & Logan, 2008).…”

Section: Table 3: the Positive Effects Of Technology On Children's DImentioning

confidence: 99%

Eği̇li̇mler Ve Konular: Okul Öncesi̇ Dönemd

YILMAZTEKİN¹

2013

mayis

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Bu çalışma, erken çocukluk eğitiminde kullanılan teknoloji türleri ile ilgili yapılmış olan çalışmaları açıklamaktadır. Seçilen çalışmalarda hem nitel hem de nicel araştırma yöntemleri tercih edilirken, her iki araştırma yöntemini de kullanan çalışmaların da yer aldığı görülmektedir. Araştırmanın inceleme aşamasında, EBSCOhost, Blackwell Synergy, and ScienceDirect veritabanları sistematik bir şekilde incelenmiş, 2003-2009 yılları arasında basılmış olan çalışmalar seçilmiştir. Çalışmalar üç konu bazında seçilmiştir: (1) teknolojinin çocuk gelişimindeki rolü, (2) teknolojinin öğretmen uygulamalarındaki rolü ve (3) teknolojinin hem okul ortamındaki çocuğun gelişimindeki hem de öğretmen uygulamalarındaki rolü. Sonuç olarak, 30 çalışma ele alınmış ve ayrıntılı analizleri gerçekleştirilmiştir. Seçilen çalışmaların yöntemleri, araştırmış oldukları teknoloji çeşitleri, amaç ve bulguları, basım yılları ve çalışmaların yapıldığı ülkeler gibi kriterler detaylı bir şekilde incelenmiştir. Bu çalışmalar, teknoloji ile ilişkili literatürde bilgisayarın önemli bir yere sahip olduğunu göstermektedir. Ayrıca, öğretmenlerin "Bilgi ve İletişim Teknolojileri" ve eğitim videolarını da 1 Bu çalışma 4. International Computer and Instructional Technologies Symposium'da sözlü bildiri olarak 2010'da sunulmuştur. 2 Bu makale Crosscheck sonuçlarına göre orijinal bir makaledir.

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“…The knowledge and experience of caregivers are identified as essential factors to successful AT-use as these may influence their willingness to use AT, their beliefs in its possibilities, and the skills to use AT [e.g. 1, [29][30][31][32]. One could ask if increased knowledge and experience may impact the effect of first-and second-order barriers.…”

Section: Introductionmentioning

confidence: 99%

Assistive technology for persons with profound intellectual disability: a european survey on attitudes and beliefs

Nijs

Maes

2019

Disability and Rehabilitation: Assistive Technology

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Background: Persons with profound intellectual disability (PID) are mostly not able to use assistive technology (AT) independently. Caregivers play an important mediating role in implementing AT in the daily life of persons with PID. Both first-order barriers, extrinsic to caregivers, and second-order barriers, intrinsic to caregivers, influence the attitudes and behaviours of caregivers with regard to AT-use. It could be asked if increased knowledge on and experience with AT may impact the effect of first-and second-order barriers. This study investigated how knowledge and experience influence the professional caregivers' beliefs about which factors may impact the AT use in persons with PID and their intentions to use AT for persons with PID. Methods: A questionnaire on the experienced limitations and successes in using AT was developed. The questionnaire was send to professionals working with or responsible for persons with PID in various countries in Europe. In total the answers of 195 respondents were included in this study. Results and conclusions: This study's results demonstrate that AT is used for various reasons in persons with PID, mostly to support communication and interaction or for fun or relaxation. Based on the answers of the respondents can be concluded that both experience and knowledge of caregivers seem to influence first-and second-order barriers. Besides, a possibility to overcome the second-order barriers is to provide professionals with possibilities to increase their knowledge and experience. Implications for rehabilitation • AT for persons with PID is mostly used for communication and interaction or for fun and relaxation. • Professional caregivers belief that AT-use may positively influence various aspects in the life of persons with PID, especially communication and interaction, active engagement and participation in activities, and self-esteem of the person. • Caregivers need to have sufficient experience in order to rate the barriers of AT-use as less limited in the group of persons with PID.

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Provider Perspectives on the Use of Assistive Technology for Infants and Toddlers With Disabilities

Cited by 35 publications

References 18 publications

Teachers’ Knowledge and Use of Assistive Technology for Students with Special Educational Needs

Teachers’ Knowledge and Use of Assistive Technology for Students with Special Educational Needs

Eği̇li̇mler Ve Konular: Okul Öncesi̇ Dönemd

Assistive technology for persons with profound intellectual disability: a european survey on attitudes and beliefs

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