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

Abstract

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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“…Inclusive policies such as RA 11650, 9442, 10533, DO 44, and DO 21 mandate alignment with HAAT's recommendations for assistive technology use based on special educators' competencies (Babia et al, 2022;Department of Education, 2020, 2021Republic Act, 2013). In contrast, the RAT and UTAUT models provide limited guidance for planning effective assistive technology use based on teachers' competencies and profiles, compared to the HAAT model (Visser et al, 2020;Drelick, 2022;Kidwai et al, 2022;Venkatesh et al, 2003).…”

More Than Just Assistive Devices: How a South African Social Enterprise Supports an Environment of Inclusion

“…For children with mobility impairments, seating and related assistive devices can facilitate supported or independent movement, prevent infection and disease, and assist in managing or minimising painful effects of the existing disability [ 4 , 44 , 45 , 46 , 47 , 48 ]. For example, the right kind of seating device can prevent additional spine curvature in children with certain kinds of physical impairment [ 49 ].…”