Children's Voices: Perspectives on Using Assistive Technology.

Q4 Social Sciences

Exceptionality Education International Pub Date : 2016-02-11 DOI:10.5206/EEI.V26I1.7736

R. Schock, Elizabeth A. Lee

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引用次数: 4

Abstract

Rarely are the views of children with learning disabilities elicited. In this study, we used focus groups involving eight students with learning disabilities to explore their self-perceptions as learners and writers using assistive technology (AT). Three groups of two to three Grade 4–8 students and their parents participated in the qualitative study. Both student and parent responses provided data for thematic analysis that resulted in three themes: (a) changes in students’ self-perceptions as learners; (b) student and parental self-reported benefits of using assistive technology; and (c) inconsistencies in approaches to using assistive technology in schools. The implications for education are greater attention to the views of elementary school children; greater focus on the use of AT in the classroom; and greater AT training for teachers in order to better support the use of AT by students with LD. ISSN 1918-5227 Pages 7694 We wish to thank the children and parents who participated in the study. Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Schock, R. E., & Lee, E. A. (2016) Children's Voices: Perspectives on Using Assistive Technology. Exceptionality Education International, 26, 76-94. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss1/5 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Children's Voices: Perspectives on Using Assistive Technology Cover Page Footnote We wish to thank the children and parents who participated in the study. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol26/iss1/5 Exceptionality Education International 2016, Vol. 26, No. 1, pp. 76–94 ISSN 1918-5227 76 Children’s Voices: Perspectives on Using Assistive Technology Robin E. Schock St. Lawrence College Elizabeth A. Lee Queen’s University

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儿童的声音:使用辅助技术的观点。

很少有学习障碍儿童的观点被引出来。在本研究中，我们采用焦点小组的方式，对8名有学习障碍的学生使用辅助技术来探索他们作为学习者和作家的自我认知。4-8年级的学生和他们的家长分成3组，每组2 - 3人。学生和家长的回答都为主题分析提供了数据，得出了三个主题:(a)学生作为学习者的自我认知的变化;(b)学生和家长自我报告使用辅助技术的好处;(c)在学校使用辅助技术的方法不一致。对教育的影响是更多地关注小学生的观点;更加注重在课堂上使用AT;并对教师进行更多的AT培训，以便更好地支持LD学生使用AT。我们要感谢参与这项研究的儿童和家长。Schock, R. E.， & Lee, E. A.(2016)儿童的声音:使用辅助技术的视角。国际卓越教育，26,76-94。检索自https://ir.lib.uwo.ca/eei/vol26/iss1/5这篇文章开放获取后1年是由Scholarship@Western带给你的。它已被Scholarship@Western的授权管理员接受纳入例外教育国际。欲了解更多信息，请联系jspecht@uwo.ca。儿童的声音:使用辅助技术的视角封面页脚注我们要感谢参与这项研究的儿童和家长。这篇文章在1年后开放获取，可在例外教育国际:https://ir.lib.uwo.ca/eei/ Vol. 26/iss1/5例外教育国际2016,Vol. 26, No. 1, pp. 76 - 94 ISSN 1918-5227 76儿童的声音:使用辅助技术的观点

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来源期刊

Exceptionality Education International Social Sciences-Education

CiteScore

1.10

自引率

0.00%

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