Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs.
Suchitporn Lersilp, Supawadee Putthinoi, Theeratorn Lersilp
PMID 30631249WHAT IT FOUND
Students with different disabilities saw the same assistive technology and school environment as help or barrier.
Wheelchairs were seen as helpful for students with physical disability, while slopes were seen as barriers for students with visual disability. Check each child's needs before choosing equipment.
Key findings
01Students with physical disability mostly perceived mobility assistive technology as a facilitator, especially the standard wheelchair, but many had no opportunity to use electric wheelchairs, scooters, or hand bicycles.
02Students with visual disability perceived white canes and reflective tape as facilitators, but some had no opportunity to use these low-tech mobility devices.
03School building assistive technology was mostly a facilitator for students with physical disability, particularly the guide post, but students with visual disability reported permanent and movable slopes as barriers.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
The study was done in four special education schools in one province, so it may not apply to mainstream schools or other settings. Students with multiple disabilities were excluded, so the findings do not describe their needs. Some answers were given by teachers, occupational therapists, or guardians instead of the students themselves, especially for kindergarten and some primary school students. It reported perceptions and missing opportunities, not measured learning or participation outcomes, so it cannot show that any device or adaptation improved performance.
The easy way to misread this
Do not conclude that assistive technology or school adaptations always improve learning. The study reported perceptions, not measured outcomes, and the same feature could be a facilitator for one disability group and a barrier for another. Also do not assume every student had access to the equipment described; many reported no opportunity to use higher-tech items.