Children's Voices: Perspectives on Using Assistive Technology

Autor/inn/en	Schock, Robin E.; Lee, Elizabeth A.
Titel	Children's Voices: Perspectives on Using Assistive Technology
Quelle	In: Exceptionality Education International, 26 (2016) 1, S.76-94 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Foreign Countries; Learning Disabilities; Focus Groups; Self Concept; Student Attitudes; Writing Skills; Assistive Technology; Technology Uses in Education; Parent Attitudes; Attitude Change; Program Effectiveness; Technology Integration; Qualitative Research; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Canada + Suchen Sie Ihr Suchwort? Ausland; Learning handicap; Lernbehinderung; Selbstkonzept; Schülerverhalten; Writing skill; Schreibfertigkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elternverhalten; Attitudinal change; Einstellungsänderung; Qualitative Forschung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Kanada
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. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01