Information and Communication Technology for French and English Speaking Postsecondary Students with Disabilities: What Are Their Needs and How Well Are These Being Met?

Autor/inn/en	Fichten, Catherine S.; Nguyen, Mai N.; Asuncion, Jennison V.; Barile, Maria; Budd, Jillian; Amsel, Rhonda; Libman, Eva
Titel	Information and Communication Technology for French and English Speaking Postsecondary Students with Disabilities: What Are Their Needs and How Well Are These Being Met?
Quelle	In: Exceptionality Education International, 20 (2010) 1, S.2-17 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Electronic Learning; Disabilities; Foreign Countries; Accessibility (for Disabled); Assistive Technology; Needs Assessment; Special Needs Students; Student Needs; Technology Uses in Education; Questionnaires; Participant Satisfaction; Access to Computers; Family Environment; Educational Environment; Cultural Differences; Canada + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Ausland; Accessibility; Zugänglichkeit; Bedarfsermittlung; Sonderpädagogischer Förderbedarf; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fragebogen; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kultureller Unterschied; Kanada
Abstract	This study evaluates how well information and communication technology (ICT) related needs of students with various disabilities are met at school, at home, and in e-learning contexts. Results are based on the POSITIVES Scale, a 26 item objective measure of how well the ICT related needs of these students are met. The sample consists of 131 students from French and 1202 students from English language universities and junior/community colleges with various disabilities from across Canada. Although the results generally show more favourable than unfavourable scores, these are affected by the nature of students' disabilities and by context: home or school. Generally, both groups had similar views about circumstances where their needs were poorly met and about what worked well. The findings suggest that linguistic and policy considerations have an impact on how well the ICT related needs of students with different disabilities are met in different parts of Canada. (Contains 4 tables and 1 figure.) (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://ejournals.library.ualberta.ca/index.php/eei
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10