Barriers and facilitators of assistive technology use among adolescent students with learning disabilities: A mixed methods comparison of daily and less frequent users.
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| Title: | Barriers and facilitators of assistive technology use among adolescent students with learning disabilities: A mixed methods comparison of daily and less frequent users. |
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| Authors: | Vaccarella P; Ontario Institute for Graduate Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, Ontario, M5S 1V6 Canada. Electronic address: paige.vaccarella@mail.utoronto.ca., Goodman-Vincent E; Ontario Institute for Graduate Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, Ontario, M5S 1V6 Canada., Cheng H; Ontario Institute for Graduate Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, Ontario, M5S 1V6 Canada., Cunningham T; Ontario Institute for Graduate Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, Ontario, M5S 1V6 Canada. |
| Source: | Research in developmental disabilities [Res Dev Disabil] 2025 Oct; Vol. 165, pp. 105088. Date of Electronic Publication: 2025 Aug 16. |
| Publication Type: | Journal Article; Comparative Study |
| Language: | English |
| Journal Info: | Publisher: Pergamon Press Country of Publication: United States NLM ID: 8709782 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-3379 (Electronic) Linking ISSN: 08914222 NLM ISO Abbreviation: Res Dev Disabil Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: New York : Pergamon Press, c1987- |
| MeSH Terms: | Self-Help Devices*/statistics & numerical data , Self-Help Devices*/psychology , Learning Disabilities*/rehabilitation , Learning Disabilities*/psychology , Students*/psychology, Humans ; Male ; Female ; Adolescent ; Social Stigma ; Self Concept ; Child ; Surveys and Questionnaires |
| Abstract: | Competing Interests: Declaration of Competing Interest To the best of our knowledge, the authors have no competing interests to declare. This mixed methods study examined factors influencing assistive technology (AT) use among students with Learning Disabilities (LDs) in grades 7-10 (N=79) by comparing the perspectives of students who used AT daily (n=48) and less frequent users (n=31). Student perceptions were obtained using an online survey measuring potential individual characteristics that would influence AT use (AT and LD stigma, academic self-concept, perceived impact of AT) and environmental facilitators or barriers (AT teacher support). Chi-square tests revealed significant associations between AT use frequency and AT teacher support and the perceived impact of AT. Thematic analysis suggested that while both groups view AT as valuable, more frequent users reported higher academic self-concept and fewer barriers than less frequent users. Implications include implementing comprehensive AT educator training, establishing in-school AT support teams, and conducting annual student AT check-ins to ensure that AT effectively meets the student's needs while identifying and rectifying barriers to AT use. (Copyright © 2025 The Authors. Published by Elsevier Ltd.. All rights reserved.) |
| Contributed Indexing: | Keywords: Adolescent; Assistive Technology; Education; Learning Disabilities; Student Voice; Teacher |
| Entry Date(s): | Date Created: 20250817 Date Completed: 20251006 Latest Revision: 20251006 |
| Update Code: | 20251007 |
| DOI: | 10.1016/j.ridd.2025.105088 |
| PMID: | 40819474 |
| Database: | MEDLINE |
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Nájsť tento článok vo Web of Science | Abstract: | Competing Interests: Declaration of Competing Interest To the best of our knowledge, the authors have no competing interests to declare.<br />This mixed methods study examined factors influencing assistive technology (AT) use among students with Learning Disabilities (LDs) in grades 7-10 (N=79) by comparing the perspectives of students who used AT daily (n=48) and less frequent users (n=31). Student perceptions were obtained using an online survey measuring potential individual characteristics that would influence AT use (AT and LD stigma, academic self-concept, perceived impact of AT) and environmental facilitators or barriers (AT teacher support). Chi-square tests revealed significant associations between AT use frequency and AT teacher support and the perceived impact of AT. Thematic analysis suggested that while both groups view AT as valuable, more frequent users reported higher academic self-concept and fewer barriers than less frequent users. Implications include implementing comprehensive AT educator training, establishing in-school AT support teams, and conducting annual student AT check-ins to ensure that AT effectively meets the student's needs while identifying and rectifying barriers to AT use.<br /> (Copyright © 2025 The Authors. Published by Elsevier Ltd.. All rights reserved.) |
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| ISSN: | 1873-3379 |
| DOI: | 10.1016/j.ridd.2025.105088 |