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.

Citation

Schock, R.E. & Lee, E.A. (2016). Children's Voices: Perspectives on Using Assistive Technology. Exceptionality Education International, 26(1), 76-94. Retrieved October 4, 2023 from https://www.learntechlib.org/p/192976/.

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Keywords

• assistive technology
• Attitude Change
• focus groups
• Foreign Countries
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• learning disabilities
• Parent Attitudes
• Program Effectiveness
• Qualitative Research
• Self Concept
• student attitudes
• technology integration
• Technology Uses in Education
• Writing skills