Perceptions of Writing and Communication Aid Use Among Children with a Physical Disability

ABSTRACT

Children with physical disabilities (CPD) often experience decreased opportunities to participate in daily occupations. Occupational therapists (OTs) prescribe writing and communication aids; however, little is known about this population's perceptions of the technology. This qualitative study explored the perceptions that CPD had regarding their writing and communication aids. Children were interviewed; a focus group of one parent and two OTs provided context to the children's comments. Enablers and barriers to using communication aids were found. Participants reported a greater sense of pride, more self-confidence, and a greater sense of autonomy and productivity with the technology. Analysis of the interviews, focus group, and reflective notes resulted in a model showing how enablers and barriers of on-screen technology usage relates to occupational enhancement or occupational detriment. This study contributes to an understanding of the meaning that CPD associate with writing technology and the factors associated with usage.

KEYWORDS:

• augmentative and alternative communication
• children
• grounded theory
• on-screen keyboard
• perceptions
• physical disability
• writing aids
• writing difficulties

ACKNOWLEDGMENTS

The authors would like to acknowledge their gratitude to the participants of this study, as well as to Bloorview Kids Rehab and the University of Toronto for their support.