Computer-based assistive technology device for use by children with physical disabilities: a cross-sectional study

Abstract

Objective: To investigate the prevalence of children with physical disabilities who used a computer-based ATD, and to examine characteristics differences in children and youths who do or do not use computer-based ATDs, as well as, investigate differences that might influence the satisfaction of those two groups of children and youths when computers are being used for in-school and outside school activities.Method: A cross-sectional survey about computer-based activities in and outside school (n = 287) and group comparisons.Results: The prevalence of using computer-based ATDs was about 44 % (n = 127) of the children in this sample. These children were less satisfied with their computer use in education and outside school activities than the children who did not use an ATD.Conclusion: Improved coordination of the usage of computer-based ATDs in school and in the home, including service and support, could increase the opportunities for children with physical disabilities who use computer-based ATDs to perform the computer activities they want, need and are expected to do in school and outside school.

Implications for Rehabilitation

• The prevalence of using a computer-based ATD in school was 44%, that is, it was common for children and youths with physical disabilities to use ATDs. Improved coordination of the usage of computer-based ATDs in school and in the home, including service and support, could increase the opportunities for children with physical disabilities who use computer-based ATDs to perform the computer activities they want, need and are expected to do in school and outside school.

• Children with physical disabilities who used a computer-based ATD were dissatisfied with the service provided for their ATDs. It important to use existing assessments to a high degree to augment the children’s and youth’s satisfaction with their access to and their use of computer-based ATDs for participation in ICT-activities in everyday activities. Further research is certainly needed to validate the use of any eventual existing instruments or to identify the needs with the aim to developing new ones for children and youths with disabilities where there is a deficiency.

Keywords::

• Computers
• disabled children
• education
• leisure
• satisfaction
• self-help devices

Acknowledgments

The authors would like to extend their appreciation to the participating children and their families, and to the rehabilitation centers for their contributions to this study.

Declaration of Interest: This research was rendered possible by financial support from the Stiftelsen Sunnerdahl Handikappfond, the Folke Bernadotte Foundation, Uppsala County Council and the Swedish Research Council.