Everyday use of assistive technology devices in school settings

Abstract

Purpose: To gain more knowledge about ATDs as social–cultural objects in school settings, particularly from the children’s perspective. Methods: Nine children with cerebral palsy, aged five to six years, were observed 3 days in kindergarten and twice in the first year at primary school. At the primary school, we interviewed the children. During the interviews, the children were shown photos taken during the observations. In addition, dialogues with parents, therapists and school staff were carried out. Results and discussions: ATDs seem to have the potential both to exacerbate disability and to enhance selfhood, embodied capacities and participation. Through use, ATDs become social objects with symbolic values that influence their use. Devices corporally embedded into the child’s body schema appeared as facilitators for participation in culturally valued activities. In contrast, devices prescribed as medical interventions tended to be greeted with ambivalence by the children themselves, their parents and school staff. A device incorporated into one situation was not necessarily relevant for use in another. Conclusions: In recognizing the value of exploring children’s experiences, professionals are left with the challenge of creating space for children to reflect on the worthiness of an ATD across place, time and functionality.

Implications for Rehabilitation

• Used in everyday life, ATDs become social objects with potential both to exacerbate disability and to enhance selfhood, embodied capacities and participation.

• The child’s everyday environment is a vulnerable setting for implementing rehabilitation interventions, such as ATDs.

• Creating space for children to reflect on the worthiness of an ATD, regarding place, time and functionality, may enhance their participation in everyday life.

Keywords:

• Assistive technology devices
• children’s views
• everyday life
• identity
• school

Acknowledgements

The authors would like to thank the children, their parents and professionals who participated in this project. This article is part of an interdisciplinary research project, Professional Practices and Children’s Participation, at Oslo and Akershus University College (OAUC), which has contributed inspiration and support.

Declaration of interest

This research was funded by the Research Council of Norway and Oslo and Akershus University College of Applied Sciences. The authors report no declaration of interest.