Influences on students’ assistive technology use at school: the views of classroom teachers, allied health professionals, students with cerebral palsy and their parents

References

• United Nations Educational Scientific and Cultural Organization (UNESCO). World education report 2000: the right to education: towards education for all throughout life. Paris (France): UNESCO; 2000.
   Google Scholar
• UNESCO. The Salamanca statement and framework for action on special needs education: adopted by the world conference on special needs education; access and quality. Spain: UNESCO; 1994.
   Google Scholar
• Copley J, Ziviani J. Use of a team-based approach to assistive technology assessment and planning for children with multiple disabilities: a pilot study. Assist Technol. 2007;19:109–127.
   PubMed Web of Science ®Google Scholar
• Copley J, Ziviani J. Barriers to the use of assistive technology for children with multiple disabilities. Occup Ther Int. 2004;11:229–243.
   PubMedGoogle Scholar
• Borgestig M, Falkmer T, Hemmingsson H. Improving computer usage for students with physical disabilities through a collaborative approach: a pilot study. Scand J Occup Ther. 2013;20:463–470.
   PubMed Web of Science ®Google Scholar
• Henderson S, Skelton H, Rosenbaum P. Assistive devices for children with functional impairments: impact on child and caregiver function. Dev Med Child Neurol. 2008;50:89–98.
   PubMed Web of Science ®Google Scholar
• Rosenbaum P, Stewart D. The world health organization international classification of functioning, disability, and health: a model to guide clinical thinking, practice and research in the field of cerebral palsy. Semin Pediatr Neurol. 2004;11:5–10.
   PubMedGoogle Scholar
• McIntyre S, Morgan C, Walker K, et al. Cerebral palsy: don’t delay. Dev Disabil Res Rev. 2011;17:114–129.
   PubMed Web of Science ®Google Scholar
• Raghavendra P, Olsson C, Sampson J, et al. School participation and social networks of children with complex communication needs, physical disabilities, and typically developing peers. Augment Altern Commun. 2012;28:33–43.
   PubMed Web of Science ®Google Scholar
• Jones J, Stewart H. A description of how three occupational therapists train children in using the scanning access technique. Aust Occ Ther J. 2004;51:155–165.
   Google Scholar
• World Health Organization. International classification of functioning, disability, and health: children and youth version: ICF-CY. Geneva: World Health Organization; 2007.
   Google Scholar
• World Health Organization. International classification of functioning, disability and health: ICF. Geneva: World Health Organization; 2001.
   Google Scholar
• Campbell WN, Skarakis-Doyle E. School-aged children with SLI: the ICF as a framework for collaborative service delivery. J Commun Disord. 2007;40:513–535.
   PubMed Web of Science ®Google Scholar
• Stake RE. Multiple case study analysis. New York: Guilford Press; 2013.
   Google Scholar
• McMillan JM. Teachers make it happen: from professional development to integration of augmentative and alternative communication technologies in the classroom. Aust J Spec Educ. 2008;32:199–211.
   Google Scholar
• Kemper EA, Stringfield S, Teddlie C. Mixed methods sampling strategies in social science research. In: Tashakkori A, Teddlie C, editors. Handbook of mixed methods in social and behavioral research. Thousand Oaks (CA): SAGE; 2003. p. 273–296.
   Google Scholar
• Murchland S, Parkyn H. Using assistive technology for schoolwork: the experience of children with physical disabilities. Disabil Rehabil Assist Technol. 2010;5:438–447.
   PubMedGoogle Scholar
• Nochajski SM. Collaboration between team members in inclusive educational settings. Occup Ther Health Care. 2002;15:101–112.
   PubMedGoogle Scholar
• O'Keefe BM, Kozak NB, Schuller R. Research priorities in augmentative and alternative communication as identified by people who use AAC and their facilitators. Augment Altern Commun. 2007;23:89–96.
   PubMed Web of Science ®Google Scholar
• Kvale S, Brinkmann S. Interview: learning the craft of qualitative research interviewing. Det kvalitative forskningsintervju. Oslo: Gyldendal Akademisk; 2009.
   Google Scholar
• Cieza A, Ewert T, Ustün TB, et al. Development of ICF Core Sets for patients with chronic conditions. J Rehab Med. 2004;44(Suppl):9–11.
   Google Scholar
• Johnson B, Turner LA. Data collection strategies in mixed methods research. In: Tashakkori A, Teddlie C, editors. Handbook of mixed methods in social and behavioral research. Thousand Oaks (CA): SAGE; 2003. p. 297–319.
   Google Scholar
• Patton MQ. Qualitative evaluation and research methods. Thousand Oaks (CA): SAGE Publications; 1990.
   Google Scholar
• Majnemer A, Shevell M, Law M, et al. Level of motivation in mastering challenging tasks in children with cerebral palsy. Dev Med Child Neurol. 2010;52:1120–1126.
   PubMed Web of Science ®Google Scholar
• McNaughton D, Rackensperger T, Benedek-Wood E, et al. A child needs to be given a chance to succeed: parents of individuals who use AAC describe the benefits and challenges of learning AAC technologies. Augment Altern Commun. 2008;24:43–55.
   PubMed Web of Science ®Google Scholar
• De Bortoli T, Arthur-Kelly M, Mathisen B, et al. Where are teachers' voices? A research agenda to enhance the communicative interactions of students with multiple and severe disabilities at school. Disabil Rehabil. 2010;32:1059–1072.
   PubMed Web of Science ®Google Scholar
• Kent-Walsh J, Light J. General education teachers' experiences with inclusion of students who use augmentative and alternative communication. Augment Altern Commun. 2003;19:104–124.
   Google Scholar
• Hemmingsson H, Gustavsson A, Townsend E. Students with disabilities participating in mainstream schools: policies that promote and limit teacher and therapist cooperation. Disabil Soc. 2007;22:383–398.
   Web of Science ®Google Scholar
• Rowland C, et al. Developing the ICF-CY for AAC profile and code set for children who rely on AAC. Augment Altern Commun. 2012;28:21–32.
   PubMed Web of Science ®Google Scholar
• Hawley MS, O'Neill P, Webb LH, et al. A provision framework and data logging tool to aid the prescription of electronic assistive technology. Technol Disabil. 2002;14:43–52.
   Google Scholar
• Lincoln YS, Guba EG. But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Direct Prog Eval. 1986;30:73–84.
   Google Scholar
• Ibragimova NK, et al. Using content analysis to link texts on assessment and intervention to the international classification of functioning, disability and health-version for children and youth (ICF-CY). J Rehabil Med. 2011;43:728–733.
   PubMed Web of Science ®Google Scholar