Implementation of information and communication technology to facilitate participation in high school occupations for students with neurodevelopmental disorders.

Autor:	Yngve, Moa, Lidström, Helene
Předmět:	ATTENTION-deficit hyperactivity disorder PSYCHOLOGY of high school students QUESTIONNAIRES CONTENT analysis REHABILITATION of autistic people INFORMATION technology DESCRIPTIVE statistics MANN Whitney U Test ASSISTIVE technology PRE-tests & post-tests COMMUNICATION RESEARCH methodology STAKEHOLDER analysis SPECIAL education DATA analysis software
Zdroj:	Disability & Rehabilitation: Assistive Technology; Jul2024, Vol. 19 Issue 5, p2017-2025, 9p
Abstrakt:	Information and communication technology (ICT) has been proposed to enable an inclusive learning environment and increased participation for students with special educational needs. The aim of this study was to investigate the perceived need for ICT before and after an individualized ICT intervention among high school students with neurodevelopmental disorders and describe how the ICT was used to improve participation in school activities. This mixed-method study, with a one-group pre- and post-test design, included 99 high school students with neurodevelopmental disorders. Data from questionnaires and assessments using the School Setting Interview (SSI) were analyzed using descriptive statistics and the Wilcoxon signed-rank test. Deductive content analysis was performed on written notes in the SSI assessment. The results showed that students' median number of perceived needs for ICT in school activities had decreased from six needs at baseline to one need at follow-up (t16.5 df(98), p<.001). There were five SSI items for which over 50% of the students perceived a need for ICT, with most students (95%) needing support in the item Remember things. Students received a laptop, tablet or smartphone (95%), software for planning or structure (84%) and ICT for writing and reading (66%). The ICT facilitated participation in multiple school activities, providing reminders and structure, facilitating notetaking and improving spelling. After the ICT intervention, students (61%) experienced improved study results and improved ability to manage difficult school situations (68%). To conclude, an individualized ICT intervention as support to increase school participation is promising among high school students with neurodevelopmental disorders. All stakeholders in the school's student health service must be aware of the importance of following the service-delivery process even when it comes to using information and communication technology (ICT) as an assistive technology, in which training and follow-up are important parts. It is of great importance to include the students in the service-delivery process for ICT to be effective and useful for the students. Because it is easily accessible, mainstream technology has great potential as a cognitive assistive technology to support students with neurodevelopmental disorders. Students, as well as teachers, may need to receive knowledge from rehabilitation staff, such as occupational therapists, concerning ICT as an enabler for increased participation in school activities. [ABSTRACT FROM AUTHOR]
Databáze:	Complementary Index
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