A multiple case study for spinal muscular atrophy students to use assistive technology
| Autor: | Chia-lun Hsu, 許嘉倫 |
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| Rok vydání: | 2012 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 100 This study used frame factors and code items that refer to “International Classification of Function, Disability and Health” (ICF), to comprehend the whole experiences of two families and their four spinal muscular atrophy (SMA) children using assistive technology, including physical profile, the performance and limitations of activities and participation, well as the impact of four SMA children to participate in the performance of environmental factors. The researcher used multiple case study approach of qualitative research, through interviews, observations, and collect file data, after the process of comprehensive and analysis, the results of the study findings are as follows: 1. Physical profile: Four SMA students(S1.S2.S3.S4)had been unable to walk due to muscle atrophy，and they had issues of lateral curvature of spine and knee contracture. They also had its own degree of hand muscle strength insufficient. S2.S3 and S4 got cough and shortness of breath situation. S1 and S2 felt painful when stretching. S3 and S4 felt painful when they slept. 2. The performance and limitations of activities and participation: (1) Learning and applying knowledge: Four SMA students had normal academic performance. S1.S2 and S3 limited to poor hand writing function, so they need to be adjusted their homework. But S3 was not allowed to be adjusted his homework that made he get a physical and psychological burden. S1. S2 and S3 had been extend the monthly exam time, but only S3 was allowed to use the computer in the exam. (2)Mobility: S1 had the greatest performance in fine hand use, S1 and S2 used power-assisted wheelchair, S3 and S4 used electric wheelchair. S1 and S2 had a lot of using public transportation experience. (3)Self-care: Four SMA students needed to be assisted self-care at home. S2.S3 and S4 needed to be assisted self-care at school. (4)Domestic life: Four SMA students only could do static activities. Their shifts requires human carrying. (5)Interpersonal interaction and relationships: Four SMA students needed to get along with their peers and their interactions are generally well. But S1, S2 and S3 couldn’t go out to play balls with their male classmates, this would impact their relationships. Only S3 had interpersonal problems because his female classmates didn’t like him. S1 and S2 were arranged activities to promote interpersonal relationships through the resource room. (6) major life areas: Four SMA students couldn’t fully participate in school physical education. S1 and S2 did rehabilitation exercises and were accompanied by teacher assistants, but S3 and S4 only went to watch their classmates in the PE class. In the informal education, S1 and S2 could chose the cram schools that had the better accessible environments. S3 and S4 only had one cram school without any elevators could choose. (7)Community, social and civic life: Four SMA students all had used the public facilities or went out for dining, but they never went out alone. S1 and S2 would go to nearby tourist attractions, watch movies and travel abroad. S3 and S4 only had the domestic tourism experience. About human rights, S1 and S2 would actively involve in human rights activities, but S3 and S4 only had reaction with the school attendance interests. 3. The impact of environmental factors: (1) Products and technology: For personal indoor and outdoor mobility and transportation-The positive impact are mobility and safety; The negative impact are the trouble with the machine and the doubts before use. For personal use in daily living: The positive impact is the rehabilitation exercises; The negative impact is having no time to use because of scholastic pressure. For education- The positive impact is School assistance, The negative impact is the omputer equipment is not included in the educational aids. Design, construction and building products and technology of buildings for public use- The positive impact are the new elementary schools and the schools have the willingness to improve barrier-free environment and facilities, The negative impact is the difficulties in installation of elevators. Design, construction and building products and technology of buildings for private use- The positive impact is the homemade products from the parents ; The negative impact is unable to do home barrier-free design. (2) Natural environment and human-made changes to environment: Need to pay attention to the temperature problems for four SMA students. (3) Support and relationships: the parents, peers, community members, people in positions of authority, and personal assistants all could provide the supports, only S1 and S2s’ foreign domestic helper had emotional dissatisfaction. (4) Attitudes: their parents would take the initiative to their rights. Only S3’s peers were unfriendly. S3 and S4s’ teachers didn’t provide special education services. S1 and S2s’ personal assistants had rehabilitation concerns and didn’t know the extent of assistance. (5) Services, systems and policies: Transportation- The negative impact is a limited number of the tour bus with wheelchair lift equipment. Health- The negative impact is no professionals that can provide families with assistive technology services. Education- The positive impact is the teachers that are willing to communicate and coordinate. The negative impact is the transitional schools lack of barrier-free environment. Finally, based on the above findings, the researcher also made several suggestions to government, teachers, professionals, and parents. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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