Abstract
Most students diagnosed with disabilities in Thai special education schools received assistive technologies, but this did not guarantee the greatest benefits. The purpose of this study was to survey the provision, use and needs of assistive technologies, as well as the perspectives of key informants regarding a model of providing them in special education schools. The participants were selected by the purposive sampling method, and they comprised 120 students with visual, physical, hearing or intellectual disabilities from four special education schools in Chiang Mai, Thailand; and 24 key informants such as parents or caregivers, teachers, school principals and school therapists. The instruments consisted of an assistive technology checklist and a semi-structured interview. Results showed that a category of assistive technologies was provided for students with disabilities, with the highest being “services”, followed by “media” and then “facilities”. Furthermore, mostly students with physical disabilities were provided with assistive technologies, but those with visual disabilities needed it more. Finally, the model of providing assistive technologies was composed of 5 components: Collaboration; Holistic perspective; Independent management of schools; Learning systems and a production manual for users; and Development of an assistive technology center, driven by 3 major sources such as Government and Private organizations, and Schools.
Highlights
1.1 Introduction to the Problem “Students with disabilities” include children who have special needs in daily life activities, including self-care, education and social participation
The model of providing assistive technologies was composed of 5 components: Collaboration; Holistic perspective; Independent management of schools; Learning systems and a production manual for users; and Development of an assistive technology center, driven by 3 major sources such as Government and Private organizations, and Schools
The results indicated that all types of assistive technologies in this study were provided to students with disabilities in special education schools
Summary
1.1 Introduction to the Problem “Students with disabilities” include children who have special needs in daily life activities, including self-care, education and social participation. Students with visual, hearing, physical, intellectual disabilities, etc., are different from those in general because of their physical and learning limitations. Despite the fact that these students have their limitations, they can achieve success when they have the opportunity to do so. Human rights and equality are being promoted for people with disability issues, and due to this, opportunities for such students to study in the school system are increasing, instead of keeping them at home, as was the case in the past in Thailand. Providing assistive technologies can support students with disabilities, who face barriers in learning and participating with their peers in schools. Assistive technologies are a way to enhance opportunities for this group of people (Massachusetts Department of Elementary and Secondary Education, 2012)
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