Abstract
This pilot study trialed a team-based assistive technology assessment and planning process for children with multiple disabilities and their educational teams, in order to inform a wider study using explanatory case study methodology. Fourteen students and their educational teams participated in the process, which incorporated use of the Lifespace Access Profile and Lifespace Access Profile (Upper Extension), together with a video procedure developed to determine size and number of assistive technology targets that students could use. Data generated included pre- and postpilot questionnaires completed by team members, pre- and postpilot technology goals developed by each team, and field notes. Thematic analysis of the data indicated that the team-based process had a number of benefits for teams, including development of more specific and achievable technology goals; increased knowledge, skills, and confidence of team members; more effective teamwork to assist decision-making; and better coordination of technology use between home and school. Further research is required to objectively measure direct student outcomes and to determine the impact of team dynamics.
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