Assistive Technology Services Research Articles

An overview of assistive technology products and services provided in Malawi

Background Assistive technology is the products and services used by individuals with functional limitations to enable participation in society and realisation of rights afforded by the United Nations Convention on the Rights of Persons with Disabilities. The Assistive Product List is a comprehensive list of products identified as essential for access through universal health coverage. Key stakeholders, including organisations of persons with disabilities, civil service organisations, academic organisations and government ministries are collaborating to integrate assistive technology into policy and develop a priority assistive products list for Malawi. Objective To understand the organisational characteristics of, and assistive products provided by, key stakeholders working in AT in Malawi. Study Design Online survey of representatives from key stakeholder organisations. Methods We surveyed representatives of key stakeholder organisations to gather information regarding assistive technology product and service provision in Malawi. Responses were analysed using counts for closed-ended questions, and conventional content analysis for open-ended questions. Results A total of 36 of the 50 APL products were provided by eight organisations. Related services were provided for 36 of the 50 APL products by twelve organisations. Five organisations reported providing both products and services. Products and services are largely funded by donation and provided free to those who require them. Conclusion A range of organisations in Malawi play a role in assistive product delivery and related services. Coordinated AP delivery and service provision is required at a national level which is sustainable and inclusive, and is based on identified needs of the Malawian population. Implications for rehabilitation Policies supporting assistive product and service provision must acknowledge the contextual needs of the communities where they are implemented. Coordination is required for assistive product and service provision at the national and subnational level. Existing and potential gaps in service provision must be addressed when implementing a national assistive products list.

A Case Study of Customized Assistive Technology Service at the Bridge School in the USA

A Case Study of Customized Assistive Technology Service at the Bridge School in the USA

“Unknown world of wheelchairs” A mixed methods study exploring experiences of wheelchair and seating assistive technology provision for people with spinal cord injury in an Irish context

Aim This study explores people living with spinal cord injury (SCI) experiences and perspectives of wheelchair and seating assistive technology service provision within an Irish context. There are few studies that examine the process of wheelchair and seating provision and the connection between satisfaction, performance, and participation. Method This mixed methods study explores participant experiences in two parts. Part one presents a thematic analysis of eight in-depth semi-structured interviews with wheelchair service users living with SCI. Part two presents the results content and frequency analysis of an on-line survey of wheelchair service user’s experience and satisfaction with wheelchair and seating service provision from respondents with SCI (n = 117) taken from a larger national survey from respondents with various diagnoses (n = 273). Results Findings from the interviews and survey revealed the meaning of wheelchair and seating assistive technology provision as essential to life following SCI. Barriers within the provision system such as wait times and funding were found to impede people’s rights and freedom from initial assessment through to follow up, maintenance and repair. Conclusions The current implementation of wheelchair and seating assistive technology provision as described in this paper impacts the ability of individuals living with an SCI to participate as equal members of society. A review of wheelchair provision is essential to optimize access to services for appropriate wheelchairs. IMPLICATIONS FOR REHABILITATION As a basic human right, appropriate wheelchair and seating assistive technology provision facilitates people’s optimal independence, health and well-being, social engagement, and participation in everyday life. The development of adequate wheelchair services should be a priority area for individuals with SCI who use wheelchair and seating assistive technology. National wheelchair and seating assistive technology provision policies in alignment with internationally developed best practice guidelines to provide equal access to services which include assessment, delivery, training, maintenance, and follow-up are essential.

Using Assistive Technology to Support Science Instruction in the Inclusive Elementary Classroom

In 2004, the Individuals with Disabilities Education Act outlined specific considerations for students with individual education programs in relation to their needs and application of assistive technology (AT) devices and services used to access school curriculum. Teachers will interact with a variety of assistive technologies during their career and must have an understanding of how their individual students are accessing lessons and school-based activities. This practitioner article presents a vignette about a hypothetical second-grade teacher and two of his students using AT during a science lesson. Steps the teacher should consider in understanding and embedding AT are presented, as well as discussion about how future technologies may play into students’ access to curriculum.

An Empirical Study of the Effects of Service Quality and Service User Satisfaction on the Reuse Intentions of Service User in Assistive Technology Service

An Empirical Study of the Effects of Service Quality and Service User Satisfaction on the Reuse Intentions of Service User in Assistive Technology Service

보조기기 서비스 이용현황 및 서비스 단계별 만족도 분석

본 연구는 지역보조기기센터의 보조기기 서비스 이용 현황을 살펴보고, 대상자 특성에 따른 보조기기 서비스 단계별 만족도를 분석하여 향후 서비스 개선방안을 마련하고자 실시하였다. 2018년 10월 15일부터 11월 9일 까지 설문조사를 실시하여 응답한 1,301명 중 지체, 뇌병변, 시각 및 청각장애인 1,144명의 자료를 분석하였다. 보조기기 서비스 이용의 만족하는 점은 ‘정부의 다양한 보조기기 지원사업 이용 지원’ 및 ‘나에게 잘 맞는 보조기기선택’으로 나타났고, 가장 불만족인 점은 ‘체험 가능한 보조기기 부족’ 과 ‘서비스 처리 기간 지연’ 등인 것으로 나타났다. 서비스 단계별 만족도는 ‘보조기기 상담 및 평가(4.10점)’가 가장 높았고 ‘보조기기 대여 및 체험(2.86점)’ 만족도가 가장 낮은 것으로 나타났다. 보조기기 서비스 단계별 개선방안 의견으로는 ‘최신보조기기 다양화’가 가장 많았다. 앞으로 질 높은 보조기기 서비스 제공을 위해서는 ‘체험 가능한 다양한 보조기기 제품 확보’, ‘서비스 제공자의 역량 강화를 위한 체계적인 교육 실시’ 및 ‘보조기기 사후관리 체계 강화’ 등이 수반 되어야 할 것이다.

Psychosocial Impact of Powered Wheelchair, Users’ Satisfaction and Their Relation to Social Participation

Several studies showed positive effects of assistive technologies on psychosocial impact and participation of adults with mobility impairments. The purpose of this study was to assess the psychosocial and participation impact of powered wheelchairs. Participants were thirty persons with disabilities who use powered wheelchairs with diverse medical conditions. The Quebec User Evaluation of Satisfaction with Assistive Technology, the Psychosocial Impact of Assistive Devices Scale and the Activities and Participation Profile Related to Mobility were used, in addition to demographic, clinical and wheelchair related questions. The participants were satisfied with both the assistive technology and related services, with the lowest satisfaction scores belonging to those who had been using their wheelchairs for a longer period of time. We noticed significant restrictions in participation mostly among persons with longer wheelchair utilization. The most satisfied were the ones with better performance in terms of social participation. Psychosocial scores showed a positive impact with higher adaptability among persons who transitioned from a manual compared to those who already had a powered wheelchair. There was a positive psychosocial impact and therefore an increase in quality of life of its users.

Assistive Technology for People with Visual Loss

Assistive technology for people with visual disability is growing rapidly over the past few years around the world. Such technology enhances the functioning and performance of daily living skills, thereby improves the independent living. These technologies range from low cost to high end and expensive which include mobility, reading, writing, daily living, and communication technologies. Children primarily need technology for education whereas adults for routine living tasks. Over time the need as well as demand of such technologies will continue to grow due to expected increase in proportion of population with visual disability particularly in low middle-income countries like India. Therefore, the first and forefront strategy to improve assistive technology service for visual disability in India is to create awareness, sensitize among eye care professionals, potential beneficiaries, caregivers, and their families. The present paper highlights various type assistive technologies in which few of them incorporate with illustrations so the readers understand easily.

Ethics and assistive technology: Potential issues for AT service providers

ABSTRACT The purpose of this article is to report on the results of a survey intended to explore Assistive Technology Professionals’ (ATPs’) perceptions of what constitutes an ethical dilemma and their perceived confidence in addressing such issues. This study implemented an exploratory-descriptive design. A total of 214 ATPs responded to the ATP Ethics Survey. Findings suggest that most of the ATPs participants of this study reported having received ethics education. In addition, results indicated that defining what constitutes an ethical dilemma, particularly related to client/patient issues, and defining an ethical decision-making process are areas that warrant more education and development. While the results of this study only represent the self-reported experiences of those 214 ATPs that answered this survey, these suggest that there is a need for professionals in the AT area to further explore and discuss the impact of ethical situations in their practice. Further studies should continue to explore ethics training and decision-making processes in the provision of assistive technology services. Such explorations and subsequent training should be conducted in collaboration with professional organizations and their respective leadership.

Using the ICF to Identify Contextual Factors That Influence Participation of Persons With Deafblindness

ObjectiveTo identify and describe the contextual factors that influence the participation of people with deafblindness in India. DesignQualitative study, using directed content analysis approach and the International Classification of Functioning, Disability and Health (ICF) as a framework to analyze the data. SettingCommunity and social participation settings. ParticipantsCommunity-dwelling individuals with deafblindness (N=16). Age ranges from 18-45 years. InterventionsNot applicable. Main Outcome MeasuresPersonal and environmental factors that influence the participation of individuals with deafblindness using the ICF framework. ResultsResults indicate that the age of onset and nature of impairment (deafblindness) and willingness to explain the condition (functional consequences of deafblindness) emerged as important personal factors. Access to resources such as assistive technology, social support, and deafblind-specific services were found to be enablers of participation. Lack of services, systems, and policies specific to deafblindness along with negative societal attitude toward disability were highly perceived environmental barriers that influence participation of people with deafblindness in India. ConclusionsProfessionals must acknowledge aspects of the environment in conducting assessments and delivering interventions and understand the dynamic interactions between environment of the individual and his/her concurrent vision and hearing impairments. Approaches to enable participation require rehabilitation professionals to work with those with deafblindness to advocate for removal of environmental barriers and ensure provision of appropriate resources from the government to facilitate their participation. Social policy and government must ensure emphasis on awareness about deafblindness, access to deafblind-specific services, positive societal attitude, and opportunities for full participation for people with deafblindness in society.

Part 2. The assistive technology service delivery process

Part 2. The assistive technology service delivery process

Assistive Technology: What Physical Educators Need to Know

Assistive technology supplements and supports the learning of students with disabilities in school and at home. Thanks to federal mandates, students with disabilities receive consideration for assistive technology devices and services — the tools and supports needed to achieve determined learning outcomes. Assistive technology devices and services operate as a process, ensuring students with disabilities receive optimal access to learning across all educational settings and subject areas. This article provides physical educators with a working knowledge of the assistive technology process along with recommendations for supporting their students with disabilities.

Self-reported assistive technology outcomes and personal characteristics in college students with less-apparent disabilities

ABSTRACTThe impact of assistive technology (AT) services for college students with less-apparent disabilities is under-reported. Using the Canadian Occupational Performance Measure (COPM), we assessed student Performance and Satisfaction ratings of common academic tasks at the start and end of a semester during which 105 student-clients with less-apparent disabilities received AT services. We examined if COPM scores related to personal characteristics of gender, class-level (e.g., Sophomore), and STEM education; if personal characteristics predicted a student’s follow-through with an AT service referral (n=231); and if personal characteristics and initial COPM scores predicted dropout from AT services (n=187). COPM ratings significantly increased in all academic tasks (p<.001). Gender predicted initial Satisfaction (male ratings > female ratings; p=.01), and Performance changes (females were more likely to have a service-meaningful change; p=.02). Higher class-level predicted better follow-through with a referral for AT services (p=.006). Increasing class-level (p=.05) and higher initial studying (p<.006) and reading (p<.029) ratings predicted a lower likelihood for dropout. These findings demonstrate that college students with less-apparent disabilities experience substantial improvements in their self-ratings of academic performance and satisfaction following AT services. Gender, class-level, and initial self-perceived reading and studying abilities may influence if and how the student participates with AT services.

“Just Access”? Questions of Equity in Access and Funding for Assistive Technology

Assistive technology has great potential to contribute to health, functioning, and quality of life. To date, as exemplified in the Canadian context, variations and inequities in access to assistive technology are evident; the development of legislation, policies, and programs has not kept up with the increasing use of assistive technology. In this article, we apply ;Daniels’s (2008) theory of just health to argue that equitable access to assistive technology funding and services is necessary for justice. In doing so, we offer theoretical guidance for the development of legislation, policies, and programs to guide such access in health and social services.

특수교육지원센터 보조공학 실태 및 요구 탐색을 통한 관련 서비스 개선 방안에 대한 연구

특수교육지원센터 보조공학 실태 및 요구 탐색을 통한 관련 서비스 개선 방안에 대한 연구

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

Purpose: This study explored how classroom teachers, allied health professionals, students with cerebral palsy, and their parents view high-tech assistive technology service delivery in the classroom.Methods: Semi-structured interviews with six classroom teachers and six parents and their children were conducted. Additionally, two focus groups comprising 10 occupational therapists and six speech pathologists were carried out. Ethical and confidentiality considerations meant that the groups were not matched.Results: Results revealed that it is often untrained staff member who determine students’ educational needs. The participants’ experiences suggested that, particularly in mainstream settings, there is a need for support and guidance from a professional with knowledge of assistive technology who can also take a lead and guide classroom teachers in how to meet students’ needs. Students’ motivation to use the technology was also found to be critical for its successful uptake.Conclusions: The study points to the need for classroom teachers to be given sufficient time and skill development opportunities to enable them to work effectively with assistive technology in the classroom. The participants’ experiences suggest that such opportunities are not generally forthcoming. Only in this way can it be ensured that students with disabilities receive the education that is their right.Implications for RehabilitationClassroom teachers, allied health professionals, students, parents need ongoing support and opportunities to practise operational, strategic and linguistic skills with the assistive technology equipment.System barriers to the uptake of assistive technology need to be addressed.To address the lack of time available for training, programing and other support activities around assistive technology, dedicated administrative support is crucial.Professional development around the use of the quality low cost ICF-CY checklist is recommended for both school and allied health staff.

Development of Integrated Manual for Rehabilitation Assistive Technology Service : From an Advocacy Intervention Perspective

Development of Integrated Manual for Rehabilitation Assistive Technology Service : From an Advocacy Intervention Perspective

Assistive technology reasoning in rural school-based occupational therapy

ABSTRACTThis study explores broad issues associated with assistive technology (AT) service provision in rural school settings. The study was designed to explore the beliefs of practitioners working in rural schools about their role in AT service provision. This article includes an extensive review of the literature and findings from a naturalistic study of AT service provision experience in rural school settings. The study portion of this article involved completion of an open-ended questionnaire followed by semi‐structured ethnographic interviews. The participants completing the questionnaires were 22 occupational therapy practitioners and seven individuals from a variety of professional backgrounds recognized as leaders in AT in the state of West Virginia. Data were collected over a 3-year period. Themes identified in the data emphasized concerns about the unclear role of potential AT providers resulting in the use of AT as a last resort, the lack of inclusion of AT in the core curriculum, and the limited collaboration and in-service education opportunities recognized by practitioners. This qualitative study is not generalizable. Findings can be viewed within the context of other research to help enrich the reader’s understanding of AT service delivery.

A survey of assistive technology service providers in the USA

This study investigates perspectives of assistive technology service (ATS) providers regarding their education and training, interdisciplinary standards of practice, use of a common language framework, funding policies, utilization of evidence and outcomes measurement. A survey underpinned by AT legislations and established guidelines for practice was completed by 318 certified AT providers. More than 30% of the providers reported their education and training as inadequate to fulfil four of the seven primary roles of ATS. Nearly 90% of providers expressed awareness of the International Classification of Functioning, Disability and Health (ICF) domains for interdisciplinary communication. However, only 45% felt that they could effectively utilize the ICF in their documentation. About 75% of the providers acknowledged the lack of a recognized standard for the provision of services. Prevailing inadequacies in funding were negatively impacting the quality of ATS, as expressed by 88% of respondents. Translation of evidence to practice was identified as a major challenge by 41% of service providers. Providers were predominantly documenting outcomes through informal interviews (54%) or non-standard instruments (26%). Findings support the need for strengthening professional curriculum, pre-service and in-service training and an established standard to support effective, interdisciplinary AT services and data collection to support public policy decisions.Implications for RehabilitationThis study validates the need to strengthen education and training of AT service providers by enhancing professional curriculum as well as their engagement in pre-service and in-service training activities.This study draws attention to health care funding policies and practices that critically impact the quality of AT services.This study signifies the need for an established interdisciplinary standard among AT professionals to support effective communication, service coordination and outcomes measurement.

Assistive technology outcomes in post-secondary students with disabilities: the influence of diagnosis, gender, and class-level

This study investigated how outcomes of assistive technology (AT) services for college students with disabilities are influenced by diagnosis, gender and class-level (e.g., Freshman). Students’ pre- and post-intervention ratings of their performance and satisfaction of common academic tasks (using the Canadian Occupational Performance Measure, COPM) were analyzed, as well as students’ responses on a survey about AT service provision, use, and preferences. Data from 455 students revealed “learning disability” to be the most prevalent diagnosis (38%), similar numbers of females and males served, and Freshmen (23.1%) as the largest class-level seeking AT services. For COPM data, each two-way analysis of variance (ANOVA) (grouping variable = diagnosis) revealed that pre-post change scores significantly improved for the entire sample, and that students with a mood disorder experienced the greatest changes compared to other diagnoses. COPM scores significantly and similarly improved for females and males, and across class levels. AT Survey ratings about timeliness of services and independent AT use were significantly lower for students with mobility deficits/pain and neurological damage, respectively. Gender and class-level variables did not significantly impact AT Survey ratings. The study results reveal that features of a college student’s diagnosis may influence AT service outcomes, and student-perceptions of AT services ability to use AT.Implications for RehabilitationCollege students who are Freshman and/or who have a learning disability are the most prevalent students referred for campus-based assistive technology services.While student ratings of academic task performance significantly increase across diagnostic groupings, these improvements were greatest for those with a mood disorder compared to other diagnostic groups.Service-providers should consider that features of certain diagnoses or disabilities may influence the student?s perception of AT service provision and their ability to use AT.A student's gender and class-level (e.g., Freshman) do not appear to influence the outcomes of AT services for college students with disabilities.