Accessibility of Elementary School-Based Assistive Technology: A Descriptive and Associational Survey

Emily Tuck; Frances Dun; Brooke Kazmierczak; Claire Lantzy; Danielle Kidd; Kelly McClintock; Daniel Martin

doi:doi:10.11648/j.rs.20230802.11

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Accessibility of Elementary School-Based Assistive Technology: A Descriptive and Associational Survey

Emily Tuck, Frances Dun, Brooke Kazmierczak, Claire Lantzy, Danielle Kidd, Kelly McClintock, Daniel Martin

Published in Rehabilitation Science (Volume 8, Issue 2)

Received: 25 April 2023 Accepted: 9 May 2023 Published: 18 May 2023

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Abstract

The purpose of this quantitative survey design study was to better understand the perceived barriers of accessibility of elementary school-based assistive technology (AT) from the perspective of parents, teachers and occupational therapists. Furthermore, the purpose of this study was to quantify parent, teacher and occupational therapist perceptions on the benefit of AT training, frequency of AT use, and the efficacy of AT use in the school and home environments. This 13 question survey collected a combination of nominal and ordinal data on participant profession, benefit of AT training, frequency of AT use, level of support by elementary school institution, method of payment for acquiring AT, and the efficacy of AT use in the school and home environments. 33 participants responded to the survey, however only 27 met inclusion criteria (n = 27). Participants reported the frequencies of which specific forms of AT they observe children using in both the school and home environments. The amount of training one received on operating AT was moderately correlated with feelings of support for the child from the IEP team regarding AT, rs(27) =.429, p =.013, Fisher’s z =.459, CI 95% [0.12, 1.00], VS-MPR = 6.64. The frequency of use of AT by a child was moderately correlated with feelings of support for the child from the IEP team regarding AT, rs(27) =.392, p =.022, Fisher’s z =.414, CI 95% [0.08, 1.00], VS-MPR = 4.38. The perceived benefits from AT for students were moderately correlated with the feelings of support for the child from the IEP team regarding AT, rs(27) =.438, p =.011, Fisher’s z =.470, CI 95% [0.13, 1.00], VS-MPR = 7.35. The level of support one feels from their IEP team can significantly predict perceived benefit from AT, F(3, 23) = 3.897, p =.022. The results of this study indicate that participants universally believe that for AT to be at its most beneficial, training is vital for teachers, parents, and therapists to become confident in utilizing AT, alongside strong elementary education institutional support. Further research is indicated to improve understanding of AT access and AT compliance strategies in the elementary education setting.

Published in	Rehabilitation Science (Volume 8, Issue 2)
DOI	10.11648/j.rs.20230802.11
Page(s)	16-22
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Assistive Technology, Pediatrics, Elementary, Occupational Therapy, Access, Barriers, IEP

References

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[2]	American Occupational Therapy Association (AOTA). (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74 (Suppl. 2), 1-87, Article 7412410010. https://doi.org/10.5014/ajot.2020.74S2001
[3]	Modi, N., & Singh, J. (2020). A survey of research trends in assistive technologies using information modeling techniques. Disability and Rehabilitation: Assistive Technology, 17 (6), 605-623. https://doi.org/10.1080/17483107.2020.1817992
[4]	Sullivan, J. (2019, February 21). Rethinking assistive technology. Edutopia. https://www.edutopia.org/article/rethinking-assistive-technology
[5]	Cruz, D. M., Emmel, M. G., Manzini, M. G., & Braga Mendes, P. V. (2016). Assistive technology accessibility and abandonment: Challenges for occupational therapists. The Open Journal of Occupational Therapy, 4 (1). https://doi.org/10.15453/2168-6408.1166
[6]	Isabelle, S., Bessey, S. F., Dragas, K. L., Blease, P., Shepherd, J. T., & Lane, S. J. (2009). Assistive technology for children with disabilities. Occupational Therapy in Health Care, 16 (4), 29-51. https://doi.org/10.1080/J003v16n04_03
[7]	U.S. Department of Education. (n.d.) About IDEA. https://sites.ed.gov/idea/about-idea/
[8]	Tanis, E. S., Palmer, S., Wehmeyer, M., Davies, D. K., Stock, S. E., Lobb, K., & Bishop, B. (2012). Self-report computer-based survey of technology use by people with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 50 (1), 53-68. https://doi.org/10.1352/1934-9556-50.1.53
[9]	ADA.gov (n.d.). Information and Technical Assistance on the Americans with Disabilities Act. https://www.ada.gov/
[10]	Institute of Medicine (US) Committee on Disability in America. (2007). Coverage of assistive technologies and personal assistive services. In M. J. Field & A. M. Jette (Eds.), The future of disability in America (pp. 253-286). National Academies Press. https://www.ncbi.nlm.nih.gov/books/NBK11441/
[11]	Floyd, K., Galyon, C. L., & Floyd-Norris, K. (2020). Overcoming barriers: Use of assistive technology to access curriculum. TEACHING Exceptional Children, 52 (6), 436-439. https://doi.org/10.1177/0040059920936135
[12]	Long, T., Woolverton, M., Perry, D. F., & Thomas, M. J. (2007). Training Needs oF Pediatric Occupational Therapists in Assistive Technology. The American Journal of Occupational Therapy, 61 (2), 345-354.
[13]	Onivehu, O., Ohawuiro, E., & Oyeniran, J. (2017). Teachers’ attitude and competence in the use of assistive technologies in special needs schools. Acta Didactica Napocensia, 10 (4), 21-32. https://doi.org/10.24193/adn.10.4.3
[14]	Ray, S., Brunelle, E., Naus, K., Lane, J., & Stapley, B. (2022). The development and implementation of an assistive technology training for teachers in an underserved school district. Journal of Occupational Therapy, Schools, & Early Intervention, 1-20. https://doi.org/10.1080/19411243.2022.2112360
[15]	Lersilp, S., Putthinoi, S., Lersilp, T., (2018). Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs, Occupational Therapy International, 2018, 1-9. https://doi.org/10.1155/2018/3705946
[16]	Lin, S. C., & Gold, R. S. (2016). Assistive technology needs, functional difficulties, and services utilization and coordination of children with developmental disabilities in the United States. The Official Journal of RESNA, 30 (2), 100-106. https://doi.org/10.1080/10400435.2016.1265023
[17]	Lee, H., & Templeton, R. (2008). Ensuring equal access to technology: Providing assistive technology for students with disabilities. Theory Into Practice, 47 (3), 212-219. https://doi.org/10.1080/00405840802153874
[18]	Stauter, D. W., Prehn, J., Peters, M., Jeffries, L. M., Sylvester, L., Wang, H., & Dionne, C. (2019). Assistive technology for literacy in students with physical disabilities: A systematic review. Journal of Special Education Technology, 34 (4), 284-292. https://doi.org/10.1177/0162643419868259
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APA Style

Emily Tuck, Frances Dun, Brooke Kazmierczak, Claire Lantzy, Danielle Kidd, et al. (2023). Accessibility of Elementary School-Based Assistive Technology: A Descriptive and Associational Survey. Rehabilitation Science, 8(2), 16-22. https://doi.org/10.11648/j.rs.20230802.11

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ACS Style

Emily Tuck; Frances Dun; Brooke Kazmierczak; Claire Lantzy; Danielle Kidd, et al. Accessibility of Elementary School-Based Assistive Technology: A Descriptive and Associational Survey. Rehabil. Sci. 2023, 8(2), 16-22. doi: 10.11648/j.rs.20230802.11

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AMA Style

Emily Tuck, Frances Dun, Brooke Kazmierczak, Claire Lantzy, Danielle Kidd, et al. Accessibility of Elementary School-Based Assistive Technology: A Descriptive and Associational Survey. Rehabil Sci. 2023;8(2):16-22. doi: 10.11648/j.rs.20230802.11

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@article{10.11648/j.rs.20230802.11,
  author = {Emily Tuck and Frances Dun and Brooke Kazmierczak and Claire Lantzy and Danielle Kidd and Kelly McClintock and Daniel Martin},
  title = {Accessibility of Elementary School-Based Assistive Technology: A Descriptive and Associational Survey},
  journal = {Rehabilitation Science},
  volume = {8},
  number = {2},
  pages = {16-22},
  doi = {10.11648/j.rs.20230802.11},
  url = {https://doi.org/10.11648/j.rs.20230802.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.rs.20230802.11},
  abstract = {The purpose of this quantitative survey design study was to better understand the perceived barriers of accessibility of elementary school-based assistive technology (AT) from the perspective of parents, teachers and occupational therapists. Furthermore, the purpose of this study was to quantify parent, teacher and occupational therapist perceptions on the benefit of AT training, frequency of AT use, and the efficacy of AT use in the school and home environments. This 13 question survey collected a combination of nominal and ordinal data on participant profession, benefit of AT training, frequency of AT use, level of support by elementary school institution, method of payment for acquiring AT, and the efficacy of AT use in the school and home environments. 33 participants responded to the survey, however only 27 met inclusion criteria (n = 27). Participants reported the frequencies of which specific forms of AT they observe children using in both the school and home environments. The amount of training one received on operating AT was moderately correlated with feelings of support for the child from the IEP team regarding AT, rs(27) =.429, p =.013, Fisher’s z =.459, CI 95% [0.12, 1.00], VS-MPR = 6.64. The frequency of use of AT by a child was moderately correlated with feelings of support for the child from the IEP team regarding AT, rs(27) =.392, p =.022, Fisher’s z =.414, CI 95% [0.08, 1.00], VS-MPR = 4.38. The perceived benefits from AT for students were moderately correlated with the feelings of support for the child from the IEP team regarding AT, rs(27) =.438, p =.011, Fisher’s z =.470, CI 95% [0.13, 1.00], VS-MPR = 7.35. The level of support one feels from their IEP team can significantly predict perceived benefit from AT, F(3, 23) = 3.897, p =.022. The results of this study indicate that participants universally believe that for AT to be at its most beneficial, training is vital for teachers, parents, and therapists to become confident in utilizing AT, alongside strong elementary education institutional support. Further research is indicated to improve understanding of AT access and AT compliance strategies in the elementary education setting.},
 year = {2023}
}

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TY  - JOUR
T1  - Accessibility of Elementary School-Based Assistive Technology: A Descriptive and Associational Survey
AU  - Emily Tuck
AU  - Frances Dun
AU  - Brooke Kazmierczak
AU  - Claire Lantzy
AU  - Danielle Kidd
AU  - Kelly McClintock
AU  - Daniel Martin
Y1  - 2023/05/18
PY  - 2023
N1  - https://doi.org/10.11648/j.rs.20230802.11
DO  - 10.11648/j.rs.20230802.11
T2  - Rehabilitation Science
JF  - Rehabilitation Science
JO  - Rehabilitation Science
SP  - 16
EP  - 22
PB  - Science Publishing Group
SN  - 2637-594X
UR  - https://doi.org/10.11648/j.rs.20230802.11
AB  - The purpose of this quantitative survey design study was to better understand the perceived barriers of accessibility of elementary school-based assistive technology (AT) from the perspective of parents, teachers and occupational therapists. Furthermore, the purpose of this study was to quantify parent, teacher and occupational therapist perceptions on the benefit of AT training, frequency of AT use, and the efficacy of AT use in the school and home environments. This 13 question survey collected a combination of nominal and ordinal data on participant profession, benefit of AT training, frequency of AT use, level of support by elementary school institution, method of payment for acquiring AT, and the efficacy of AT use in the school and home environments. 33 participants responded to the survey, however only 27 met inclusion criteria (n = 27). Participants reported the frequencies of which specific forms of AT they observe children using in both the school and home environments. The amount of training one received on operating AT was moderately correlated with feelings of support for the child from the IEP team regarding AT, rs(27) =.429, p =.013, Fisher’s z =.459, CI 95% [0.12, 1.00], VS-MPR = 6.64. The frequency of use of AT by a child was moderately correlated with feelings of support for the child from the IEP team regarding AT, rs(27) =.392, p =.022, Fisher’s z =.414, CI 95% [0.08, 1.00], VS-MPR = 4.38. The perceived benefits from AT for students were moderately correlated with the feelings of support for the child from the IEP team regarding AT, rs(27) =.438, p =.011, Fisher’s z =.470, CI 95% [0.13, 1.00], VS-MPR = 7.35. The level of support one feels from their IEP team can significantly predict perceived benefit from AT, F(3, 23) = 3.897, p =.022. The results of this study indicate that participants universally believe that for AT to be at its most beneficial, training is vital for teachers, parents, and therapists to become confident in utilizing AT, alongside strong elementary education institutional support. Further research is indicated to improve understanding of AT access and AT compliance strategies in the elementary education setting.
VL  - 8
IS  - 2
ER  -

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Author Information

Emily Tuck

Division of Occupational Therapy, Shenandoah University, Winchester, USA
Frances Dun

Division of Occupational Therapy, Shenandoah University, Winchester, USA
Brooke Kazmierczak

Division of Occupational Therapy, Shenandoah University, Winchester, USA
Claire Lantzy

Division of Occupational Therapy, Shenandoah University, Winchester, USA
Danielle Kidd

Division of Occupational Therapy, Shenandoah University, Winchester, USA
Kelly McClintock

Division of Occupational Therapy, Shenandoah University, Winchester, USA
Daniel Martin

Division of Occupational Therapy, Shenandoah University, Winchester, USA

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Plain Text BibTeX RIS

APA Style

Emily Tuck, Frances Dun, Brooke Kazmierczak, Claire Lantzy, Danielle Kidd, et al. (2023). Accessibility of Elementary School-Based Assistive Technology: A Descriptive and Associational Survey. Rehabilitation Science, 8(2), 16-22. https://doi.org/10.11648/j.rs.20230802.11

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ACS Style

Emily Tuck; Frances Dun; Brooke Kazmierczak; Claire Lantzy; Danielle Kidd, et al. Accessibility of Elementary School-Based Assistive Technology: A Descriptive and Associational Survey. Rehabil. Sci. 2023, 8(2), 16-22. doi: 10.11648/j.rs.20230802.11

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AMA Style

Emily Tuck, Frances Dun, Brooke Kazmierczak, Claire Lantzy, Danielle Kidd, et al. Accessibility of Elementary School-Based Assistive Technology: A Descriptive and Associational Survey. Rehabil Sci. 2023;8(2):16-22. doi: 10.11648/j.rs.20230802.11

Copy | Download

@article{10.11648/j.rs.20230802.11,
  author = {Emily Tuck and Frances Dun and Brooke Kazmierczak and Claire Lantzy and Danielle Kidd and Kelly McClintock and Daniel Martin},
  title = {Accessibility of Elementary School-Based Assistive Technology: A Descriptive and Associational Survey},
  journal = {Rehabilitation Science},
  volume = {8},
  number = {2},
  pages = {16-22},
  doi = {10.11648/j.rs.20230802.11},
  url = {https://doi.org/10.11648/j.rs.20230802.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.rs.20230802.11},
  abstract = {The purpose of this quantitative survey design study was to better understand the perceived barriers of accessibility of elementary school-based assistive technology (AT) from the perspective of parents, teachers and occupational therapists. Furthermore, the purpose of this study was to quantify parent, teacher and occupational therapist perceptions on the benefit of AT training, frequency of AT use, and the efficacy of AT use in the school and home environments. This 13 question survey collected a combination of nominal and ordinal data on participant profession, benefit of AT training, frequency of AT use, level of support by elementary school institution, method of payment for acquiring AT, and the efficacy of AT use in the school and home environments. 33 participants responded to the survey, however only 27 met inclusion criteria (n = 27). Participants reported the frequencies of which specific forms of AT they observe children using in both the school and home environments. The amount of training one received on operating AT was moderately correlated with feelings of support for the child from the IEP team regarding AT, rs(27) =.429, p =.013, Fisher’s z =.459, CI 95% [0.12, 1.00], VS-MPR = 6.64. The frequency of use of AT by a child was moderately correlated with feelings of support for the child from the IEP team regarding AT, rs(27) =.392, p =.022, Fisher’s z =.414, CI 95% [0.08, 1.00], VS-MPR = 4.38. The perceived benefits from AT for students were moderately correlated with the feelings of support for the child from the IEP team regarding AT, rs(27) =.438, p =.011, Fisher’s z =.470, CI 95% [0.13, 1.00], VS-MPR = 7.35. The level of support one feels from their IEP team can significantly predict perceived benefit from AT, F(3, 23) = 3.897, p =.022. The results of this study indicate that participants universally believe that for AT to be at its most beneficial, training is vital for teachers, parents, and therapists to become confident in utilizing AT, alongside strong elementary education institutional support. Further research is indicated to improve understanding of AT access and AT compliance strategies in the elementary education setting.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Accessibility of Elementary School-Based Assistive Technology: A Descriptive and Associational Survey
AU  - Emily Tuck
AU  - Frances Dun
AU  - Brooke Kazmierczak
AU  - Claire Lantzy
AU  - Danielle Kidd
AU  - Kelly McClintock
AU  - Daniel Martin
Y1  - 2023/05/18
PY  - 2023
N1  - https://doi.org/10.11648/j.rs.20230802.11
DO  - 10.11648/j.rs.20230802.11
T2  - Rehabilitation Science
JF  - Rehabilitation Science
JO  - Rehabilitation Science
SP  - 16
EP  - 22
PB  - Science Publishing Group
SN  - 2637-594X
UR  - https://doi.org/10.11648/j.rs.20230802.11
AB  - The purpose of this quantitative survey design study was to better understand the perceived barriers of accessibility of elementary school-based assistive technology (AT) from the perspective of parents, teachers and occupational therapists. Furthermore, the purpose of this study was to quantify parent, teacher and occupational therapist perceptions on the benefit of AT training, frequency of AT use, and the efficacy of AT use in the school and home environments. This 13 question survey collected a combination of nominal and ordinal data on participant profession, benefit of AT training, frequency of AT use, level of support by elementary school institution, method of payment for acquiring AT, and the efficacy of AT use in the school and home environments. 33 participants responded to the survey, however only 27 met inclusion criteria (n = 27). Participants reported the frequencies of which specific forms of AT they observe children using in both the school and home environments. The amount of training one received on operating AT was moderately correlated with feelings of support for the child from the IEP team regarding AT, rs(27) =.429, p =.013, Fisher’s z =.459, CI 95% [0.12, 1.00], VS-MPR = 6.64. The frequency of use of AT by a child was moderately correlated with feelings of support for the child from the IEP team regarding AT, rs(27) =.392, p =.022, Fisher’s z =.414, CI 95% [0.08, 1.00], VS-MPR = 4.38. The perceived benefits from AT for students were moderately correlated with the feelings of support for the child from the IEP team regarding AT, rs(27) =.438, p =.011, Fisher’s z =.470, CI 95% [0.13, 1.00], VS-MPR = 7.35. The level of support one feels from their IEP team can significantly predict perceived benefit from AT, F(3, 23) = 3.897, p =.022. The results of this study indicate that participants universally believe that for AT to be at its most beneficial, training is vital for teachers, parents, and therapists to become confident in utilizing AT, alongside strong elementary education institutional support. Further research is indicated to improve understanding of AT access and AT compliance strategies in the elementary education setting.
VL  - 8
IS  - 2
ER  -

Copy | Download