Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs
The purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Wiley
2018-01-01
|
| Series: | Occupational Therapy International |
| Online Access: | http://dx.doi.org/10.1155/2018/3705946 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850160849784668160 |
|---|---|
| author | Suchitporn Lersilp Supawadee Putthinoi Theeratorn Lersilp |
| author_facet | Suchitporn Lersilp Supawadee Putthinoi Theeratorn Lersilp |
| author_sort | Suchitporn Lersilp |
| collection | DOAJ |
| description | The purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied in nursery to Grade 12, or with their caregivers. The instrument was a questionnaire applied by the International Classification of Functioning, Disability and Health (ICF) and examined for content validity by five specialists. The results in terms of AT showed that a majority of children with physical disability needed it for mobility and use of school buildings and those with hearing disability for communication. However, most of the children did not need to use AT for culture, recreation, or sports, while many considered it as a facilitator for education. In terms of the learning environment, most characteristics of the physical environment were facilitators for children with special needs, as were those of the social environment for all groups of such children. The results of this study were useful in providing information for AT and design of a learning environment relating to the varied characteristics of children with special needs in special education schools. |
| format | Article |
| id | doaj-art-a49b228a7cb248488cc55cde862caa58 |
| institution | OA Journals |
| issn | 0966-7903 1557-0703 |
| language | English |
| publishDate | 2018-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | Occupational Therapy International |
| spelling | doaj-art-a49b228a7cb248488cc55cde862caa582025-08-20T02:23:04ZengWileyOccupational Therapy International0966-79031557-07032018-01-01201810.1155/2018/37059463705946Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special NeedsSuchitporn Lersilp0Supawadee Putthinoi1Theeratorn Lersilp2Department of Occupational Therapy, Faculty of Associated Medical Sciences, Chiang Mai University, ThailandDepartment of Occupational Therapy, Faculty of Associated Medical Sciences, Chiang Mai University, ThailandDepartment of Special Education, Faculty of Education, Chiang Mai Rajabhat University, ThailandThe purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied in nursery to Grade 12, or with their caregivers. The instrument was a questionnaire applied by the International Classification of Functioning, Disability and Health (ICF) and examined for content validity by five specialists. The results in terms of AT showed that a majority of children with physical disability needed it for mobility and use of school buildings and those with hearing disability for communication. However, most of the children did not need to use AT for culture, recreation, or sports, while many considered it as a facilitator for education. In terms of the learning environment, most characteristics of the physical environment were facilitators for children with special needs, as were those of the social environment for all groups of such children. The results of this study were useful in providing information for AT and design of a learning environment relating to the varied characteristics of children with special needs in special education schools.http://dx.doi.org/10.1155/2018/3705946 |
| spellingShingle | Suchitporn Lersilp Supawadee Putthinoi Theeratorn Lersilp Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs Occupational Therapy International |
| title | Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs |
| title_full | Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs |
| title_fullStr | Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs |
| title_full_unstemmed | Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs |
| title_short | Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs |
| title_sort | facilitators and barriers of assistive technology and learning environment for children with special needs |
| url | http://dx.doi.org/10.1155/2018/3705946 |
| work_keys_str_mv | AT suchitpornlersilp facilitatorsandbarriersofassistivetechnologyandlearningenvironmentforchildrenwithspecialneeds AT supawadeeputthinoi facilitatorsandbarriersofassistivetechnologyandlearningenvironmentforchildrenwithspecialneeds AT theeratornlersilp facilitatorsandbarriersofassistivetechnologyandlearningenvironmentforchildrenwithspecialneeds |