Effect of Assistive Technology in a Public School Setting

被引：15

作者：

Watson, Anne H. ^{[1
]}

Ito, Max ^{[2
]}

Smith, Roger O. ^{[3
,4
]}

Andersen, Lori T.

机构：

[1] Arlington Publ Sch, Arlington, VA 22205 USA

[2] Nova SE Univ, Ft Lauderdale, FL 33314 USA

[3] Univ Wisconsin, Coll Hlth Sci, Milwaukee, WI 53201 USA

[4] Univ Wisconsin, Dept Occupat Therapy, Milwaukee, WI 53201 USA

来源：

AMERICAN JOURNAL OF OCCUPATIONAL THERAPY | 2010年 / 64卷 / 01期

关键词：

education; special; educational measurement; learning disorders; outcome assessment (health care); self-help devices; YOUNG-CHILDREN; OUTCOMES RESEARCH; INTERVENTIONS; STUDENTS; IMPACT; CARE;

D O I：

10.5014/ajot.64.1.18

中图分类号：

R49 [康复医学];

学科分类号：

100215 ;

摘要：

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) requires assistive technology (AT) be considered at the yearly individualized education program (IEP) meeting of every student in special education. IDEA also directs that AT be implemented on the basis of peer-reviewed literature despite a paucity of research on AT's effectiveness in the public schools. This repeated-measures quasi-experimental study explored AT's effect in a public school special education setting. Participants (N = 13) were a heterogeneous group of students in 1 school system who had newly provided Alto address academic and communication goals in one school year. Results suggest that relative to other interventions, AT provided by a multidisciplinary team may have a significant effect on IEP goal improvement (t[12] = 5.54, p = .00) for students in special education (F[2] = 9.35, p = .00), which may support AT's use in special education by occupational therapists as directed by IDEA.

引用

页码：18 / 29

页数：12

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