Assistive Technology Applications in Educational Programs of Children with Multiple Disabilities: A Case Study Report on the State of the Practice

Abstract

Results are reported of a two-year case study that analyzed how assistive technology was used in educational programs for 14 children with multiple disabilities who had two to ten years experience with assistive technology. The authors employed a modified longitudinal approach to study assistive technology use, the effects of technology applications, and barriers to the achievement of the children's educational goals. Data collection procedures included direct observation, videotapes of children as they used assistive technologies, questionnaires, and interviews with teachers and parents. In spite of a number of barriers, by the end of the study the children were able to use technology tools to accomplish tasks previously not possible due to the severity of their disabilities. The greatest improvement occurred in the areas of social and emotional development. The implications for assistive technology use by children with multiple disabilities are discussed.