有学习障碍的大学生自行设计的辅助技术。

IF 1.3 Q4 HEALTH CARE SCIENCES & SERVICES African Journal of Disability Pub Date : 2023-01-01 DOI:10.4102/ajod.v12i0.1106
Ndakaitei Manase
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引用次数: 0

摘要

背景:在资源匮乏的环境中,残疾人获得辅助技术的机会有限。因此,现有的研究主要集中在可访问性挑战上。本文关注的是在缺乏辅助技术的情况下,有学习障碍的学生如何管理学习,这是一个较少受到学术关注的主题。目的:本文旨在提供关于学习障碍学生如何在有限的辅助技术下管理学习的见解。它探讨了影响辅助技术获取的转换因素。方法:本定性研究采用半结构化访谈法,对学习障碍学生和各自的大学工作人员进行数据收集,采用便利滚雪球法。数据是按主题进行分析的,并辅以大量的经验描述。结果:本研究表明,学生使用辅助技术的机会有限,他们通过自我设计的方法来管理学习,这些方法更多的是社会而不是技术或科学启发,如自我肯定、动物疗法、家庭支持和祈祷。在个人和机构或环境层面上确定了通过允许或限制获得辅助技术来影响能力的转换因素。结论:文章的结论是,尽管有学习障碍的学生设计了非常规的辅助方法来管理学习,但未能获得辅助技术是一种能力剥夺,助长了不平等。贡献:这篇文章提供了一些见解,改变了残疾学生是被动接受支持的观点;相反,他们可以成为积极的代理人,在缺乏辅助技术的情况下创新非技术方法来管理学习。
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Self-devised assistive techniques by university students with learning disabilities.
Background Access to assistive technology for disabilities is limited in low-resource settings. Therefore, existing research focuses on accessibility challenges. This article focuses on how students with learning disabilities manage learning in the absence of assistive technology, a subject that receives less scholarly attention. Objectives This article aims to provide insights on how students with learning disabilities manage learning in the face of limited access to assistive technology. It explores conversion factors that influence access to assistive technology. Method This qualitative study used semistructured interviews to collect data from students with learning disabilities and respective university staff members who were recruited using convenience and snowballing techniques. Data were analysed thematically and supported by thick descriptions of experiences. Results This study established that students have limited access to assistive technology, and they manage learning through self-devised means that are more socially than technologically or scientifically inspired such as self-affirmation, animal therapy, family support and prayer. Conversion factors, which affect ability by either enabling or constraining access to assistive technology, were identified at personal and institutional or environmental levels. Conclusion The article concludes that even though students with learning disabilities devise unconventional assistive ways to manage learning, failure to access assistive technology is a capability deprivation that promotes inequalities. Contribution This article provides insights that shift perspectives that students with disabilities are passive recipients of support; rather, they can be active agents who innovate nontechnological ways to manage learning in the absence of assistive technology.
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来源期刊
African Journal of Disability
African Journal of Disability HEALTH CARE SCIENCES & SERVICES-
CiteScore
2.10
自引率
5.90%
发文量
50
审稿时长
20 weeks
期刊介绍: The African Journal of Disability, the official journal of CRS, AfriNEAD and CEDRES, introduce and discuss issues and experiences relating to and supporting the act of better understanding the interfaces between disability, poverty and practices of exclusion and marginalisation. Its articles yield new insight into established human development practices, evaluate new educational techniques and disability research, examine current cultural and social discrimination, and bring serious critical analysis to bear on problems shared across the African continent. Emphasis is on all aspects of disability particularity in the developing African context. This includes, amongst others: -disability studies as an emerging field of public health enquiry -rehabilitation, including vocational and community-based rehabilitation -community development and medical issues related to disability and poverty -disability-related stigma and discrimination -inclusive education -legal, policy, human rights and advocacy issues related to disability -the role of arts and media in relation to disability -disability as part of global Sustainable Development Goals transformation agendas -disability and postcolonial issues -globalisation and cultural change in relation to disability -environmental and climate-related issues linked to disability -disability, diversity and intersections of identity -disability and the promotion of human development.
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