Children's Voices: Perspectives on Using Assistive Technology.

Rarely are the views of children with learning disabilities elicited. In this study, we used focus groups involving eight students with learning disabilities to explore their self-perceptions as learners and writers using assistive technology (AT). Three groups of two to three Grade 4–8 students and their parents participated in the qualitative study. Both student and parent responses provided data for thematic analysis that resulted in three themes: (a) changes in students’ self-perceptions as learners; (b) student and parental self-reported benefits of using assistive technology; and (c) inconsistencies in approaches to using assistive technology in schools. The implications for education are greater attention to the views of elementary school children; greater focus on the use of AT in the classroom; and greater AT training for teachers in order to better support the use of AT by students with LD. ISSN 1918-5227 Pages 7694 We wish to thank the children and parents who participated in the study. Follow this and additional works at: https://ir.lib.uwo.ca/eei Recommended Citation Schock, R. E., & Lee, E. A. (2016) Children's Voices: Perspectives on Using Assistive Technology. Exceptionality Education International, 26, 76-94. Retrieved from https://ir.lib.uwo.ca/eei/vol26/iss1/5 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Children's Voices: Perspectives on Using Assistive Technology Cover Page Footnote We wish to thank the children and parents who participated in the study. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol26/iss1/5 Exceptionality Education International 2016, Vol. 26, No. 1, pp. 76–94 ISSN 1918-5227 76 Children’s Voices: Perspectives on Using Assistive Technology Robin E. Schock St. Lawrence College Elizabeth A. Lee Queen’s University