The appropriation of assistive technologies by students with disabilities: what type of training to offer?

The appropriation of assistive technologies by students with disabilities: what type of training to offer?

• Ruth Philion, Université du Québec en Outaouais, Canada

• Iulia Mihalache, Université du Québec en Outaouais, Canada

• Sophie Dallaire, Université du Québec en Outaouais, Canada

doi : https://dx.doi.org/10.18162/fp.2020.518

Résumé

Although considered essential to support learning, assistive technologies (AT) are often misused or ignored by students with disabilities. Moreover, few professionals who provide disability-related services on campus offer technological training. We conducted an exploratory research to identify the training needs of 44 students with disabilities and to describe the type of training to be offered. The training offered in mixed mode and using five types of AT focused on the demonstration of the tool, the exploration of its features and the application by exercises. The results indicate the need to adapt content to each student’s learning abilities and technological experience.

Abstract

Although considered essential to support learning, assistive technologies (AT) are often misused or ignored by students with disabilities. Moreover, few professionals who provide disability-related services on campus offer technological training. We conducted an exploratory research to identify the training needs of 44 students with disabilities and to describe the type of training to be offered. The training offered in mixed mode and using five types of AT focused on the demonstration of the tool, the exploration of its features and the application by exercises. The results indicate the need to adapt content to each student’s learning abilities and technological experience.