Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs.
The purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied...
| Publicado en: | Occupational Therapy International pp. 1 - 10 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
12/4/2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=133385839&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 133385839 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09667903 GPF jtl: Occupational Therapy International issn: 09667903 maglogo: Y pubinfo: dt: 12/4/2018 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 133385839 133385839 133385839 10.1155/2018/3705946 133385839 ppf: 1 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs. aug: au: Lersilp, Suchitporn Putthinoi, Supawadee Lersilp, Theeratorn affil: Department of Occupational Therapy, Faculty of Associated Medical Sciences, Chiang Mai University, Thailand sug: subj: Assistive Technology Devices Learning Environment Psychosocial Factors Children with Disabilities Psychosocial Factors Schools, Special Thailand Human Thailand Female Male Child, Preschool Child Adolescence Random Sample Questionnaires Child, Preschool: 2-5 years Child: 6-12 years Adolescent: 13-18 years Female Male ab: The purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied in nursery to Grade 12, or with their caregivers. The instrument was a questionnaire applied by the International Classification of Functioning, Disability and Health (ICF) and examined for content validity by five specialists. The results in terms of AT showed that a majority of children with physical disability needed it for mobility and use of school buildings and those with hearing disability for communication. However, most of the children did not need to use AT for culture, recreation, or sports, while many considered it as a facilitator for education. In terms of the learning environment, most characteristics of the physical environment were facilitators for children with special needs, as were those of the social environment for all groups of such children. The results of this study were useful in providing information for AT and design of a learning environment relating to the varied characteristics of children with special needs in special education schools. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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