Poudel, B. B. (2014). Acceptance and use of assistive technology: Perspectives of high school and college students with high-incidence disabilities (Publication No. 3685130) [Doctoral dissertation, University of Delaware]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1661456491

University of Delaware (Newark, DE); ProQuest document ID: 1661456491; free and open-access on U webpage at http://udspace.udel.edu/handle/19716/16818

Accommodations were not specified. High school and postsecondary students’ acceptance and use of assistive technology were examined.

Seventeen students with high-incidence disabilities participated. High incidence disabilities encompass learning disability (LD), attention deficit hyperactivity disorder (ADHD), attention deficit disorder (ADD), emotional behavior disorder (EBD), and mild speech language impairments (MSLI) and Asperger’s syndrome. Seven of the participants were high school students from schools in Delaware, and 10 participants were postsecondary students in Delaware and Pennsylvania.

Individual in-depth interviews were conducted to gain insight into students’ experiences with and perspectives on assistive technology. Interviews lasted on average one hour, and responses were recorded and transcribed.

Several themes emerged: device features, social support, skills and experience, timing to introduce AT, lack of systematic assessment and evaluation, little or no involvement in formal decision-making process, lack of training and supervision, standard accommodations, flying high with the help of AT, and increased competence because of AT. Students perceived AT as being helpful to their academic performance, but specific device features, lack of skills, feelings of being ignored, or AT not accommodating their needs contributed to negative perceptions of AT.