辅助技术在公立学校环境中的效果。

Effect of assistive technology in a public school setting.

机构信息

Arlington Public Schools, 1401 North Greenbrier Street, Arlington, VA 22205, USA.

出版信息

Am J Occup Ther. 2010 Jan-Feb;64(1):18-29. doi: 10.5014/ajot.64.1.18.

DOI:10.5014/ajot.64.1.18

PMID:20131561

Abstract

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) requires assistive technology (AT) be considered at the yearly individualized education program (IEP) meeting of every student in special education. IDEA also directs that AT be implemented on the basis of peer-reviewed literature despite a paucity of research on AT's effectiveness in the public schools. This repeated-measures quasi-experimental study explored AT's effect in a public school special education setting. Participants (N=13) were a heterogeneous group of students in 1 school system who had newly provided AT to address academic and communication goals in one school year. Results suggest that relative to other interventions, AT provided by a multidisciplinary team may have a significant effect on IEP goal improvement (t[12] = 5.54, p= .00) for students in special education (F[2] = 9.35, p= .00), which may support AT's use in special education by occupational therapists as directed by IDEA.

摘要

《2004 年残疾人教育改善法案》（IDEA）要求在特殊教育学生的每年个别教育计划（IEP）会议上考虑辅助技术（AT）。尽管在公立学校中，关于 AT 有效性的研究很少，但 IDEA 还指示应根据经过同行评审的文献来实施 AT。这项重复测量的准实验研究在公立学校特殊教育环境中探索了 AT 的效果。参与者（N=13）是来自一个学校系统的具有异质性的学生群体，他们在一学年内获得了新的 AT，以实现学术和沟通目标。结果表明，与其他干预措施相比，多学科团队提供的 AT 可能对特殊教育学生的 IEP 目标改善有显著影响（t[12] = 5.54，p=.00）（F[2] = 9.35，p=.00），这可能支持职业治疗师根据 IDEA 在特殊教育中使用 AT。