Yngve Moa, Ekbladh Elin, Lidström Helene, Hemmingsson Helena
Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden.
Department of Special Education, Stockholm University, Stockholm, Sweden.
Scand J Occup Ther. 2023 Apr;30(3):311-321. doi: 10.1080/11038128.2021.1998610. Epub 2021 Nov 9.
Evidence-based information and communication technology (ICT) interventions to enhance school participation among students with special educational needs (SEN) are required.
To evaluate the impact of an ICT intervention on school participation among upper secondary school students with special educational needs.
Data on 300 students' assessments with the School Setting Interview (SSI), grades and school attendance were used in this quasi-experimental study, with a one-group pretest-posttest design. Descriptive and inferential statistics and effect size were used, as well as Rasch analysis to generate interval data on the students' ordinal SSI ratings.
In the ICT intervention (median time eight hours), 54% of the students received a tablet, and software concerned with planning and structure was received by 85%. After the ICT intervention, a significant decrease in perceived need for adjustments in school activities was found on a group level and 30% of the students improved their school attendance. Students who benefitted the most from the ICT intervention had few adjustment needs in school activities and no special educational support at baseline.
An ICT intervention is promising for improving school participation among upper secondary school students with SEN.
需要基于证据的信息通信技术（ICT）干预措施，以提高有特殊教育需求（SEN）学生的学校参与度。
评估ICT干预对有特殊教育需求的高中生学校参与度的影响。
本准实验研究采用单组前测-后测设计，使用了300名学生通过学校环境访谈（SSI）、成绩和出勤情况的评估数据。使用了描述性和推断性统计以及效应量，还进行了拉施分析，以生成关于学生SSI等级顺序的区间数据。
在ICT干预（中位时间8小时）中，54%的学生获得了平板电脑，85%的学生获得了与规划和结构相关的软件。ICT干预后，在群体层面上发现对学校活动调整的感知需求显著下降，30%的学生提高了出勤率。从ICT干预中受益最大的学生在学校活动中几乎没有调整需求，且基线时没有特殊教育支持。
ICT干预有望提高有特殊教育需求的高中生的学校参与度。
