Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden.
Department of Women's and Children's Health, Uppsala University, Uppsala, Sweden.
Disabil Rehabil Assist Technol. 2024 Jul;19(5):2017-2025. doi: 10.1080/17483107.2023.2244978. Epub 2023 Aug 17.
Information and communication technology (ICT) has been proposed to enable an inclusive learning environment and increased participation for students with special educational needs. The aim of this study was to investigate the perceived need for ICT before and after an individualized ICT intervention among high school students with neurodevelopmental disorders and describe how the ICT was used to improve participation in school activities.
This mixed-method study, with a one-group pre- and post-test design, included 99 high school students with neurodevelopmental disorders. Data from questionnaires and assessments using the School Setting Interview (SSI) were analyzed using descriptive statistics and the Wilcoxon signed-rank test. Deductive content analysis was performed on written notes in the SSI assessment.
The results showed that students' median number of perceived needs for ICT in school activities had decreased from six needs at baseline to one need at follow-up (t16.5 df(98), .001). There were five SSI items for which over 50% of the students perceived a need for ICT, with most students (95%) needing support in the item . Students received a laptop, tablet or smartphone (95%), software for planning or structure (84%) and ICT for writing and reading (66%). The ICT facilitated participation in multiple school activities, providing reminders and structure, facilitating notetaking and improving spelling. After the ICT intervention, students (61%) experienced improved study results and improved ability to manage difficult school situations (68%).
To conclude, an individualized ICT intervention as support to increase school participation is promising among high school students with neurodevelopmental disorders.
信息和通信技术（ICT）被提议用于为有特殊教育需求的学生提供包容的学习环境和更多的参与机会。本研究旨在调查高中生神经发育障碍患者在个体化 ICT 干预前后对 ICT 的感知需求，并描述如何使用 ICT 来改善他们对学校活动的参与度。
本混合方法研究采用单组前后测试设计，纳入 99 名患有神经发育障碍的高中生。使用学校环境访谈（SSI）的问卷调查和评估数据采用描述性统计和 Wilcoxon 符号秩检验进行分析。SSI 评估中的书面记录采用演绎内容分析法进行分析。
结果表明，学生对学校活动中 ICT 的感知需求中位数从基线时的 6 项需求减少到随访时的 1 项需求（t16.5 df(98),.001）。有 5 项 SSI 项目有超过 50%的学生认为需要 ICT，大多数学生（95%）需要在项目. 中获得支持。学生获得了笔记本电脑、平板电脑或智能手机（95%）、用于规划或结构的软件（84%）以及用于读写的 ICT（66%）。ICT 促进了对多项学校活动的参与，提供了提醒和结构，方便了记笔记并提高了拼写能力。在 ICT 干预后，学生（61%）体验到学习成绩的提高和处理困难学校情况的能力（68%）的提高。
总之，为增加学校参与度而提供的个体化 ICT 干预对高中生神经发育障碍患者具有很大的前景。
