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This article describes the results of a two-year qualitative study of 13 students who use a variety of assistive devices in school. Field researchers observed students weekly over a one-year period and interviewed professionals, family members, and peers who were involved with these students in school and home settings. Key excerpts of the case studies prepared for each student are presented to highlight common themes and recurring issues that emerged across the diverse sample of students who participated in this research. The complexities associated with the introduction of assistive devices into the lives of children with disabilities and their families are revealed in the observational notes and comments of key participants. The results of this research may help educators and parents understand why technology sometimes fails to produce hoped-for outcomes. They also suggest improvements to school practices that may maximize the benefits of assistive technology for students with disabilities.
Bonnie Todis (Sun,) studied this question.