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Assistive Technologies by Fernando A Ed Auat Cheein

By Fernando A Ed Auat Cheein

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Example text

One of Anna`s class mates is sitting right next to her at the computer lab, and every time Anna needs one of the menu keys her class mate helps her out by point directly at the menu key Anna needs. During the two history classes (90 minutes) spent at the computer lab Anna manage to write seven sentences about Nansen. The most of this time Anna has spent on searching the web, moving along one line on the screen, reading one word at the time about Nansen. When her class mates tells Anna they have to stop because the time is out Anna gets very stressed saying; “But I am far from done”.

Consequently, this chapter’s perspective is that it is not the disabled pupils’ impairments as such that governs their use of ICT or assistive ICT, but rather the social practices in which the use of these technologies takes place. Furthermore, this study employs an actor-network theory (ANT) perspective to elaborate on its findings. This perspective seeks to reveal what is happening, how it is happening, and what is involved in that which is happening (Moser, 2003). This perspective refuses to make a priori distinction between entities and actors, or define in advance what kind of entities might be granted agency and explanatory force.

This permeability involves some challenges in disabled children and young peoples` participation and inclusion in the peer group. One of these challenges is connected to the accessibility and usability of ICT. While accessible ICT is ICT a person can operate, usable ICT is ICT a person can use for his or her intended purposes (Söderström, 2009b). Another challenge is the permeability of the virtual and the material, which leads to a dependency on usable ICT (McMillan & Morrison, 2006). This dependency is a doubleedged sword because it embraces more and more of young people`s everyday lives.

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