Barriers and facilitators of assistive technology use among adolescent students with learning disabilities: A mixed methods comparison of daily and less frequent users
Bibliographic record
Abstract
This mixed methods study examined factors influencing assistive technology (AT) use among students with Learning Disabilities (LDs) in grades 7-10 (N=79) by comparing the perspectives of students who used AT daily (n=48) and less frequent users (n=31). Student perceptions were obtained using an online survey measuring potential individual characteristics that would influence AT use (AT and LD stigma, academic self-concept, perceived impact of AT) and environmental facilitators or barriers (AT teacher support). Chi-square tests revealed significant associations between AT use frequency and AT teacher support and the perceived impact of AT. Thematic analysis suggested that while both groups view AT as valuable, more frequent users reported higher academic self-concept and fewer barriers than less frequent users. Implications include implementing comprehensive AT educator training, establishing in-school AT support teams, and conducting annual student AT check-ins to ensure that AT effectively meets the student's needs while identifying and rectifying barriers to AT use.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".