Adoption of assistive technology for computer access among college students with disabilities.
OBJECTIVE
Fourteen college students with disabilities identified factors that influenced them to adopt or reject Assistive Technology (AT) for the personal computer in order to assess the effectiveness of a college course on adapted computer use.


METHODS
Forty-eight items were developed for a Q sort to represent both positive and negative statements in each of the three areas of Scherer's' model (milieu, person and technology). The model was modified to include specific statements about the training experience. A series of three interviews were administered to the students during the year following completion of the class.


RESULTS
Factor analysis of the Q sorts indicated that the participants had a unanimously positive experience. Three factors ('a positive experience', 'I'm OK, you're not OK', and 'support') emerged from the Q sort analysis. The training programme, the technology provided, and the characteristics of the individuals in the class all seemed to contribute to the success of the experience. Seventy-five percent of the students who took the class adopted at least some of the AT a year later.


CONCLUSIONS
This study supports the need for specific training programmes and course work for college students with disabilities who are interested in improving computer access skills.
Goodman
Glenn
G
Cleveland State University, Ohio 44115, USA. g.goodman@csuohio.edu
Tiene
Drew
D
Luft
Pamela
P
D000293:Adolescent; D000328:Adult; D006233:Persons with Disabilities; D005163:Factor Analysis, Statistical; D006801:Humans; D008838:Microcomputers; D008875:Middle Aged; D012656:Self-Help Devices; D013334:Students