Ensuring correct fit and sustainability of assistive technology recommendations in schools.

OBJECTIVE

Our aim was to identify the frameworks used when considering AT and to identify the key elements that support its recommendation, implementation, and sustainability in schools.

METHODS

A mixed-methods approach was taken, using surveys and semi-structured interviews with clinicians and education staff. Survey data were analysed descriptively, while framework analysis was applied to the interview data. Quantitative and qualitative data were integrated through a mapping exercise. Participants included 22 clinicians and 16 educators, with follow-up interviews conducted with 8 clinicians and 3 education staff.

RESULTS

Findings revealed that clinicians and educators believed that site-specific guiding frameworks could aid in successful AT implementation. However, there was variation in awareness of available frameworks and limited use of their structures. Consistent themes emerged from interviews: maintaining a focus on the child, considering multiple aspects of the school context, and encouraging collaboration between educators and clinicians. Key ingredients for AT success in schools were threaded throughout each theme.

CONCLUSION

Abandonment of AT in schools is costly and undermines children's academic success. Best practices for AT recommendation, implementation, and sustainability necessitate a simplified guiding framework that incorporates key ingredients related to child focus, school context, and collaboration. The framework structure should be flexible such that it can be tailored to the organisational systems and processes within individual schools.