Adoption of Assistive Technology for computer access among college students with disabilities

Purpose: 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. Method: 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 1 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.