From the abstract:

"Reviews of literature show that information and communication technology (ICT) can have a positive impact on pupils when effectively managed. This research critically evaluates to what extent this impact is being experienced at a special school for pupils with physical disabilities. Focusing on a group of 13 pupils, the research collects and analyses the views of pupils, parents and staff, using both qualitative and quantitative methods. The findings show that pupils are highly motivated by technology and that its use is growing in the school. They also reveal the importance of building curriculum and technical support into technology assessments for pupils and monitoring their implementation."

In studying the potential of ICT for impact on and inclusion in the educational experience of children with physical disabilities in the United Kingdom (UK), the author observes the following characteristics of technology: it is multi-sensory and interactive; it is forgiving (allows for edits); it can result in a high presentational standard; it replaces needless tasks with authentic labour; and it offers endless modification to meet the needs of physical limitations. Potential problems he observed are: faulty or "low-spec" technology; student expectation that does not match the potential of the tools; and student loss of interest after the "honeymoon" period of fascination with the tools. He found that initially determining what sort of technology to use as an "input mechanism" was most important, as well as ample time and support for learning to use the technology.

Technology aspects suggested as effective were a joystick and keyboard with a key guard; a touch screen, grid software, and a keyboard with a key guard; a grid prepared using the grid software to enable the student to work more quickly and focus on the lesson’s objective; a laptop with a word-processing application to update and edit; and a tape recorder, though it was observed that some pupils who had difficulty with hand-to-eye co-ordination were challenged by the operation of it. A second device that was observed to be problematic was an electronic speech aid, which was not sufficient to allow for student communication without additional resources. The author recommended a thorough assessment and training period for any technology introduced. He cited the example of switching a student from using a mechanical head pointing tool to an infrared tool, which then caused sufficient frustration as to be deemed inappropriate for the particular student.

Among the recommendations from the research are the following points:

• "Continue positive commitment to technology, which should include investigating networks.
• Value and nurture the motivational impact of ICT on pupils and other stakeholders.
• Seek to utilise the potential of parental involvement by continuing to develop friendly, open relationships and by seeking different ways to involve parents in training.
• Ensure that complete assessments are carried out and implemented for all future purchases of technology, which includes the provision for curriculum support, technical support and monitoring.
• Review the technical and curriculum support provision for current technology.
• Review and highlight any pupils that are having a negative experience with CAP technology and review their needs.
• Devise a philosophy regarding frequency of technology usage."

Becta website accessed on May 30 2008.