Author/Editor     Debeljak, Mojca; Marinček, Črt
Title     Podporne tehnologije pri vključevanju v visokošolski študij
Translated title     Assistive technology for inclusion in a higher education program
Type     članek
Vol. and No.     Letnik 16, št. 2
Publication year     2017
Volume     str. 68-75
ISSN     1580-9315 - Rehabilitacija
Language     slv
Abstract     Izhodišča: V prispevku je opisan potek obravnave in svetovanja o uporabi podpornih tehnologij študentu s cerebralno paralizo, ki je bilo izvedeno v okviru internega projekta na URI-Soča Podporna tehnologija za študente Univerze v Ljubljani. Študent je bil opremljen z vozičkom na elektromotorni pogon in imel svoj prenosni računalnik, ki ga je uporabljal pri vsakodnevni komunikaciji ter vključevanju v družbo in študij. Poudaril je probleme na področju risanja grafov in pisanja zapletenih formul pri nekaterih predmetih na univerzi, tako pri zapisovanju snovi kot tudi na kolokvijih in izpitih. Metode dela: Pregledali smo različne instrumente in lestvice ocenjevanja uspešnosti in zadovoljstva z uporabo podpornih tehnologij. Poiskali smo najprimernejše za obravnavo našega primera (Ujemanje človeka s tehnologijo % različna orodja in Lestvica psihosocialnega vpliva podpornih tehnologij - PIADS), 19-letnega študenta s težko obliko cerebralne paralize; imel je tudi probleme z verbalno komunikacijo. Predstavili smo mu poseben program kot rešitev njegovih problemov. Nadaljnja komunikacija je potekala preko elektronske pošte % tako vprašanja glede nejasnosti kot tudi končni rezultati ocenjevalne lestvice primernosti podporne tehnologije. Rezultati: Na obravnavi na URI % Soča smo s študentom izpolnili Osnovni obrazec za proces usklajevanja osebe in tehnologije, kjer smo definirali cilje in posege (naučiti se zapisovanje formul in grafov na računalnik), z obrazcem Ocenjevanja izhodišč za uporabo tehnologij za izobraževanje smo te cilje umestili v proces izobraževanja na fakulteti, z Anketo o uporabi podpornih tehnologij preverili primernost, nato pa skupaj izpolnili še obrazec Ocenjevanje izhodišč za uporabo podporne tehnologije in lestvico PIADS (s povprečnimi ocenami 1 za usposobljenost, 1,5 za prilagodljivost in 0,25 za samopodobo ter celotnim povprečjem 1). Predstavili smo mu tudi odprtokodni program (Paint.NET), s katerim si lahko pomaga tako pri zapisovanju kot pri pisanju kolokvijev in izpitov, ki vključujejo grafične predstavitve in zapisovanje formul. Usposobili smo ga za osnovno rokovanje s programom, ki smo ga nadgrajevali preko elektronske pošte. Po enem letu uporabe je znova izpolnil obrazec Ocenjevanje izhodišč za uporabo podporne tehnologije in lestvico PIADS (s povprečnimi ocenami 2,1 za usposobljenost, 2,0 za prilagodljivost in 1,25 za samopodobo ter celotnim povprečjem 2). Rezultati kažejo, da se je študent na večini področij izboljšal oziroma se je izboljšala njegova samopodoba in vplivi okolja na uspešno uporabo podporne tehnologije. Zaključki: Primer prikazuje, kako lahko primerne podporne tehnologije skupaj s primernim programjem in znanjem omogočijo vključitev študenta s hudo obliko cerebralne paralize v visokošolski študij na vseh ravneh integracije v izobraževanju.Background: The paper presents a treatment in matching assistive technology with a student diagnosed with cerebral palsy, performed within an internal project at the University Rehabilitation Institute in Ljubljana entitled Assistive technology for students within the University of Ljubljana. The student was equipped with a powered wheelchair and a laptop, which he used in his everyday communication and inclusion into society and studies. His problems arose when taking notes that included graphs and complicated formulas within some courses, as well as at taking exams. Methods: Various instruments and scales for assessing effectiveness and satisfaction with assistive technologies were reviewed, and those appropriate for the 19-year old student with severe cerebral palsy and problems with verbal communication were selected and used (various instruments for Matching Person and Technology % MPT, and the Psychosocial Impact of Assistive Devices Scale % PIADS). Special software for solving his problems was presented to the student. Further communication on additional questions about the software was via email; in the same way, feedback about the success at exams and final results of MPT and PIADS after one year was obtained. Results: During his visit to our Institute, the student was assessed with various MPT tools: Initial Worksheet, with which we identified goals and interventions that were to accomplish writing equations and graphs on a computer during his studies; Educational Technology Predisposition Assessment, with which goals were implemented in the process of education; Survey of Technology Use, where we examined suitability of assistive technology; and Assistive Technology Device Predisposition Assessment (ATD PA). The student was also assessed with PIADS (with an average score of 1 for functional independence, 1.5 for well-being and 0.25 for quality of life; total average 1). An open-source program (Paint.NET) was presented to him as a solution for taking notes in graphical mode as well for using it for exams that included drawing graphs and writing formulas. We trained the student to use the program independently, with extended communication through e-mails. After one year of usage, the student filled in again ATD PA and PIADS. The results showed that the student improved in most of the areas, especially regarding self-esteem and influences on the match between the person and the technology for successful assistive technology use (PIADS average scores were 2.1 for functional independence, 2.0 for well-being and 1.25 for quality of life, total average 2). Conclusions: The study shows that appropriate assistive technology together with appropriate software can enable a student with severe cerebral palsy to be properly integrated into higher education programs.
Descriptors     Self-Help Devices
Disabled Persons
Keywords     student with disabilitied
assistive technology
e-inclusion
disabled persons
e-vključenost
štedent s posebnimi potrebami
podporna tehnologija
invalidi