Article

Following an earlier review in 2007, a further review of the academic literature
relating to the uses of assistive technology (AT) by children and young people
was completed, covering the period 2007-2011. As in the earlier review, a
tripartite taxonomy: technology uses to train or practise, technology uses to
assist learning and technology uses to enable learning, was used in order to
structure the findings. The key markers for research in this field and during
these three years were user involvement, AT on mobile mainstream devices, the
visibility of AT, technology for interaction and collaboration, new and
developing interfaces and inclusive design principles. The paper concludes by
locating these developments within the broader framework of the Digital Divide.

Langue : ANGLAIS