Full Program »

Factors that enhance/inhibit children with cerebral palsy, to access switches for leisure and communication

View File

Aim: This presentation (based from outcomes of a Masters thesis) describes the factors that enhance and inhibit children with severe cerebral palsy and complex communication needs to access technology for leisure or communication using switches.

Method: A qualitative methodology using in-depth interviews was used to evaluate the views and beliefs of a purposive sample of eleven therapists who currently work at the Cerebral Palsy Education Centre.

Results: Analysis of the data generated from the interviews revealed four key themes: 1) child traits that affect how a child learns; 2) belief, philosophy and knowledge of therapists; 3) supportive learning environments; and 4) complexities of learning to use switches and a speech-generating device.

Conclusion: The findings suggest that therapists describe the process of teaching children how to use switches and speech-generating devices as a complex. The findings suggest that this complex process may be successful when involving a transdisciplinary team approach, when the child’s self-concept is nurtured by supporting the development of their self-esteem, the development of autonomous communication and resilience is encouraged and when therapists support the parents in assisting their child to learn to use switches to operate speech generating devices.


Fiona Beauchamp    
Cerebral Palsy Education Centre

Helen Bourke-Taylor    
Australian Catholic University (Melbourne Campus)

Ted Brown    
Monash University


Powered by OpenConf®
Copyright ©2002-2014 Zakon Group LLC