Narrowing the "digital divide" - facilitating access to computer technology to enhance the lives of those with aphasia: a feasibility study

The CORA service is operating as normal. For general information on remote access to UCC Library services and collections during the University closure, please visit the main library website at https://libguides.ucc.ie

Show simple item record

dc.contributor.author Kelly, Helen
dc.contributor.author Kennedy, Fiona
dc.contributor.author Britton, Hannah
dc.contributor.author McGuire, Graham
dc.contributor.author Law, James
dc.date.accessioned 2019-01-22T09:51:06Z
dc.date.available 2019-01-22T09:51:06Z
dc.date.issued 2015-08-21
dc.identifier.citation Kelly, H., Kennedy, F., Britton, H., McGuire, G. and Law, J. (2015) 'Narrowing the "digital divide" - facilitating access to computer technology to enhance the lives of those with aphasia: a feasibility study', Aphasiology, 30(2-3), pp. 133-163. doi:10.1080/02687038.2015.1077926 en
dc.identifier.volume 30 en
dc.identifier.issued 2-3 en
dc.identifier.startpage 133 en
dc.identifier.endpage 163 en
dc.identifier.issn 0268-7038
dc.identifier.issn 1464-5041
dc.identifier.uri http://hdl.handle.net/10468/7336
dc.identifier.doi 10.1080/02687038.2015.1077926
dc.description.abstract Background: Despite advances in technology and the universal accessibility of the Internet, the aptly named “digital divide” still prevents equal access to, and use of, computer technology by people with aphasia. The use of technology has clear potential for improved quality of life in terms of increased methods for communicating as well as the facilitation of self-management; however, substantial barriers still pervade. Aims: The aims of this study were to evaluate a bespoke computer training course appropriate for people with aphasia and examine the personal experiences of a small sample of individuals with aphasia following their participation on the course. Methods & Procedures: This feasibility study with mixed-methods evaluation recruited participants with a range of aphasia severity and different experiences in using computers. Participants (n = 17) discussed their personal experiences of attending the computer course, gathered through topic-guided small focus groups, immediately postcourse and follow-up Refresher class. A Framework Method approach was considered an appropriate methodological design and data were analysed using thematic analysis. Participants also self-rated their skills in using computers before and following this bespoke computer course (n = 16) and at follow-up (n = 10), which was statistically analysed. Outcomes & Results: Statistically significant differences were found in the improved self-rated ability of a range of computer skills following course attendance. However, participants who attended a Refresher class (5, 9, or 12 months following course completion) reported that without support a number of these skills had notably declined. Three main themes emerged from the focus group data: (i) Facilitation of Social Engagement—technology offered new opportunities to communicate and more independently self-manage day-to-day tasks; (ii) Course Framework—participants reflected on their preferred model of delivery of the course; and finally (iii) Overcoming Barriers to Technology—the advantages of bespoke computer training, and requirements for ongoing support were highlighted as essential components of a training course appropriate for people with aphasia. Conclusions: The personal experiences of this group of people with aphasia highlight the advantages of accessing technology as a way of facilitating increased communication and an enhanced ability to manage their day-to-day lives. Yet, despite these benefits and the necessity for many people with aphasia to learn or relearn computer skills, finding courses that can accommodate individual needs is problematic. This research highlights the need for bespoke computer training and follow-on support, and highlights the necessary components of such training as identified by this group of people with aphasia. en
dc.description.sponsorship Health and Social Care Alliance, Scotland (Self-Management Fund for Scotland)
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Taylor & Francis Group en
dc.rights © 2015, Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Aphasiology on 21 August 2015, available online: http://www.tandfonline.com/10.1080/02687038.2015.1077926 en
dc.subject Aphasia en
dc.subject Technology en
dc.subject Access en
dc.subject Computer classes en
dc.subject Barriers en
dc.title Narrowing the "digital divide" - facilitating access to computer technology to enhance the lives of those with aphasia: a feasibility study en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Helen Kelly, Speech And Hearing Sciences, University College Cork, Cork, Ireland. +353-21-490-3000 Email: helen.kelly@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2019-01-22T09:36:50Z
dc.description.version Accepted Version en
dc.internal.rssid 348783227
dc.internal.wokid WOS:000365693700003
dc.contributor.funder Health and Social Care Alliance, Scotland
dc.description.status Peer reviewed en
dc.identifier.journaltitle Aphasiology en
dc.internal.copyrightchecked Yes en
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress helen.kelly@ucc.ie en


Files in this item

This item appears in the following Collection(s)

Show simple item record

This website uses cookies. By using this website, you consent to the use of cookies in accordance with the UCC Privacy and Cookies Statement. For more information about cookies and how you can disable them, visit our Privacy and Cookies statement