Communication mediated by a powered wheelchair: People with profound cognitive disabilities
(2011) In Disability Studies Quarterly 31(4). p.1-13- Abstract
- The Driving to Learn project explored what people with profound cognitive disabilities could achieve from practice in a joystick-operated powered wheelchair and what facilitated their eventual achievements.
Grounded theory methodology was applied for a project involving 45 children and adults with profound cognitive disabilities, 64 with milder degrees of cognitive disabilities, and 17 infants with typical development.
The findings included two lines of development: (1) growing consciousness of joystick-use and powered mobility use, and (2) learning communication by driving. An emerging approach for facilitating tool use learning also nurtured the participants' alertness, attention to social exchange,... (More) - The Driving to Learn project explored what people with profound cognitive disabilities could achieve from practice in a joystick-operated powered wheelchair and what facilitated their eventual achievements.
Grounded theory methodology was applied for a project involving 45 children and adults with profound cognitive disabilities, 64 with milder degrees of cognitive disabilities, and 17 infants with typical development.
The findings included two lines of development: (1) growing consciousness of joystick-use and powered mobility use, and (2) learning communication by driving. An emerging approach for facilitating tool use learning also nurtured the participants' alertness, attention to social exchange, development of sense of self, anticipation, intentionality and a will in mind that was communicated through showing by driving.
Significance: Becoming capable of showing communicative intentions, even in a limited sense, changed the attention, interaction and responsiveness of social others. This in turn increased the participants' opportunities for development of more shared meanings and communication. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/2293175
- author
- Nilsson, Lisbeth LU
- organization
- publishing date
- 2011
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- guidance, interaction, feeling experiences, self-recognition, concept formation, orientation, intentionality, agency, communicative behavior
- in
- Disability Studies Quarterly
- volume
- 31
- issue
- 4
- pages
- 1 - 13
- publisher
- The Ohio State University Libraries
- ISSN
- 1041-5718
- language
- English
- LU publication?
- yes
- additional info
- The information about affiliations in this record was updated in December 2015. The record was previously connected to the following departments: Division of Occupational Therapy (Closed 2012) (013025000)
- id
- 7868ecb3-c856-4387-90fa-ae4d87d860d6 (old id 2293175)
- alternative location
- http://dsq-sds.org/article/view/1708/1756
- date added to LUP
- 2016-04-04 11:45:27
- date last changed
- 2018-11-21 21:06:59
@article{7868ecb3-c856-4387-90fa-ae4d87d860d6,
abstract = {{The Driving to Learn project explored what people with profound cognitive disabilities could achieve from practice in a joystick-operated powered wheelchair and what facilitated their eventual achievements. <br/><br>
<br/><br>
Grounded theory methodology was applied for a project involving 45 children and adults with profound cognitive disabilities, 64 with milder degrees of cognitive disabilities, and 17 infants with typical development.<br/><br>
<br/><br>
The findings included two lines of development: (1) growing consciousness of joystick-use and powered mobility use, and (2) learning communication by driving. An emerging approach for facilitating tool use learning also nurtured the participants' alertness, attention to social exchange, development of sense of self, anticipation, intentionality and a will in mind that was communicated through showing by driving. <br/><br>
<br/><br>
Significance: Becoming capable of showing communicative intentions, even in a limited sense, changed the attention, interaction and responsiveness of social others. This in turn increased the participants' opportunities for development of more shared meanings and communication.}},
author = {{Nilsson, Lisbeth}},
issn = {{1041-5718}},
keywords = {{guidance; interaction; feeling experiences; self-recognition; concept formation; orientation; intentionality; agency; communicative behavior}},
language = {{eng}},
number = {{4}},
pages = {{1--13}},
publisher = {{The Ohio State University Libraries}},
series = {{Disability Studies Quarterly}},
title = {{Communication mediated by a powered wheelchair: People with profound cognitive disabilities}},
url = {{http://dsq-sds.org/article/view/1708/1756}},
volume = {{31}},
year = {{2011}},
}