Article

The Driving to Learn project explored ways to help people with profound cognitive
disabilities practice operating a joystick-operated powered wheelchair. The
project used a grounded theory approach with constant comparative analysis and
was carried out over 12 yr. The participants were 45 children and adults with
profound cognitive disabilities. Reference groups included 17 typically
developing infants and 64 participants with lesser degrees of cognitive
disability. The data sources included video recordings, field notes, open
interviews, and a rich mixture of literature. The findings that emerged yielded
strategies for facilitating achievements, an 8-phase learning process, an
assessment tool, and a grounded theory of deplateauing explaining the properties
necessary for participants to exceed expected limitations and plateaus. Eight
participants with profound cognitive disabilities reached goal-directed driving
or higher. Participants were empowered by attaining increased control over tool
use, improving their autonomy and quality of life.

Langue : ANGLAIS