Using Assistive Technology Focus Groups with Families Across Cultures

Phil Parette
Mary Blake Huer
Jack J. Hourcade, Boise State University

Abstract

While numerous approaches exist to gather information from families having cultural and linguistically diverse backgrounds and who have children with developmental disabilities, the use of assistive technology (AT) focus groups holds great promise for professionals. This article provides an overview of a process that can be implemented in school settings by professionals who desire to understand the unique AT needs of families with cultural and linguistically diverse backgrounds. Specifically, a four-phase strategy is presented for collecting information from families regarding their perceptions of school professionals, appropriateness of their child's interventions, and other important attitudes that families might have toward various AT-related activities in which their child is a participant. Emphasis is placed on the right person asking the right questions in the right way to the right persons at the right time and place.