Feeling valued: the interplay of assistive technology and identity.

Purpose: The aim of this study was to explore the impact of AT in identity for students with disabilities in higher education and if/how this changes over time. Methods: Using a longitudinal qualitative research design, semi-structured interviews were conducted with students with disabilities (n = 13) in higher education in Ireland on two occasions during an academic year. A trajectory approach to longitudinal analysis was employed. This involved the use of matrices and identification of a through line for the study, which connects participant change over time. Results: The through line identified was feeling valued, which was central in the negotiation of identity over time across three themes: feelings of autonomy and competence; claiming disability; and feeling like you belong as a student. AT impacted experiences across the three themes which subsequently promoted or undermined students' sense of value. Reciprocally, feeling valued influenced use and perceptions of AT. Factors specific to a higher education context were also identified which influenced meanings attached to AT over time. Conclusion: Creating an environment where students feel valued is key in promoting use of and positive perceptions of AT. This should form an integral part of AT and disability policy in higher education. IMPLICATIONS FOR REHABILITATION: Assistive technology (AT) use can have significant implications for one's identity AT indirectly impacts on students with disabilities' sense of value through its influence on three areas of identity change/continuity; feelings of autonomy and competence, claiming disability and feeling like you belong Feeling valued was central to the negotiation of identity over time for students with disabilities in higher education Creating an environment where students feel valued is integral to supporting students in their pursuit of a positive sense of identity and key in promoting use of and positive perceptions towards AT. This should form a central part of AT and disability policy in higher education. [ABSTRACT FROM AUTHOR]