Systematic Reviews and Meta Analysis
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The Use of Assistive Technologies in Increasing the Participation of the Individuals with Severe and Multiple Disabilities to Leisure: Systematic Review

Year 2025, Volume: 12 Issue: 1, 1 - 17
https://doi.org/10.17275/per.25.1.12.1

Abstract

Leisure participation is one of the highly neglected areas. Supporting the leisure participation of the individuals with severe and multiple disabilities is important for them to be able to spend their leisure time in a quality and efficient way. In this study, the line of research through which assistive technologies have been used to increase the leisure participation of the individuals with severe and multiple disabilities have been examined. The studies in accordance with the criteria determined have been examined within the context of the published journal, used technology type, participant properties, used models and research findings. The examined studies have been scanned via electronic media using indexical scanning and then, manual scanning has been conducted on the basis of the references of the reached studies. 57 studies have been reached as a result of these scans. The studies reached have been assessed using the criteria determined by the authors. 12 studies meeting the criteria have been examined with descriptive analysis method. It has been seen when the study findings have been analyzed that the assistive technologies are efficient in increasing the leisure participation of the individuals with severe and multiple disabilities. Besides, when the studies in the scope have been examined, communication has been determined to be an important key for the participation of the individuals with severe and multiple disabilities to leisure activities. Communication based assistive technologies have been revealed to have a significant role in increasing the leisure participation. The obtained findings have been discussed in various contexts and suggestions have been made to the partners.

References

  • Argan M. (Ed.) (2013). Rekreasyon yönetimi[Recreation management], Anadolu Üniversitesi Web-ofset Tesisleri.
  • Besden, C. (2007). Design and implementation of an orientation and mobility program for a woman with multiple disabilities. Journal of Visual Impairment & Blindness, 101(10), 625-627. https://doi.org/10.1177/0145482X0710101008
  • Borg, J., Larson, S., & Ostenberg, P. O. (2011). The right to assistive technology: For whom, for what, and by whom? Disability & Society, 26(2), 151–167. https://doi.org/10.1080/09687599.2011.543862
  • Caldwell, L. (2005). Leisure and health: Why is leisure therapeutic? British Journal of Guidance & Counseling, 33, 7–26. https://doi.org/10.1080/03069880412331335939
  • Caldwell, L. L., & Gilbert, A. A. (2009). Leisure, health, and disability: A review and discussion. Canadian Journal of Community Mental Health, 9(2), 111-122. https://doi.org/10.7870/cjcmh-1990-0022
  • Cohen-Gewerc, E., & Stebbins, R. A. (2007). The idea of leisure. In E. Cohen-Gewerc & R. A. Stebbins (Eds.), The pivotal role of leisure education: Finding personal fulfillment in this century (pp. 1-14). Venture Publishing, Inc.
  • Chantry, J., & Dunford, C. (2010). How do computer assistive technologies enhance participation in childhood occupations for children with multiple and complex disabilities? A review of the current literature. The British Journal of Occupational Therapy, 73, 351–365. https://doi.org/10.4276/030802210X12813483277107
  • Çay, E. (2017). Zihinsel yetersizliği olan bireylere serbest zaman becerilerinin küçük grupla öğretiminde video ipucunun etkililiği[The effectiveness of video prompting in small groups teaching of leisure time skills to individuals with intellectual disabilities]. (Unpublished master dissertation). Bolu Abant İzzet Baysal University.
  • Çay, E. & Eratay, E. (2019). Çoklu yetersizliğe sahip çocuğu olan ebeveynlerin serbest zaman etkinliklerine yönelik görüşlerinin incelenmesi[The Opinions of the Parents who have Children with Multiple Disabilities regarding Leisure Time Activities] Ulusal Eğitim Akademisi Dergisi (UEAD)[ Journal of National Academy of Education], 3(2), 158-184. https://doi.org/10.32960/uead.596857
  • Downing, J. E. & Falvey, M. A. (2015). The importance of teaching communication skills. In J. E. Downing, A. Hanreddy, & K. D. Peckham-Hardin (Eds.). Teaching communication skills to students with severe disabilities (pp. 1-24). Paul H. Brookes Publishing Co.
  • Day, S., Dell, M., & Smith, T. (2011). Assistive technology monroe county school district. (p.1-11). Retrieved from http://region5at-udl.wikispaces.com/file/view/AT+ Referral +Monroe + County. PDF.
  • Evensen, K. V. (2021). Children with severe, multiple disabilities: Interplaying beings, communicative becomings. In E. E. Ødegaard, & J. S. Borgen Childhood Cultures in Transformation (pp. 54-73). Brille Sense Publishing.
  • Fager, S., Hux, K., Beukelman, D. R., & Karantounis, R. (2006). Augmentative and alternative communication use and acceptance by adults with traumatic brain injury. Augmentative and Alternative Communication, 22(1), 37-47. https://doi.org/10.1080/07434610500243990
  • Felce, D., & Perry, J. (1995). Quality of life: Its definition and measurement. Research in Developmental Disabilities, 16(1), 51–74. https://doi.org/10.1016/0891- 4222(94)00028-8 PMID:7701092
  • Lancioni, G. E., Singh, N. N., O'reilly, M. F., Sigafoos, J., De Pace, C., Chiapparino, C., ... & Spica, A. (2011). Technology-assisted programmes to promote leisure engagement in persons with acquired brain injury and profound multiple disabilities: Two case studies. Disability and Rehabilitation: Assistive Technology, 6(5), 412-419. https://doi.org/10.3109/17483107.2011.580899
  • Harding, C., Lindsay, G., O'Brien, A., Dipper, L., & Wright, J. (2011). Implementing AAC with children with profound and multiple learning disabilities: A study in rationale underpinning intervention. Journal of Research in Special Educational Needs, 11(2), 120-129. https://doi.org/10.1111/j.1471-3802.2010.01184.x
  • Hersh, M., & Johnson, M. (2008). Accessible Information: An Overview. In Hersh, M., & Johnson, M. (eds), Assistive Technology for Visually Impaired and Blind People (pp. 385–448). Springer. https://doi.org/10.1007/978-1-84628-867-8_12
  • Hogg, J. & Cavet, J. (2013). Making leisure provision for people with profound learning and multiple disabilities. Springer.
  • Isabelle, S., Bessey, S. F., Dragas, K. L., Blease, P., Shepherd, J. T., & Lane, S. J. (2003). Assistive technology for children with disabilities. Occupational Therapy in Health Care, 16(4), 29-51. https://doi.org/10.1080/J003v16n04_03
  • Iwasaki, Y. (2007). Leisure and quality of life in an international and multicultural context: what are major pathways linking leisure to quality of life?. Social Indicators Research 82, 233–264. https://doi.org/10.1007/s11205-006-9032-z
  • Jerome, J., Frantino, E. P., & Sturmey, P. (2007). The effects of errorless learning and backward chaining on the acquisition of internet skills in adults with developmental disabilities. Journal of Applied Behavior Analysis, 40, 185–189. https://doi.org/10.1901/jaba.2007.41-06
  • Kagohara, D. M., Sigafoos, J., Achmadi, D., Meer, L., O’Reilly, M. F., & Lancioni, G. E. (2011). Teaching students with developmental disabilities to operate an iPod Touch® to listen to music. Research in Developmental Disabilities, 32(6), 0–2992. https://doi.org/10.1016/j.ridd.2011.04.010
  • Kemp, C., Stephenson, J., Cooper, M., & Hodge, K. (2016). Engaging preschool children with severe and multiple disabilities using books and ipad apps. Infants & Young Children, 29(4), 249–266 https://doi.org/10.1097/IYC.0000000000000075
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Oliva, D., Coppa, M. M., & Montironi, G. (2005). A new microswitch to enable a boy with minimal motor behavior to control environmental stimulation with eye blinks. Behavioral Interventions, 20, 147-153. https://doi.org/10.1002/bin.185
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Didden, R., Oliva, D., & Severini, L. (2006). A microswitch-based program to enable students with multiple disabilities to choose among environmental stimuli. Journal of Visual Impairment & Blindness, 100(8), 488-494. https://doi.org/10.1177/0145482X0610000807
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Sigafoos, J., Oliva, D., Signorino, M., & De Tommaso, M. (2010) Helping a man with acquired brain injury and multiple disabilities manage television use via assistive tech-nology. Clinical Case Studies, 9(4), 285-293. https://doi.org/10.1177/1534650110378036
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Oliva, D., Smaldone, A., La Martire, M., ... Chirico, M. (2011). Technology-assisted programs for promoting leisure or communication engagement in two persons with pervasive motor or multiple disabilities. Disability and Rehabilitation: Assistive Technology, 6(2), 108-114. https://doi.org/10.3109/17483107.2010.496524
  • Lancioni, G. E., Singh, N. N., O’reilly, M. F., Green, V. A., Oliva, D., Buonocunto, F., Sacco, V., Biancardi, E. M., & Nuovo, S. D. (2012). Technology-based programs to support forms of leisure engagement and communication for persons with multiple disabilities: Two single-case studies. Developmental Neurorehabilitation, 15(3), 209-218. https://doi.org/10.3109/17518423.2012.666766
  • Lancioni, G. E., O’Reilly, M. F., Singh, N. N., Sigafoos, J., Buonocunto, F., Sacco, V., Navarro, J., Lanzilotti, C., De Tommaso, M., Megna, M., Oliva, D. (2013). Technology-aided leisure and communication opportunities for two post-coma persons emerged from a minimally conscious state and affected by multiple disabilities. Research in Developmental Disabilities, 34(2), 809–816. https://doi.org/10.1016/j.ridd.2012.10.008
  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Ricciuti, R. A., Trignani, R., Oliva, D., Signorino, M., D’Amico, F., & Sasanelli, G. (2015) Extending technology-aided leisure and communication programs to persons with spinal cord injury and post-coma multiple disabilities, Disability and Rehabilitation: Assistive Technology, 10(1), 32-37. https://doi.org/10.3109/17483107.2013.860635
  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Oliva, D., Buonocunto, F., Sacco, V., D’Amico, F., Navarro, J., Lanzilotti, C., Tommaso, M. D., & Megna, M. (2014). Post-coma persons with multiple disabilities use assistive technology for their leisure engagement and communication, NeuroRehabilitation 34, 749–758. doi:10.3233/NRE-141075
  • Lancioni, G. E., Singh, N. N., O’reilly, M. F., Sigafoos, J., Belardinelli, M. O., Buonocunto, F., D’Amico, F., Navarro, J., Lanzilotti, C., Denitto, F., Tommaso, M. D., & Megna, M. (2015). Supporting self-managed leisure engagement and communication in post-coma persons with multiple disabilities. Research in Developmental Disabilities, 38, 75-83.
  • Lancioni, G. E., Sigafoos, J., O’ Reilly, M. F., & Singh, N. N. (2013). Assistive technology interventions for individuals with severe/ profound and multiple disabilities. New York: Springer.
  • Lancioni, G. E., O’Reilly, M. F., Oliva, D., & Coppa, M. M. (2001). Using multiple microswitches to promote different responses in children with multiple disabilities. Research in Developmental Disabilities, 22(4), 309-318. doi: 10.1016/s0891-4222(01)00074-9
  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Campodonico, F., Oliva, D., & D’amico, F. (2018). Using microswitch-aided programs for people with multiple disabilities to promote stimulation control and mild physical exercise. Journal of Intellectual & Developmental Disability, 43(2), 242-250. doi: 10.3109/13668250.2016.1253831
  • Mcnaughton, D., & Bryen, D. N. (2007). AAC technologies to enhance participation and access to meaningful societal roles for adolescents and adults with developmental disabilities who require AAC. Augmentative and Alternative Communication, 23(3), 217-229. https://doi.org/10.1080/07434610701573856
  • Maki, A. L., Rudrud, E. H., Schulze, K. A., & Rapp, J. T. (2008). Increasing therapeutic exercise participation by individuals with acquired brain injury using self-recording and reinforcement. Behaviour Interventions, 23(2), 75-86. https://doi.org/10.1002/bin.255
  • Mechling, L. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review. Education and Training in Developmental Disabilities, 42(3), 252–269. https://www.jstor.org/stable/23879621
  • Naudé, K., & Hughes, M. (2005). Considerations for the use of assistive technology in patients with impaired states of consciousness. Neuropsychological Rehabilitation, 15(3-4), 514-521.
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Year 2025, Volume: 12 Issue: 1, 1 - 17
https://doi.org/10.17275/per.25.1.12.1

Abstract

References

  • Argan M. (Ed.) (2013). Rekreasyon yönetimi[Recreation management], Anadolu Üniversitesi Web-ofset Tesisleri.
  • Besden, C. (2007). Design and implementation of an orientation and mobility program for a woman with multiple disabilities. Journal of Visual Impairment & Blindness, 101(10), 625-627. https://doi.org/10.1177/0145482X0710101008
  • Borg, J., Larson, S., & Ostenberg, P. O. (2011). The right to assistive technology: For whom, for what, and by whom? Disability & Society, 26(2), 151–167. https://doi.org/10.1080/09687599.2011.543862
  • Caldwell, L. (2005). Leisure and health: Why is leisure therapeutic? British Journal of Guidance & Counseling, 33, 7–26. https://doi.org/10.1080/03069880412331335939
  • Caldwell, L. L., & Gilbert, A. A. (2009). Leisure, health, and disability: A review and discussion. Canadian Journal of Community Mental Health, 9(2), 111-122. https://doi.org/10.7870/cjcmh-1990-0022
  • Cohen-Gewerc, E., & Stebbins, R. A. (2007). The idea of leisure. In E. Cohen-Gewerc & R. A. Stebbins (Eds.), The pivotal role of leisure education: Finding personal fulfillment in this century (pp. 1-14). Venture Publishing, Inc.
  • Chantry, J., & Dunford, C. (2010). How do computer assistive technologies enhance participation in childhood occupations for children with multiple and complex disabilities? A review of the current literature. The British Journal of Occupational Therapy, 73, 351–365. https://doi.org/10.4276/030802210X12813483277107
  • Çay, E. (2017). Zihinsel yetersizliği olan bireylere serbest zaman becerilerinin küçük grupla öğretiminde video ipucunun etkililiği[The effectiveness of video prompting in small groups teaching of leisure time skills to individuals with intellectual disabilities]. (Unpublished master dissertation). Bolu Abant İzzet Baysal University.
  • Çay, E. & Eratay, E. (2019). Çoklu yetersizliğe sahip çocuğu olan ebeveynlerin serbest zaman etkinliklerine yönelik görüşlerinin incelenmesi[The Opinions of the Parents who have Children with Multiple Disabilities regarding Leisure Time Activities] Ulusal Eğitim Akademisi Dergisi (UEAD)[ Journal of National Academy of Education], 3(2), 158-184. https://doi.org/10.32960/uead.596857
  • Downing, J. E. & Falvey, M. A. (2015). The importance of teaching communication skills. In J. E. Downing, A. Hanreddy, & K. D. Peckham-Hardin (Eds.). Teaching communication skills to students with severe disabilities (pp. 1-24). Paul H. Brookes Publishing Co.
  • Day, S., Dell, M., & Smith, T. (2011). Assistive technology monroe county school district. (p.1-11). Retrieved from http://region5at-udl.wikispaces.com/file/view/AT+ Referral +Monroe + County. PDF.
  • Evensen, K. V. (2021). Children with severe, multiple disabilities: Interplaying beings, communicative becomings. In E. E. Ødegaard, & J. S. Borgen Childhood Cultures in Transformation (pp. 54-73). Brille Sense Publishing.
  • Fager, S., Hux, K., Beukelman, D. R., & Karantounis, R. (2006). Augmentative and alternative communication use and acceptance by adults with traumatic brain injury. Augmentative and Alternative Communication, 22(1), 37-47. https://doi.org/10.1080/07434610500243990
  • Felce, D., & Perry, J. (1995). Quality of life: Its definition and measurement. Research in Developmental Disabilities, 16(1), 51–74. https://doi.org/10.1016/0891- 4222(94)00028-8 PMID:7701092
  • Lancioni, G. E., Singh, N. N., O'reilly, M. F., Sigafoos, J., De Pace, C., Chiapparino, C., ... & Spica, A. (2011). Technology-assisted programmes to promote leisure engagement in persons with acquired brain injury and profound multiple disabilities: Two case studies. Disability and Rehabilitation: Assistive Technology, 6(5), 412-419. https://doi.org/10.3109/17483107.2011.580899
  • Harding, C., Lindsay, G., O'Brien, A., Dipper, L., & Wright, J. (2011). Implementing AAC with children with profound and multiple learning disabilities: A study in rationale underpinning intervention. Journal of Research in Special Educational Needs, 11(2), 120-129. https://doi.org/10.1111/j.1471-3802.2010.01184.x
  • Hersh, M., & Johnson, M. (2008). Accessible Information: An Overview. In Hersh, M., & Johnson, M. (eds), Assistive Technology for Visually Impaired and Blind People (pp. 385–448). Springer. https://doi.org/10.1007/978-1-84628-867-8_12
  • Hogg, J. & Cavet, J. (2013). Making leisure provision for people with profound learning and multiple disabilities. Springer.
  • Isabelle, S., Bessey, S. F., Dragas, K. L., Blease, P., Shepherd, J. T., & Lane, S. J. (2003). Assistive technology for children with disabilities. Occupational Therapy in Health Care, 16(4), 29-51. https://doi.org/10.1080/J003v16n04_03
  • Iwasaki, Y. (2007). Leisure and quality of life in an international and multicultural context: what are major pathways linking leisure to quality of life?. Social Indicators Research 82, 233–264. https://doi.org/10.1007/s11205-006-9032-z
  • Jerome, J., Frantino, E. P., & Sturmey, P. (2007). The effects of errorless learning and backward chaining on the acquisition of internet skills in adults with developmental disabilities. Journal of Applied Behavior Analysis, 40, 185–189. https://doi.org/10.1901/jaba.2007.41-06
  • Kagohara, D. M., Sigafoos, J., Achmadi, D., Meer, L., O’Reilly, M. F., & Lancioni, G. E. (2011). Teaching students with developmental disabilities to operate an iPod Touch® to listen to music. Research in Developmental Disabilities, 32(6), 0–2992. https://doi.org/10.1016/j.ridd.2011.04.010
  • Kemp, C., Stephenson, J., Cooper, M., & Hodge, K. (2016). Engaging preschool children with severe and multiple disabilities using books and ipad apps. Infants & Young Children, 29(4), 249–266 https://doi.org/10.1097/IYC.0000000000000075
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Oliva, D., Coppa, M. M., & Montironi, G. (2005). A new microswitch to enable a boy with minimal motor behavior to control environmental stimulation with eye blinks. Behavioral Interventions, 20, 147-153. https://doi.org/10.1002/bin.185
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Didden, R., Oliva, D., & Severini, L. (2006). A microswitch-based program to enable students with multiple disabilities to choose among environmental stimuli. Journal of Visual Impairment & Blindness, 100(8), 488-494. https://doi.org/10.1177/0145482X0610000807
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Sigafoos, J., Oliva, D., Signorino, M., & De Tommaso, M. (2010) Helping a man with acquired brain injury and multiple disabilities manage television use via assistive tech-nology. Clinical Case Studies, 9(4), 285-293. https://doi.org/10.1177/1534650110378036
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Oliva, D., Smaldone, A., La Martire, M., ... Chirico, M. (2011). Technology-assisted programs for promoting leisure or communication engagement in two persons with pervasive motor or multiple disabilities. Disability and Rehabilitation: Assistive Technology, 6(2), 108-114. https://doi.org/10.3109/17483107.2010.496524
  • Lancioni, G. E., Singh, N. N., O’reilly, M. F., Green, V. A., Oliva, D., Buonocunto, F., Sacco, V., Biancardi, E. M., & Nuovo, S. D. (2012). Technology-based programs to support forms of leisure engagement and communication for persons with multiple disabilities: Two single-case studies. Developmental Neurorehabilitation, 15(3), 209-218. https://doi.org/10.3109/17518423.2012.666766
  • Lancioni, G. E., O’Reilly, M. F., Singh, N. N., Sigafoos, J., Buonocunto, F., Sacco, V., Navarro, J., Lanzilotti, C., De Tommaso, M., Megna, M., Oliva, D. (2013). Technology-aided leisure and communication opportunities for two post-coma persons emerged from a minimally conscious state and affected by multiple disabilities. Research in Developmental Disabilities, 34(2), 809–816. https://doi.org/10.1016/j.ridd.2012.10.008
  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Ricciuti, R. A., Trignani, R., Oliva, D., Signorino, M., D’Amico, F., & Sasanelli, G. (2015) Extending technology-aided leisure and communication programs to persons with spinal cord injury and post-coma multiple disabilities, Disability and Rehabilitation: Assistive Technology, 10(1), 32-37. https://doi.org/10.3109/17483107.2013.860635
  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Oliva, D., Buonocunto, F., Sacco, V., D’Amico, F., Navarro, J., Lanzilotti, C., Tommaso, M. D., & Megna, M. (2014). Post-coma persons with multiple disabilities use assistive technology for their leisure engagement and communication, NeuroRehabilitation 34, 749–758. doi:10.3233/NRE-141075
  • Lancioni, G. E., Singh, N. N., O’reilly, M. F., Sigafoos, J., Belardinelli, M. O., Buonocunto, F., D’Amico, F., Navarro, J., Lanzilotti, C., Denitto, F., Tommaso, M. D., & Megna, M. (2015). Supporting self-managed leisure engagement and communication in post-coma persons with multiple disabilities. Research in Developmental Disabilities, 38, 75-83.
  • Lancioni, G. E., Sigafoos, J., O’ Reilly, M. F., & Singh, N. N. (2013). Assistive technology interventions for individuals with severe/ profound and multiple disabilities. New York: Springer.
  • Lancioni, G. E., O’Reilly, M. F., Oliva, D., & Coppa, M. M. (2001). Using multiple microswitches to promote different responses in children with multiple disabilities. Research in Developmental Disabilities, 22(4), 309-318. doi: 10.1016/s0891-4222(01)00074-9
  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Campodonico, F., Oliva, D., & D’amico, F. (2018). Using microswitch-aided programs for people with multiple disabilities to promote stimulation control and mild physical exercise. Journal of Intellectual & Developmental Disability, 43(2), 242-250. doi: 10.3109/13668250.2016.1253831
  • Mcnaughton, D., & Bryen, D. N. (2007). AAC technologies to enhance participation and access to meaningful societal roles for adolescents and adults with developmental disabilities who require AAC. Augmentative and Alternative Communication, 23(3), 217-229. https://doi.org/10.1080/07434610701573856
  • Maki, A. L., Rudrud, E. H., Schulze, K. A., & Rapp, J. T. (2008). Increasing therapeutic exercise participation by individuals with acquired brain injury using self-recording and reinforcement. Behaviour Interventions, 23(2), 75-86. https://doi.org/10.1002/bin.255
  • Mechling, L. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review. Education and Training in Developmental Disabilities, 42(3), 252–269. https://www.jstor.org/stable/23879621
  • Naudé, K., & Hughes, M. (2005). Considerations for the use of assistive technology in patients with impaired states of consciousness. Neuropsychological Rehabilitation, 15(3-4), 514-521.
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There are 52 citations in total.

Details

Primary Language English
Subjects Educational Psychology
Journal Section Research Articles
Authors

Evgin Çay 0000-0002-1199-3939

Burak Bozak 0000-0001-7557-4576

Early Pub Date December 26, 2024
Publication Date
Acceptance Date December 6, 2024
Published in Issue Year 2025 Volume: 12 Issue: 1

Cite

APA Çay, E., & Bozak, B. (2024). The Use of Assistive Technologies in Increasing the Participation of the Individuals with Severe and Multiple Disabilities to Leisure: Systematic Review. Participatory Educational Research, 12(1), 1-17. https://doi.org/10.17275/per.25.1.12.1