Socio-Technical Aspirations for Children with Special Needs: A Study in Two Locations – India and Finland
Sumita Sharma, Krishnaveni Achary, Saurabh Srivastava, Blessin Varkey, Jaakko Hakulinen, Markku Turunen · 2020 · ACM Transactions on Accessible Computing · doi:10.1145/3396076
Summary
This cross-cultural qualitative study proposes extending Boujarwah et al.'s three-part framework for assistive technology design by adding a fourth dimension: socio-technical aspirations. The authors define this as "individual- or community-driven ambition and desire to own or use a specific technology for personal benefit or societal acceptance or both." The research compares perspectives from India (five stakeholders at Tamana, a private special school in New Delhi serving children with autism) and Finland (four parents of children with ADHD in an after-school rehabilitation program). Using reflexive thematic analysis of semi-structured interviews, the researchers identified three contextual factors that shape socio-technical aspirations: the level of inclusiveness supported in schools, the support provided by parents and teachers toward a child's aspirations for learning and entertainment, and stakeholders' previous technology experiences. The study highlights how technology aspirations exist independently of current infrastructure—people may desire specific technologies regardless of whether they currently have access to them.
Key findings
In India, technology was primarily used as a reward rather than being integrated into education, with WhatsApp serving as the main parent-educator communication tool. Indian participants expressed strong desires to match Western technology standards, viewing this as essential for their children's social acceptance. Special education operates as a paid service in India, often an urban luxury, with researchers noting a lack of formal educational requirements for special education teachers. In Finland, technology was mainly used for entertainment at home, with educational technology introduced through schools. Finnish parents wanted educational applications to be as engaging as commercial games like Fortnite, leveraging Finland's strong gaming industry. Both groups expressed concerns about monitoring children's online activities and technology addiction, and both wanted to keep pace with rapid technological progress. The study found that integrated schools do not necessarily imply inclusive practices—the distinction between educational policy and end-user experience matters significantly for technology design.
Relevance
This research offers a valuable framework shift for assistive technology designers: from "problem solving to people nurturing." By identifying socio-technical aspirations as distinct from current infrastructure, designers can create more sustainable technologies that align with stakeholder motivations and desires rather than just addressing immediate access gaps. For practitioners, the cross-cultural comparison reveals how context profoundly shapes technology expectations. Understanding that aspirations transcend current access is crucial—a community with limited infrastructure may still aspire to specific technologies, and designing for those aspirations rather than just current resources leads to better adoption. The study also emphasizes involving all stakeholders (children, parents, teachers, therapists) in the design process, recognizing that each brings different technology experiences and expectations that influence adoption and sustainability.
Tags: assistive technology design · cross-cultural research · special education · autism · ADHD · stakeholder research · qualitative research · technology adoption