The focus of this paper is on a group of pupils with reading and writing difficulties who have been participating in an intervention study using assistive technology. That intervention study contained supervised training sessions with reading and writing tasks using an iPad with special supportive applications. The current study is a qualitative investigation of whether there has been any transfer from the intervention, to the pupils’ everyday school activities. Interviews with pupils and their teachers and observations during classroom lectures have been used to collect data. The results show that the pupils were positive to the assistive technology (the applications on the iPads), they found the apps easy to learn how to use and they appreciated the benefits they could give. Even so, only a few of the pupils had found use for and continued to use the tools after the intervention period finished. Possible reasons are that when the novelty wore off, students reverted to their usual study habits and that older students with many teachers and different classrooms were less able to adapt to using the apps. To improve transfer, it is suggested to introduce assistive technology earlier to students, in the younger grades, before study habits have been formed and to inform teachers about the use of AT in the classroom, including what is available and how it can benefit students.

中文翻译：

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探索干预对日常学校活动的影响

本文的重点是一群阅读和写作困难的学生，他们正在参加使用辅助技术进行的干预研究。该干预研究包括在带特殊支持应用程序的iPad的监督下进行的有关读写任务的培训课程。当前的研究是对从干预到学生日常学校活动是否有任何转移的定性调查。学生和他们的老师的访谈以及课堂讲课中的观察已被用来收集数据。结果表明，小学生对辅助技术（iPad上的应用程序）持积极态度，他们发现这些应用程序易于学习使用，并赞赏他们所能提供的好处。尽管如此，干预期结束后，只有少数学生发现了并继续使用这些工具。可能的原因是，当新颖性逐渐消失时，学生们恢复了惯常的学习习惯，而拥有许多老师和不同教室的年龄较大的学生则无法适应使用这些应用程序。为了改善转移，建议在形成学习习惯之前，在较年轻的年级就向学生更早地引入辅助技术，并告知老师课堂上AT的使用情况，包括可用的方法以及如何使学生受益。