ABSTRACT
Background
Participation rates in Science, Technology, Engineering and Maths (STEM) are low for people with intellectual disabilities. Electronic making (eMaking) incorporates STEM concepts and involves maker activities that use technologies, enabling skill development, leisure participation and lifelong learning. This study aimed to identify tools, technology and techniques used within, and examine barriers and enablers to, meaningful eMaking experiences for people with intellectual disabilities.
Method
Using a qualitative study design, data were collected via interviews and focus groups with three senior disability provider managers, six eMaking program coaches, and four eMaking experts designing curriculum. This data were audio recorded and transcribed verbatim. Program coach written reflections and photographs of eMaking activities were also collected. All data were analysed using reflexive thematic analysis.
Results
Twelve themes were identified. Themes related to tools and technology (using a range of equipment and resources; having designated space and structure and program outlines; using task modification to remove barriers and risks); techniques (starting with interests; using principles of active support; and seeking feedback); and potential program barriers and enablers (skills of the coach; support staff training and interest; knowledge and perceptions of the abilities of participants; program knowledge; and logistical aspects of the program).
Conclusions
eMaking can be accessible to people with intellectual disabilities and is enabled by customised tools and techniques and a positive attitudinal support environment.