The use and non‐use of assistive technologies from the world of information and communication technology by visually impaired young people: a walk on the tightrope of peer inclusion

In affluent societies how people use technology is symbolic of various values and identities. This article investigates the symbolic values and use of assistive technologies from the world of information and communication technology (ICT) in the daily lives of 11 visually impaired young Norwegians. The article draws on a qualitative interview study and employs an interactionist approach. While the use of ICT is found to symbolise competence, belonging and independence, the use of ICT assistive technologies is found to symbolise restriction, difference and dependency. Thus, ICT and ICT assistive technologies have inherently contradictory sets of associations. To fit in as ordinary young people the visually impaired participants reject ICT assistive technologies whenever possible. The partially sighted participants who are somehow capable of participating in online interactions with their peers without ICT assistive technologies reject them. The blind participants, however, do not have the option of participating online without ICT assistive technologies and, consequently, they accept ICT assistive technologies.     

Managing turning points and transitions in childhood and parenthood – insights from families with disabled children in Norway

This article explores turning points and transitions emerging in the life course of children with disabilities and their parents. Through in‐depth interviews with parents we found that a change appears in disabled children’s social participation and belonging, at approximately eight years of age for children with learning difficulties and at approximately ten years of age for children with mobility difficulties. Most of the parents experienced a ‘turning point’ that directed them into either marginal or inclusive positions in adulthood. The ‘transition’ emerges at a time described as a stable period of life for families in general and illustrates parents’ experiences of the importance of both ‘doing’ and ‘being’ in parenthood and childhood. Parents’ experiences are strongly interwoven with the child’s life and access or lack of access to services and relational responses.