This communication will focus on the results of the data collection activities we conducted during a collaborative action-research day with a group of people with intellectual disabilities. Precisely, we will present results from two highly collaborative techniques we used to conduct focus groups in the context of the Vid-Ability project. The Vid-Ability project aimed to use instructional videos and mobile technologies to help people with intellectual disabilities develop abilities to become autonomous. A group of five people with intellectual disabilities used instructional videos on iPods for a duration of 12 weeks, to try to develop the abilities needed for autonomous living such as cooking, using a stove, using a washing machine and keeping oneself safe. We will present the results emerging from these two activities in addition to commenting on the process of conducting these two activities and the positive impressions the group was left with.

1. How can we create video-based interventions for,
and with, people with intellectual disabilities,
using colaborative-action research?
Ann-Louise Davidson Ph.D.
Julie Claire Smith
Constanza Silva
Matthew MacDonald
Audrey Dahl
@Concordia University

2. Context
95% of the population has Internet access.
Adolescents and young adults adopted mobile technologies.
There is an increased interest for videos, games, simulations and virtual
environments as means for learning.
New knowledge economy implies:
Need for social integration (deinstitutionalization).
Need to develop digital literacy competencies.

3. Five fundamental arguments
1. Human beings need to develop a digital awareness to thrive in the realm of
ubiquitous technologies, because it is not a concrete perceptual
environment.
2. Adapting technologies to the needs of special populations should only serve
as a point of entry to developing functional technological competencies.
3. To flourish and learn in the environment of digital technologies, human beings
need to develop a strong sense of ethics.
4. To solve our problems, we need to collaborate together and learn through the
process of research.
5. Learning through the research process implies understanding local
knowledge structures and using stakeholders’ language.

4. The idea...
Can instructional videos help develop autonomous skills when they are based
on authentic needs?
Is it possible to integrate technologies in the special health services?
How?
In what perspective?
The objectives:
Document positive digital technology integration experiences with
people living with an intellectual disability (ID).
Create adapted resources to foster the development of autonomy
with people with ID and to improve intervention methods.
Identify the conditions of the development of autonomy with portable
wireless technology.

5. Survey
Video production
iPod Usability
test
Focus groups
(participants)
Interviews
(educators)
Improvement of videos
+++
Research design

6. Video production
Instructional videos
Laundry
Pocket money
Morning routine
Eggs
Pasta
Personal security
PBL-video...

7. Focus group activities

8. Usefulness
Likability

11. I like a lot I like
I like more
or less
I don’t like
Very useful
Pasta (2)
Eggs (2)
Budget (2)
Laundry (2)
Personal security (1)
Pasta (1)
Eggs (1)
Morning routine (1)
Personal security (1)
Budget (1)
More or less
useful
Pasta (1)
Eggs (1)
Morning routine (2)
Laundry (3)
Budget (1)
Morning Routine (1)
Not useful Morning routine (1)
Budget (1)
Personal security (1)
Eggs (1)
Pasta (1)
The Rainbow
Activity

14. The Socratic Wheel
Activity
0"
1"
2"
3"
4"
5"
Use"the"
calendar"
(present)"
Use"the"alarm"
clock"(present)"
Use"the"
hourglass"
(present)"
Watch"videos"
(present)"
Watch"films"
(future)"
Transfer"music"
(future)"
Play"games"
(future)"
Average"D"green"
Green"

15. Conclusion
Contribution for practice:
Production of resources for people with ID.
Self-advocacy for participants.
Offer means for the development of computer literacy.
Contribution for the advancement of scientific knowledge:
Development of PBL videos within the constraints of the iPods.
Understand technology learning mechanisms with special populations.
Limitations:
Transfer of knowledge for practice (intervenors need to adapt resources
themselves).
Transferability to other institutions or organizations.
Generalization of results.

16. Thank you!

17. Challenge
Document positive digital technology integration experiences with people
living with an intellectual disability (ID).
Create adapted resources to foster the development of autonomy with
people with ID and to improve intervention methods.
Identify the conditions of the development of autonomy with portable
wireless technology?

18. Theoretical framework for the project
Community
Rules
and conventions
People living with an
intellectual disability, their
educator and friends and
families
Personal
security
Social
competencies
Ethic
ObjectPerson
Adapted from Engeström 1987

19. Theoretical framework for the project
Adapté de la théorie de l’activité de Engeström 1987
Objective
in a society in which digital
technologies are adopted
Digital integration
Social integration
Residential and community
integration
Problem=
double exclusion