## 5 Findings and Discussion
### When Things don't work  
One of the participants is [PERSON], a 15-year-old girl with severe mobility difficulties. She uses a lot of assistive ICT, and she frequently experiences errors and shortcomings with the assistive ICT. For writing [PERSON] is assigned the assistive technology BigKeys, which is an enlarged keyboard for the computer. [PERSON] enjoys writing, she expresses herself very well, and she wants to become an author. However, due to quite a bit of involuntary upper limb movements, it is strenuous for her to control her finger movements to hit the right key, even the BigKeys. Consequently, she needs a lot of time to solve writing tasks. These tasks are really are quite simple for her, but it is exhausting for her to work on the computer for extended periods of time. Talking about writing, she explained:  
\"When the letter 'A' is not working I get quite annoyed. The lack of this little 'A' gives me problems in chatting with friends and I miss out on a lot of what is going on. The assistive technology equipment just has to work. Why do they not check this out at the assistive technology centre before delivering it? Do they not expect me to need the letter 'A', what do they think I use the computer for? It is vital that all the assistive ICT just work all the time.\"Here [PERSON] describes how little strokes fell great oaks and what consequences this may have. An assistive technology's usability is reflected by its impact on the user's activity and social participation [38]. To obtain a high level of usability, assistive technology must reduce physical, cognitive, and linguistic efforts and promote convenience, efficiency, and productivity. Even more importantly, it must support a positive impression of the user on significant others. Another participant is [PERSON], a 15-year-old girl with severe visual impairment. [PERSON] is very outgoing, and she is allocated a screen magnifier software application for her computer. As long as the assistive ICT works, all goes well, but as soon as something does not work, everything falls apart. [PERSON] depends on her assistive ICT tools in all her digital activities. When an error occurs on the assistive ICT, the assistive technology centre is responsible for repairs [39]. [PERSON] says:  
\"It feels like it takes years from the time we send in the assistive equipment to the assistive technology centre until it is repaired. In the meantime, I must do without this equipment, and this has major consequences for my social life. I get so tired of waiting for the assistive technology centre to do their job. And it's a little hard to complain, too, because I am really grateful for all the help I get. But it is so much that is missing, and I am totally dependent on them.\"  
That things take time is something most of us have experienced, especially where multiple agencies have to collaborate on complex matters. This also applies to the dissemination and maintenance of assistive ICT equipment. This is confirmed by many users of this sort of equipment and by various service providers in the municipalities. The information about what happens along the way, where the equipment is, and how long it takes before it is repaired or something that is missing is replaced is especially important [39]. Many young people with disabilities depend completely on their ICT tools to work at any time in order to be digitally connected. When the parents of these young people have to take responsibility and make calls to check and nag, it is frustrating and tiring for both the parents and the young persons. They also find it a dilemma to complain about a service they are not happy with but which they are totally dependent on and thankful for. Assistive technologies that do not work as anticipated or needed create frustrations that often lead to the rejection of the technologies [28, 38]. Children and young people have an especially low tolerance for technical errors or shortcomings that hamper their self-presentation or interactions with peers [29].