Search

Introduction: The purpose of this study was to evaluate the differences in silent and oral reading speed, reading comprehension, and reading errors in two formats, large print paper and the iPad2, for students with visual impairments (that is, those who are blind or have low vision). Methods: A single-subject alternating randomized treatment design was used with three participants. The intervention consisted of instruction on the use of an iPad. Data regarding reading speed, reading miscues, and comprehension were collected. Data were analyzed visually and descriptively. Results: All participants demonstrated a slightly higher reading speed, equal comprehension rates, and decreased error rates using the iPad2 compared to paper. Discussion: Results indicated that using an iPad for reading may have an effect on reading fluency and comprehension for students with low vision. Implications for practitioners: Students with low vision, particularly those with more severe vision loss, may benefit from the use of electronic tablets that allow one to adjust font size, style, color, and contrast. Users should be taught how to manipulate the visual display of text and be allowed time to adjust to an electronic medium.

This technology report outlines the design and construction of a simple Arduino-based pH sensor using universal pH paper; it can be assembled for less than $40 and is ideal for use in laboratory classrooms teaching students with visual disabilities. The device is simple to construct and suitable for adoption in school chemistry laboratories because of its miniature size, user-friendliness, and flexible coding. The Arduino-based pH sensor allows the visually impaired to use and interpret universal pH paper in measuring pH, which could not be previously attempted. A change in color of the indicator paper, as detected by the RGB color sensor, generates a distinctive audible tone that corresponds to the pH value being measured. This device can function as a helping hand in the learning process by facilitating a more exciting and meaningful laboratory exercise experience not only for the visually impaired but also for their normal-sighted peers.

Adaptive learning technologies are closely related to learners' self-regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self-regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self-regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self-regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self-assessment, and help-seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self-regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self-regulated learning research and development.

Despite the importance of knowing the cognitive capabilities of children with neurodevelopmental conditions, less than one-third of children with cerebral palsy participate in standardized assessments. Globally, approximately 50% of people with cerebral palsy have an intellectual disability and there is significant risk for domain-specific cognitive impairments for the majority of people with cerebral palsy. However, standardized cognitive assessment tools are not accessible to many children with cerebral palsy, as they require manual manipulation of objects, verbal response and/or speeded response. As such, standardised assessment may result in an underestimation of abilities for children with significant motor and/or speech impairment. The overall aim of the project is to examine and compare the psychometric properties of standardised cognitive assessment tools that have been accommodated for use with either a switch device or eye-gaze control technologies, with the specific aims to: (1) Examine the psychometric properties (measurement agreement and validity) of accommodated assessment tools by comparing the performance of typically developing children on six cognitive assessment tools administered via standardised versus accommodated (switch or eye-gaze control) administration; (2) Describe and compare the performance and user experience of children with cerebral palsy on six accommodated cognitive assessments administered via switch or eye-gaze control technologies. Secondary aims are to: (1) Describe the completion rates and time to complete assessments of participants in each group; (2) Within the group with cerebral palsy, examine the effects of condition-specific characteristics (type of cerebral palsy, functional levels, and pain) and demographics (age, socio-demographic) on participation. This protocol paper describes a two-phase validation and acceptability study that utilizes a mixed-model design. This study will collect concurrent data from 80 typically developing children and 40 children with cerebral palsy, who use switch or eye-gaze control technology as alternate access communication methods. The set of instruments will measure receptive vocabulary, fluid reasoning, sustained attention, vision perception, visuospatial working memory and executive functions. Data analyses will be conducted using SPSS v. 25 and R v 4.1.0. SPSS Sample Power 3 was used for power computation and allows for a 10% drop out rate. Quantitative descriptive statistics, measurement agreement data plotting, bivariate and multiple regressions analysis will be conducted using appropriate methods.

Purpose: The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy. Design/methodology/approach: The essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research. Findings: The literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples' participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process. Social implications: Emphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people. Originality/value: The connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.

The COVID-19 pandemic and the move to remote education exposed old and new inequities, yet it also represented an opportunity to rethink inclusive education. This paper presents findings from a one-year project "DIGITAL in a time of Coronavirus" and draws upon policy analysis and interviews with teachers, principals, and community leaders from six countries in the Global North and South (Italy, England, Malaysia, Australia, United States and Chile). By mobilising education assemblage theory to challenge binary divisions (included/excluded, modern/colonial, local/global), it presents five concepts to rethink inclusion and its relationship with technologies. It illustrates how during the pandemic alternative entanglements of digital and non-digital technologies challenged narrow and Eurocentric constructions of the digital divide enabling inclusive subjective experiences. Drawing upon local possibilities and histories, re-habilitating non-scientific knowledges, especially in view of future experiences of blended education, the paper seeks to provide policy tools to rethink current understandings of inclusive education.

Deaf-blindness is a type of dual disability wherein visual and auditory capabilities are significantly impaired. Special communication methods have been developed for the deaf-blind community. Yet, these methods require that both people involved have prior knowledge and training to successfully communicate, limiting deaf-blind people's social interactions, particularly in academic settings. This paper describes the development of a device that enables two-way communication between a severely deaf-blind user and a hearing person with no prior knowledge of Braille and no additional intermediaries. A Convolutional Neural Network (CNN) scheme for speech recognition was designed and implemented along with the development of an algorithm capable of developing both text-to-speech and Finger-Braille-to-text conversion. Lastly, a system integration via 3D modeling and additive manufacturing was carried out to deliver a functional prototype. The resulting device aims to allow deaf-blind students to send and receive information entirely in finger Braille, using buttons and vibrotactile feedback. In contrast, the hearing tutor receives auditory messages and speaks to reply, making the educational experience as familiar as possible for both parties. Users testing the device achieved an average typing accuracy of over 95% and demonstrated an understanding of commands transmitted through the device's components.

Artificial intelligence can support increasingly complex conversational interactions and also has the potential to interpret meanings from free text input and make recommendations based on patterns in data. There are important opportunities to apply this to real-world problems faced in access to education. In this paper, we summarise existing research and trends linking disability support and technology, then report on a survey conducted with students with disclosed disabilities (n = 138) to explore what systems might need to do to effectively understand disabled students in their own words, and provide suggestions of technologies, strategies and resources that could be relevant to overcoming barriers to learning. Through thematic analysis, five approaches that students used to talk about their disabilities are identified(medical, functional, support, experiential and administrative), and three major types of suggestions they make around what supported them and may be useful to others are also identified (external tools, university support and practices, concerns and solutions). The survey approach and the findings of the analysis provide a potential foundation for the effective design of systems that could crowdsource a knowledgebase around disabilities, hold conversations to understand disabilities and barriers and make relevant recommendations to individuals as to how they could overcome these barriers.

Appropriate paper-based technology (APT) is used to provide postural support for children with cerebral palsy (CP) in low-resourced settings. This pilot study aimed to evaluate the impact of APT on the children's and families' lives. A convenience sample of children with CP and their families participated. Inclusion was based on the Gross Motor Function Classification System levels IV and V. APT seating or standing frames were provided for six months. A mixed methods impact of APT devices on the children and families included the Family Impact Assistive Technology Scale for Adaptive Seating (FIATS-AS); the Child Engagement in Daily Life (CEDL) questionnaire; and a qualitative assessment from diary/log and semi-structured interviews. Ten children (median 3 years, range 9 months to 7 years). Baseline to follow-up median (IQR) FIATS-AS were: 22.7 (9.3) and 30.3 (10.2), respectively (p=.002). Similarly mean (SD) CEDL scores for "frequency" changed from 30.5 (13.2) to 42.08 (5.96) (p=.021) and children's enjoyment scores from 2.23 (0.93) to 2.91 (0.79) (p=.019). CEDL questionnaire for self-care was not discriminatory; seven families scored zero at both baseline and 6 months. Qualitative interviews revealed three key findings; that APT improved functional ability, involvement/interaction in daily-life situations, and a reduced family burden of care. APT devices used in Kenyan children with non-ambulant CP had a meaningful positive effect on both the children's and their families' lives. Assistive devices are often unobtainable for children with cerebral palsy (CP) in low-income countries. APT is a low cost and sustainable solution to make seating and standing devices for disabled children in Kenya. The regular use of a postural support device enhanced the children's motor skills, ability to function and participate in everyday activities, reduced the burden of care for the families and promoted the children's social interaction. The postural support devices were highly valued and utilised by the children and families in this study. [ABSTRACT FROM AUTHOR]

This paper investigates the role of English in voice assistant (Siri, Alexa, Google Assistant) use from the perspective of language ideology. Major commercial companies in the voice assistant market use English as a training language for their speech technologies and offer the most optimised support for standardised varieties of English. This affects the experiences with voice assistants of speakers of non-European languages, i.e., one of the non-target audiences. Drawing on qualitative interview data from Turkish-speaking users who migrated to Germany, the present study reveals that the participants iconize English as the "standard" language in digital contexts, constructing it as the "original" language of speaking computers. By conducting an inductive analysis, the article demonstrates that not only the lack of technological support, but also specific discourses about Artificial Intelligence, impact perceptions of English. These developments have implications for our understandings of prestige and digital literacy in human-machine interactions.

Inclusive preschool classrooms have become increasingly common in recent decades, affording opportunities for children with and without disabilities opportunities to interact and develop positive relationships. Children with disabilities may be unintentionally excluded from these interactions due to communication differences. This paper discusses one assistive technology tool, called visual scene displays (VSDs), for supporting communication and interaction between children. Specifically, the paper aims to: (a) describe VSDs; (b) discuss why VSDs are particularly well-suited for supporting social communication between young children; (c) describe how VSDs are created and introduced to children; and (d) provide examples of how VSDs may be implemented during two common preschool activities: object play and shared storybook reading. Finally, resources for creating VSDs are offered.

Over the last few years, the microfluidics phenomenon coupled with the Internet of Things (IoT) using innovative nano-functional materials has been recognized as a sustainable and economical tool for point-of-care testing (POCT) of various pathogens influencing human health. The sensors based on these phenomena aim to be designed for cost-effectiveness, make it handy, environment-friendly, and get an accurate, easy, and rapid response. Considering the burgeoning importance of analytical devices in the healthcare domain, this review paper is based on the gist of sensing aspects of the microfabricated paper-based analytical devices (μPADs). The article discusses the various used design methodologies and fabrication approaches and elucidates the recently reported surface modification strategies, detection mechanisms viz., colorimetric, electrochemical, fluorescence, electrochemiluminescence, etc. In a nutshell, this article summarizes the state-of-the-art research work carried out over the nano functionalized paper-based analytical devices and associated challenges/solutions in the point of care testing domain. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the paper is to describe the development and implementation of a specialized Virtual Learning Environment (VLE) designed to enhance the knowledge and skills related to sustainability in students with Down Syndrome. This VLE serves as a means to make sustainable concepts more accessible and comprehensible to this specific student group, with the aim of promoting their engagement and understanding of sustainability, environmental awareness, recycling, and sustainable construction. The ultimate goal is to empower students with Down syndrome by providing them with a tailored educational tool that facilitates their learning in a manner that is engaging and effective. Design/methodology/approach: The approach outlines the overarching plan for creating the e-learning platform, including the technological choices and design considerations necessary to make it effective and accessible for students with Down Syndrome. It's a fundamental component of the methodology, as it sets the direction for the platform's development and aligns with the objectives of the study. And also encompass the strategy for teaching and learning sustainability aspects to students with Down syndrome. Findings: Positive Feedback from Tutors and Professionals: The feedback from tutors and professionals is generally positive, with 91.4% finding the platform to be well-organized and 88.6% considering the content adequate and understandable. This suggests that the VLE met the needs and expectations of educators and professionals involved in the learning process. Utility for Professional Practice: Approximately 80% of tutors and professionals found the platform useful for their professional practice, indicating that it has practical applications beyond student learning. This information highlights the success and potential impact of the VLE for this specific target group. Research limitations/implications: The study may not have explored the depth of sustainability concepts covered within the VLE. Future research could delve into the specifics of the content and its effectiveness in teaching complex sustainability topics. Practical implications: The incorporation of universal design principles in the VLE development could serve as a model for creating inclusive e-learning platforms. This has broader implications for improving digital accessibility in education. The positive feedback from tutors and professionals suggests the importance of interdisciplinary collaboration in education. Professionals from various fields, including special education and sustainability, can work together to create effective and inclusive learning tools. Social implications: This study can contribute to the broader discussion on inclusive education and the effective use of technology to enhance learning experiences for individuals with disabilities. Originality/value: The study addresses a crucial gap in the field of sustainability education by focusing on students with Down syndrome. It highlights the importance of making sustainability education inclusive and accessible to a diverse range of learners, including those with disabilities. This originality contributes to the broader discourse on inclusive education and environmental awareness. The development of a specialized Virtual Learning Environment (VLE) for this specific target group is an original contribution. It demonstrates the potential for adapting educational technology to meet the unique needs of students with Down syndrome, potentially serving as a model for future educational tool development.

Background: Stroke profoundly affects quality of life (QOL), including loss of employment, reduced social activity, shrinking social networks and low mood. Dysgraphia (impaired writing) is a common symptom of aphasia yet is rarely targeted in rehabilitation. Recent technological advances might challenge this, since much communication is now conducted digitally through writing. The rehabilitation of writing may therefore help to address the wider consequences of stroke and aphasia. Aims: Can assistive technology (AT) training for people with dysgraphia: (1) improve written output, and are gains achieved only with AT? (2) improve reading comprehension scores, and are gains achieved only with AT? and (3) affect social participation, mood or QOL. Methods and Procedures: Design: A mixed-methods, repeated measures, small group study design was adopted (qualitative outcomes will be reported elsewhere). Participants: Recruited from community settings, for example, Stroke Association communication support groups. Inclusion criteria: over 18 years old, aphasia due to stroke, acquired dysgraphia, writing more impaired than speech, fluent English prior to stroke, access to computer and Internet. Exclusion criteria: currently receiving speech and language therapy, significant cognitive impairment, neuromuscular/motor-speech impairments/structural abnormalities, developmental dyslexia, uncorrected visual/auditory impairments. Procedures: Screening and diagnostic assessments at time T1 (first baseline). Outcome measures at T1; repeated at T2 (second baseline), T3 (end of intervention), T4 (3-month follow up). Social participation assessment and cognitive monitoring at T2, T3, T4. Intervention: Seven-ten hours individual therapy weekly and additional email support. Participants were trained to operate Dragon NaturallySpeaking (speech to text package) and ClaroRead (read writing aloud). Outcome measures were administered on pen and paper (control) and on computer, with AT enabled only at T3, T4. Outcomes and Results: Computer narrative writing was significantly improved by AT training (Friedman's X[superscript 2] (3) = 8.27, p = 0.041), indicating a compensatory effect of AT. Though reading comprehension significantly improved in the computer condition (Friedman's X[superscript 2] (3) = 21.07, p = 0.001), gains could not be attributed to the AT. Gains were achieved only when measures were administered on the keyboard, with AT enabled. Thus, a compensatory rather than remediatory effect was suggested. Social network size significantly increased; there were no significant changes in mood/QOL. Individual success rates varied. Conclusion and Implications: The customisable AT training was acceptable to participants and resulted in significantly improved narrative writing. Compensatory AT interventions are a useful adjunct to remediatory writing interventions and may particularly support functional writing.

On January 23-25, 2013, the Council for Exceptional Children Division on Autism and Developmental Disabilities (DADD) sponsored its Fourteenth International Conference: Research to Practice in Autism, Intellectual Disability and Developmental Disabilities. The conference was held at the Sheraton Kona Resort at Keauhou Bay, Hawaii. The DADD Board of Directors decided to devote this issue of "Education and Training in Autism and Developmental Disabilities" to conference papers. The conference brought together educators from school and college classrooms from all over the world. The conference included pre-conference training institutes and strands on assistive technology, autism/autism spectrum disorder, cognitive disability-best practices, differentiated instruction, and multiple disabilities. The conference provided many parents, teacher educators, researchers, teachers, and other practitioners an opportunity to gather to learn the most current information related to providing services for individuals with autism, intellectual disability, and developmental disabilities.

Purpose: This article examines the educational decision-making of hearing parents for their deaf children born during a period (1970-1990s) before the introduction of new-born hearing screening in New South Wales, where the study was conducted, and prior to the now near-universal adoption of cochlear implants in Australia. Design/methodology/approach: We present findings from an oral history study in which parents were invited to recall how they planned for the education of their deaf children. Findings: We propose that these oral histories shed light on how the concept, early intervention--a child development principle that became axiomatic from about the 1960s--significantly shaped the conduct of parents of deaf children, constituting both hope and burden, and intensifying a focus on early decision-making. They also illustrate ways in which parenting was shaped by two key structural shifts, one, being the increasing enrolment of deaf children in mainstream rather than separate classrooms and the other being the transformation of deafness itself by developments in hearing assistance technology. Originality/value: The paper contributes to a sociological/historical literature of "parenting for education" that almost entirely lacks deaf perspectives and a specialist literature of parental decision-making for deaf children that is almost entirely focussed on the post cochlear implant generation. The paper is distinctive in its treatment of the concept of "early intervention" as a historical phenomenon rather than a "common sense" truth, and proposes that parents of deaf children were at the leading edge of late-20th and early-21st century parenting intensification.

The potential of ChatGPT is explored as an assistive technology tool within the framework of Universal Design for Learning (UDL) to provide targeted support for college students with disabilities. As colleges and universities strive to promote inclusive practices, the implementation of UDL principles has gained significance. ChatGPT's interactive conversational interface aligns seamlessly with UDL, offering personalized assistance, promoting comprehension, and creating engagement opportunities among diverse learners. Numerous examples are provided, which align with both the universal design framework and the needs of learners receiving accessible and assistive services on a college campus. This paper identifies the possibilities for ChatGPT as an accommodation tool to significantly impact and improve the inclusive and equitable learning experiences of college students with disabilities.

The purpose of this article is to present a step-by-step process for using self-monitoring to support college students with autism spectrum disorder (ASD) to achieve a variety of goals. Self-monitoring can be used with no technology (e.g., pencil and paper, tangible object placement) or technology-based applications (e.g., interval timers, mobile applications) in non-obtrusive and socially valid ways. College instructors, inclusive postsecondary education (IPSE) program staff, disability office support staff, and other service providers may use this article to guide in the design and implementation of a self-monitoring intervention for college students with ASD. As increasing numbers of transition-age youth with ASD are pursuing higher education, it is important to identify and disseminate a variety of interventions to enhance their college experiences, and self-monitoring is a viable intervention to consider.

Background: Children and adolescents with Autism Spectrum Disorder (ASD) often experience symptoms of various mental disorders along with the characteristics that define ASD. High rates of several psychiatric disorders have been reported in people with ASD such as anxiety, depression, cognitive problems, emotional regulation difficulties and related behavioral problems can occur in children of all ages with ASD. There are many treatment programs that can help autistic persons cope with these symptoms. Cognitive and Behavioral Therapy (CBT), Information and Communication Technology (ICT) and more are treatment programs that can help people with autism recognize and manage their symptoms. Aim: This paper examines through bibliographic sources of the last 15 years the possible mental disorders that a child or adolescent with ASD may experience, as well as the therapeutic interventions that can help to manage them. Methodology: For the present bibliographic research, 15 scientific articles from English journals were used. The databases from which the scientific articles were found were PubMed, PsycINFO, MEDLINE, and Google Scholar. Results: According to the results of various studies, children and adolescents with autism show various symptoms of psychological disorders such as Anxiety Disorders, Depression and Obsessive-Compulsive Disorder. The combination of CBT and ICT can help people with autism recognize and manage their symptoms. Discussion: The various symptoms of disorders that children and adolescents with autism experience can have a major impact on their family, their daily life, their schooling, and their future work. It is of the utmost importance that these children enter into a treatment program in order to better manage and treat their symptoms. The support of the school is also very important.

This study is the first to analyze data from a national survey to investigate the significance for deaf identity of the different forms of social and technological support that deaf people rely upon. Data were derived from a survey among 839 deaf people and were analyzed with regard to social identification as deaf, hearing, bicultural, and marginal. Findings showed connections between technology and identity, including the use of a range of technology to support being culturally deaf. Findings also showed that the deaf and hearing groups had strong homophilous social networks, while the bicultural group tended toward more mixed but equally strong social connectivity. The marginal group had a much thinner social connectivity and relied more upon institutional social support, findings that are in line with previous research revealing a sub-group struggling with social participation and well-being. Theoretically, the paper builds bridges between the fields of social identity and microsociology and shows how a microsociological perspective brings attention to the significance of reiterated social relations and practice for constructing social identity.

Today, higher education (HE) faces new challenges, such as incorporating consideration of diversity and inclusion into its operations. Such challenges, many of which are part of strategic institutional plans, offer teachers an opportunity to introduce new practices in the classroom. In this paper, we look at introducing language students to the task of audio description (AD) -- that is, making visual content available to blind and visually impaired people by verbal means. We first present a framework for evaluating the learning that might derive from such an activity in the context of FL study, and then use this framework to evaluate a sequence of five tasks undertaken with Irish learners of Spanish. The tasks provided opportunities for the students to reflect on the communication needs of blind and visually impaired people and to understand how these could be addressed effectively in AD. The students practised AD in various contexts: both "improvised" or "spontaneous" AD as well as more carefully prepared AD, and undertaking AD in both the L1 (English) and the FL (Spanish). The pedagogic approach investigated here was inherently multidisciplinary and aimed to help learners become self-reflecting agents and mediators in their L1 and FL.

Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6-12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.

The purpose of this paper is to explore 10-year trends in the use of Assistive Technology (AT). Using 2006 and 2015 Behavioral Risk Factor Surveillance System (BRFSS) data, univariate analysis were performed, and the rate of change was calculated. In both 2006 and 2015 data, a higher per cent of Blacks were using AT compared to Whites and Hispanics (p < 0.001); however, the rate of increase indicate that Blacks had the lowest per cent change (23.9%) compared to Whites (26.8%) and Hispanics (27.3%). Results indicated that AT use is statistically more prevalent in women, individuals who are not married (e.g. divorce, widowed, separated), the veteran population, lower educational attainment levels (e.g. some high school or less), lower income levels, the ageing population, unemployed (e.g. out of work, retired, unable to work) and individuals with limited functioning because of a disability. Similarly, individuals who have healthcare coverage, and individuals with concerns with medical costs used AT more. Even though most factors yielded higher utilisation rates when comparing 2006 to 2015 data, the rate of change had varying 'speeds' of improvement.

Purpose: Suitable assistive devices for children with cerebral palsy (CP) in low-income countries are often unavailable. Devices made from APT are in use in several countries but are unevaluated. Materials and methods: A 2-week training course focused on APT principles, measuring children and constructing postural support devices. Twenty-three Kenyans attended the course. The host organization identified four local children with CP who attended for assessment and measurement. Participants made the devices and children returned for fitting and necessary adjustment. Completion of post-course forms, action plans, visits after 14 months and contact 3 years later comprised the evaluation. Results: All participants found the course beneficial and valued the networking opportunity provided. They appreciated the practicality and utility of locally manufactured cost effective devices. The trainees planned further implementation to provide assistive devices for children with CP in their localities. Follow-up visits revealed several challenges to local ongoing production. Conclusions: Training people in low-income communities to make bespoke assistive devices for children with CP is straightforward, and the course was positively evaluated. However, maintaining device production is limited without local group support and stable leadership, ideally as part of an existing programme. Assistive devices are often unobtainable for children with cerebral palsy (CP) in low-income countries. APT is a cost effective way of fulfilling this need and it is relatively straightforward to train people who care for or work with those with CP to make devices using APT. Feedback from APT training suggests participants find the technique a practical way of producing assistive equipment for individuals with CP in their community. Maintaining device production requires support, leadership and increased public awareness of the use of APT at a local level. [ABSTRACT FROM AUTHOR]

Written expression is a critical skill for students with disabilities; yet, little is known about how to best support secondary students with emotional behavioral disorders (EBD). This repeated acquisition study served as a follow-up study that demonstrated the effectiveness of a novel technology (the FLYPenTM) for written expression. Three secondary students with EBD alternated between the FLYPenTM and the associated graphic organizers alone to write eight essays to explore which support was most effective. Prior to this study, all students struggled in written expression, and typically included one paragraph without topic sentences or supporting sentences. Students were equally supported in with each method. Students indicated the FLYPenTM "hooked" their interests in writing, but the paper-based graphic organizers provided the actual structure and support for improved writing. [ABSTRACT FROM AUTHOR]

The Internet-based Exercise-focused Health App for Lung cancer survivors (iEXHALE) is a mobile web app being developed to provide lung cancer survivors with an algorithm-based, tailor-made, self-management programme to inform their exercise choices and improve symptom severity. The aim of this protocol paper is to detail the plan for conducting the usability study to test the effectiveness, efficiency and simplicity of an exercise-focused self-management mobile web app for lung cancer survivors. The mixed methods study will consist of three consecutive phases, each interspersed with elements of data analysis and app prototype redevelopment. The study will take place in Oxford, United Kingdom. Ethical approvals have been obtained. The study will contribute to lung cancer survivorship research and is important in the app developmental process. This study contributes to the international forum for the exchange of practice, innovation and research, increases transparency in mobile health developmental processes and contributes to the methodological evidence base. [ABSTRACT FROM AUTHOR]

This paper presents the data from two empirical studies of the learning affordances of a novel sui-generis language learning material, whose design is guided by universal design for learning (UDL) principles. Excepting a pilot study, the two studies appear to be the first outside the US to explore UDL principles and technology integration in language classrooms. The author conducted 9 + 14 interviews of stratified respondents from experimental studies in two year-seven language classrooms after a series of three interventions. In the interventions, three ebook prototypes with UDL-guided digital scaffolds were used in regular teaching, collaboratively planned, implemented, and evaluated by the teacher in question and the author. The paper in part supports earlier findings from previous UDL empirical studies in language learning but elaborates individual learners' learning experiences interacting with individual scaffolds, studying how lexical acquisition and competence and self-regulated learning can be scaffolded in a componential UDL design.

This paper offers an overview of changes introduced in the recent Web Content Accessibility Guidelines (WCAG) 2.1 standard that have implications for the accessibility of content in science, technology, engineering and mathematics (STEM) disciplines. In reviewing new provisions of WCAG 2.1, interpretive questions are raised regarding their application to mathematical and scientific materials. The paper is concluded with a brief discussion of opportunities for further enhancing accessibility of STEM materials in future revisions of the Guidelines.

Aim/Purpose: This paper proposes a new approach to developing a deep learning-based prototyping wearable model which can assist blind and visually disabled people to recognize their environments and navigate through them. As a result, visually impaired people will be able to manage day-to-day activities and navigate through the world around them more easily. Background: In recent decades, the development of navigational devices has posed challenges for researchers to design smart guidance systems for visually impaired and blind individuals in navigating through known or unknown environments. Efforts need to be made to analyze the existing research from a historical perspective. Early studies of electronic travel aids should be integrated with the use of assistive technology-based artificial vision models for visually impaired persons. Methodology: This paper is an advancement of our previous research work, where we performed a sensor-based navigation system. In this research, the navigation of the visually disabled person is carried out with a vision-based 3D-designed wearable model and a vision-based smart stick. The wearable model used a neural network-based You Only Look Once (YOLO) algorithm to detect the course of the navigational path which is augmented by a GPS-based smart Stick. Over 100 images of each of the three classes, namely straight path, left path and right path, are being trained using supervised learning. The model accurately predicts a straight path with 79% mean average precision (mAP), the right path with 83% mAP, and the left path with 85% mAP. The average accuracy of the wearable model is 82.33% and that of the smart stick is 96.14% which combined gives an overall accuracy of 89.24%. Contribution: This research contributes to the design of a low-cost navigational standalone system that will be handy to use and help people to navigate safely in real-time scenarios. The challenging self-built dataset of various paths is generated and transfer learning is performed on the YOLO-v5 model after augmentation and manual annotation. To analyze and evaluate the model, various metrics, such as model losses, recall value, precision, and maP, are used. Findings: These were the main findings of the study: (1) To detect objects, the deep learning model uses a higher version of YOLO, i.e., a YOLOv5 detector, that may help those with visual im-pairments to improve their quality of navigational mobilities in known or unknown environments; (2) The developed standalone model has an option to be integrated into any other assistive applications like Electronic Travel Aids (ETAs); and (3) It is the single neural network technology that allows the model to achieve high levels of detection accuracy of around 0.823 mAP with a custom dataset as compared to 0.895 with the COCO dataset. Due to its lightning-speed of 45 FPS object detection technology, it has become popular. Recommendations for Practitioners: Practitioners can help the model's efficiency by increasing the sample size and classes used in training the model. Recommendation for Researchers: To detect objects in an image or live cam, there are various algorithms, e.g., R-CNN, Retina Net, Single Shot Detector (SSD), YOLO. Researchers can choose to use the YOLO version owing to its superior performance. Moreover, one of the YOLO versions, YOLOv5, outperforms its other versions such as YOLOv3 and YOLOv4 in terms of speed and accuracy. Impact on Society: We discuss new low-cost technologies that enable visually impaired people to navigate effectively in indoor environments. Future Research: The future of deep learning could incorporate recurrent neural networks on a larger set of data with special AI-based processors to avoid latency.

The paper examines the role of Information and Communication Technology (ICT) in special education in Ghana. Taking the relevant literature as the guiding principle, the paper addresses the opportunities, barriers, and challenges posed by the integration of assistive technologies devices in schools for the blind and visually impaired in the teaching and learning process. The paper shows that inadequacies of teachers' knowledge and skills in assistive technologies coupled with lack of these technologies are some of the greatest hindrances to effective teaching in the schools for the blind in Ghana. Educators and policymakers acknowledge Evidence-Based Teaching (EBT) as one of the most effective strategies for teaching the blind and the visually impaired. The paper highlights that effective integration of assistive technologies into schools will help bridge the digital gap between the blind and the sighted in Ghana.

Inclusive education is a learning system where learners with various disabilities learn in an environment with equitable educational opportunities alongside non-disabled peers. The theoretical framework forming the foundation of this paper is disability studies which include the social model of disability, which pushes back against the medical model of disability. Inclusive education is important because it promotes friendship among learners, develops individual strengths, and promotes equity in access to educational opportunities. The need for equity in Middle Eastern schools began in the late 1950s. Several laws have been enacted to increase the access of children with disabilities to education. Inclusive education practices are hampered by teachers' attitudes, shortage of resources, and social stigma. For any development in promoting inclusive education, individuals, families, community groups, businesses, and non-governmental organizations (NGOs) must create a supportive environment. Inclusive education paves the way for equity in access to education. Lastly, the practical strategies towards developing successful inclusive education supports in the Middle East include incorporating universal design for learning, redesigning teacher education programs, implementing IEPs, and using assistive technology.

In the era of a workforce driven by automation and artificial intelligence, social and emotional skills are becoming increasingly relevant to online learning environments. Since social-emotional learning may be defined as a vital component of the learning process in professional instructional design practices, online learners not only need to develop the ability to apply their knowledge, attitudes, and skills but also to understand and manage their emotions. In which setting and achieving positive goals through social interaction, sharing feelings, and developing empathy for others can help with the process. This paper outlines the possibility of using emotion recognition, and social sharing of emotion techniques to support the regulation of emotion in pre-service teacher education. This study aimed to investigate pre-service teachers' emotion recognition tools acquired by emotion tracker and physiological signals based on their perceptions (without a concrete experience and knowledge). Moreover, the predictive ability was examined along with the relationships between emotion recognition, social sharing of emotion, and emotion regulation. Finally, we investigated emotion adjustment techniques that can be adapted into mobile computer-supported collaborative learning (mCSCL). In this study, 183 pre-service teachers from three different teacher-education institutions in Thailand, were voluntarily participated based on convenience sampling. The results of a self-report via online survey revealed that most pre-service teachers own at least one of the mobile technologies e.g., smartphones, tablets, or laptops. However, there is an increasing number of additional gadgets and wearable devices like EarPods and smartwatches. At the current time, it is nearly impossible to use of the IoT and other wearable devices. According to their subjective impressions in which corresponded to emotion recognition in the scientific literature, Heart rate (HR) and Heart rate variability (HRV) have recognized the most possibilities for emotion detection among physiological signals. Regarding regression analysis, the two-predictor models of emotion recognition and the social sharing of emotion were also able to account for 31% of the variance in emotion regulation, p<0.001, R[superscript 2]=0.31, and 95% CI [0.70, 0.77]. In addition, the mCSCL applications and the importance of these variables in different collaboration levels are also discussed.

The communication gap between deaf and non-deaf communities arises due to the use of distinct mother languages. A deaf student, who used to communicate in sign language, cannot read fluently materials written in spoken language. This fact causes serious difficulties to deaf students since most didactic materials in higher education are available exclusively in spoken languages. In this paper, we propose a pedagogical model to deliver educational materials in sign language aiming to provide deaf students the same conditions to succeed as the others, i.e., didactical materials available in one's mother language. Our approach involves the integration of automatic translation technology between spoken and sign language pairs into MOOCs. As a proof of concept, we used this methodology to design a course addressing digital literacy for schoolteachers. The evaluation of the inclusive MOOC and its underlying model reveals its potential, even though further improvements are required, especially regarding evaluation and usability features.

Inclusive post-secondary education (PSE) for students with intellectual disabilities (IDs) is becoming increasingly common in colleges and universities. A majority of these inclusive PSE programs focus on academic enrichment, socialization, independent living skills, integrated work experiences, and career skills. Thus, in inclusive PSE programs, it is important for students with ID to be able to use technology for academic, employment, independent living, and communication functions. It is also beneficial if these students are able to use different technology devices (e.g., computers, smart phones, and tablets) for multiple purposes in order to complete academic, social, recreational, and vocational tasks. Although students with ID can be taught these skills in college, students who begin PSE programs already having these technology skills are better prepared for college and adulthood. Including digital literacy skills, technology strategies, and assistive technology use and application goals in Individualized Education Program (IEP) transition plans may be very helpful in preparing high school students for multiple adult outcomes. This paper describes some of the assistive technology and digital literacy skills, strategies, tools, and goals that secondary level special education teachers should include in students' IEPs and transition plans. It also suggests how special education teachers can teach these technology skills.

Background: New methods are constantly being developed to adapt cognitive load measurement to different contexts. However, research on middle childhood students' cognitive load measurement is rare. Research indicates that the three cognitive load dimensions (intrinsic, extraneous, and germane) can be measured well in adults and teenagers using differentiated subjective rating instruments. Moreover, digital ink recorded by smartpens could serve as an indicator for cognitive load in adults. Aims: With the present research, we aimed at investigating the relation between subjective cognitive load ratings, velocity and pressure measures recorded with a smartpen, and performance in standardized sketching tasks in middle childhood students. Sample: Thirty-six children (age 7-12) participated at the university's laboratory. Methods: The children performed two standardized sketching tasks, each in two versions. The induced intrinsic cognitive load or the extraneous cognitive load was varied between the versions. Digital ink was recorded while the children drew with a smartpen on real paper and after each task, they were asked to report their perceived intrinsic and extraneous cognitive load using a newly developed 5-item scale. Results: Results indicated that cognitive load ratings as well as velocity and pressure measures were substantially related to the induced cognitive load and to performance in both sketching tasks. However, cognitive load ratings and smartpen measures were not substantially related. Conclusions: Both subjective rating and digital ink hold potential for cognitive load and performance measurement. However, it is questionable whether they measure the exact same constructs.

This paper explores teaching and learning applications at the intersection between Universal Design for Learning, Assistive Technology, and mainstream educational technology. Informed by the SETT framework in which the technology choice is informed by student, environment, and task (Dell, Newton, & Petroff, 2017; Zabala, 2005), this paper is designed for a learner-profile consistent with learners who need concrete and visual approaches to optimize receptive and expressive communication. The visual and interactive approaches shared here include Universal Design, graphic organizers, and comic strip creations, and may appeal to teachers of students on the autism spectrum as well as others who are responsive to visual supports. While it is not possible to predict the exact nature of the environment and tasks at hand for these students, the paper leaves those decisions in the hands of the readers. Approaches and suggestions shared here reflect practitioner experience, findings from the literature, and data from a 2016 course, in which a small number of diverse students reinforced the concept that UDL approaches increased their engagement and success.

Increased awareness, interest and use of assistive technology (AT) presents substantial opportunities for many citizens to become, or continue being, meaningful participants in society. However, there is a significant shortfall between the need for and provision of AT, and this is patterned by a range of social, demographic and structural factors. To seize the opportunity that assistive technology offers, regional, national and sub-national assistive technology policies are urgently required. This paper was developed for and through discussion at the Global Research, Innovation and Education on Assistive Technology (GREAT) Summit; organized under the auspices of the World Health Organization’s Global Collaboration on Assistive Technology (GATE) program. It outlines some of the key principles that AT polices should address and recognizes that AT policy should be tailored to the realities of the contexts and resources available. AT policy should be developed as a part of the evolution of related policy across a number of different sectors and should have clear and direct links to AT as mediators and moderators for achieving the Sustainable Development Goals. The consultation process, development and implementation of policy should be fully inclusive of AT users, and their representative organizations, be across the lifespan, and imbued with a strong systems-thinking ethos. Six barriers are identified which funnel and diminish access to AT and are addressed systematically within this paper. We illustrate an example of good practice through a case study of AT services in Norway, and we note the challenges experienced in less well-resourced settings. A number of economic factors relating to AT and economic arguments for promoting AT use are also discussed. To address policy-development the importance of active citizenship and advocacy, the need to find mechanisms to scale up good community practices to a higher level, and the importance of political engagement for the policy process, are highlighted. Policy should be evidence-informed and allowed for evidence-making; however, it is important to account for other factors within the given context in order for policy to be practical, authentic and actionable. Implications for Rehabilitation: The development of policy in the area of asssitive technology is important to provide an overarching vision and outline resourcing priorities. This paper identifies some of the key themes that should be addressed when developing or revising assistive technology policy. Each country should establish a National Assistive Technology policy and develop a theory of change for its implementation. [ABSTRACT FROM AUTHOR]

This paper is based on work from the Global Research, Innovation, and Education on Assistive Technology (GREAT) Summit that was coordinated by WHO’s Global Cooperation on Assistive Technology (GATE). The purpose of this paper is to describe the needs and opportunities embedded in the assistive product lifecycle as well as issues relating to the various stages of assistive product mobilization worldwide. The paper discusses assistive technology product terminology and the dangers of focusing on products outside the context and rolling out products without a plan. Additionally, the paper reviews concepts and issues around technology transfer, particularly in relation to meeting global needs and among countries with limited resources. Several opportunities are highlighted including technology advancement and the world nearing a state of readiness through a developing capacity of nations across the world to successfully adopt and support the assistive technology products and applications. The paper is optimistic about the future of assistive technology products reaching the people that can use it the most and the excitement across large and small nations in increasing their own capacities for implementing assistive technology. This is expressed as hope in future students as they innovate and in modern engineering that will enable assistive technology to pervade all corners of current and potential marketplaces. Importantly, the paper poses numerous topics where discussions are just superficially opened. The hope is that a set of sequels will follow to continue this critical dialog. Implications for Rehabilitation: Successful assistive technology product interventions are complex and include much more than the simple selection of the right product. Assistive technology product use is highly context sensitive in terms of an individual user’s environment. The development of assistive technology products is tricky as it must be contextually sensitive to the development environment and market as well. As a field we have much to study and develop around assistive technology product interventions from a global perspective. [ABSTRACT FROM AUTHOR]

Assistive technology (AT) is a powerful enabler of participation. The World Health Organization’s Global Collaboration on Assistive Technology (GATE) programme is actively working towards access to assistive technology for all. Developed through collaborative work as a part of the Global Research, Innovation and Education on Assistive Technology (GREAT) Summit, this position paper provides a “state of the science” view of AT users, conceptualized as “People” within the set of GATE strategic “P”s. People are at the core of policy, products, personnel and provision. AT is an interface between the person and the life they would like to lead. People’s preferences, perspectives and goals are fundamental to defining and determining the success of AT. Maximizing the impact of AT in enabling participation requires an individualized and holistic understanding of the value and meaning of AT for the individual, taking a universal model perspective, focusing on the person, in context, and then considering the condition and/or the technology. This paper aims to situate and emphasize people at the centre of AT systems: we highlight personal meanings and perspectives on AT use and consider the role of advocacy, empowerment and co-design in developing and driving AT processes. [ABSTRACT FROM AUTHOR]

In 1990, the Americans with Disabilities Act (ADA) was passed. It prohibits discrimination against individuals with disabilities. Institutions of higher education are included under Title III of the ADA,and as such are required to provide the same access to services and education to qualified individuals with disabilities as individuals without. A review of the literature of accessibility of online programs and courses in higher education shows that compliance to the ADA is sporadic due to several challenges. In Spring 2020, all institutions of higher education transitioned to some form of online instruction due to the COVID-19 pandemic. This created even more challenges in complying to the law. This paper reviews the challenges to compliance to the ADA in online courses both in normal operations and during the COVID-19 pandemic, and offers recommendations and resources for improving compliance.

Automatic speech recognition (ASR) is one of the ways used to transform acoustic speech signals into text. Over the last few decades, an enormous amount of research work has been done in the research area of speech recognition (SR). However, most studies have focused on building ASR systems based on adult speech. The recognition of children's speech was neglected for some time, which means that the field of children's SR research is wide open. Children's SR is a challenging task due to the large variations in children's articulatory, acoustic, physical, and linguistic characteristics compared to adult speech. Thus, the field became a very attractive area of research and it is important to understand where the main center of attention is, and what are the most widely used methods for extracting acoustic features, various acoustic models, speech datasets, the SR toolkits used during the recognition process, and so on. ASR systems or interfaces are extensively used and integrated into various real-life applications, such as search engines, the healthcare industry, biometric analysis, car systems, the military, aids for people with disabilities, and mobile devices. A systematic literature review (SLR) is presented in this work by extracting the relevant information from 76 research papers published from 2009 to 2020 in the field of ASR for children. The objective of this review is to throw light on the trends of research in children's speech recognition and analyze the potential of trending techniques to recognize children's speech. [ABSTRACT FROM AUTHOR]

Over the past decades, changes in technology and policy have made developing and maintaining identity and community increasingly challenging for Deaf individuals. This is particularly obvious in Iceland, where the Deaf community is threatened in its existence. This paper reports on an empirical study that explores how Deaf individuals experience developing and maintaining a positive identity in various areas, including family life, working life, and social life. The study approaches deaf identities as multifaceted and dynamic, and particular emphasis is placed on the role of social interactions in identity-related processes. Qualitative interviews were conducted among members of the Icelandic Deaf community and analyzed using a phenomenological approach. The results indicate that social interactions within the Deaf community are a key factor in developing and maintaining Deaf identity. However, decreasing numbers in the Deaf community make its members explore other opportunities, and they experience being Deaf in Iceland as an insecure identity.

Personalised learning is generally understood to be of benefit to students' learning. In addition, the flexible nature of mobile technologies (MTs) and the variety of available apps are seen to respond to the needs of individual students, and hence have the potential to support personalised learning. This paper reports on an aspect of a larger research project that investigated the use of mobile technologies in primary mathematics classrooms. Personalised learning was determined as one theme that emanated from the teachers' and students' use of MTs, and this paper aims to investigate how personalised learning was evidenced within the practice of three teachers. Video data of classroom practice were used to analyse the use of MTs within the theme of personalised learning. Four pathways to personalised learning emerged, enabling a more practical understanding of different types of personalisation afforded by MTs.

Over the last decade, many innovations have significantly changed the classroom. As a result, the authors believe the roles of vision professionals, primarily teachers of students with visual impairments, orientation and mobility (O&M) specialists, and braille transcribers, have likewise changed drastically in that time period. Although the core mission of these professionals remains advancing the independence and capabilities of individuals who are visually impaired (that is, those who are blind or have low vision), the scope of practice in the field of visual impairment has undergone shifts that require the attention of fellow practitioners and professional training programs. This thought piece is a result of observations from the field and discussions with fellow colleagues and stakeholders who are visually impaired, including a focused discussion held with attendees of the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) conference in the summer of 2016. This paper is not intended to reflect a stance but rather to open a discussion on updating professionals' roles within the field of educational and rehabilitative vision services. More specifically, addresses changes to the tools used to accomplish the mission of the field of visual impairment, the way its professionals instruct students and train future personnel, and the professional linkages that must be forged for members of the field of visual impairment to be successful in their work. Some of the principal changes discussed in this paper include: (1) the effect of ubiquitous computing on daily living and learning experiences; (2) the increased prevalence of multimedia in the classroom and community; (3) advancements in delivery options for accessible educational materials; (4) changes in the built environment (both physical and digital); and (5) the need for more transdisciplinary collaborations, including partnerships in the design, technology, engineering, and architecture fields.

Like every child, children with visual impairments have the right to access education and become fully independent individuals. However, vision is one of the most essential senses to access information. Therefore, children with visual impairments face significant challenges in accessing information and participate into educational activities. This leads to a number of barriers for people with visual impairments in becoming fully independent individuals in everyday life . The aim of this paper is to provide an overview of how vision influence children with visual impairments, how they should be educated and what they should be educated about. This discussion leads on a further discussion if an additional curriculum, apart from the national curriculum, is needed for students with visual impairments in Turkey. Therefore, an overview of important developments in creating the Expanded Core Curriculum (ECC) in the USA is provided. Moreover, this paper will give an overview of each ECC area and discuss why the ECC is crucial in education and everyday life of people with visual impairments in Turkey.