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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.

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.

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.

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.

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.

This paper presents the design and development of a mobile application, built using Flutter, that leverages object detection to enhance the lives of visually impaired individuals. The application addresses a crucial challenge faced by this community: the lack of real-time information about their surroundings. A solution is proposed that utilizes pre-trained machine learning models, potentially through TensorFlow Lite for on-device processing, to identify objects within the user's field of view as captured by the smartphone camera. The application goes beyond simple object recognition; detected objects are translated into natural language descriptions through text-to-speech functionality, providing crucial auditory cues about the environment. This real-time information stream empowers users to navigate their surroundings with greater confidence and independence. Accessibility is a core principle of this paper. The user interface will be designed for compatibility with screen readers, ensuring seamless interaction for users who rely on assistive technologies. Haptic feedback mechanisms will be incorporated to provide non-visual cues and enhance the user experience. The ultimate goal of this paper is to create a user-friendly and informative application that empowers visually impaired individuals to gain greater independence in their daily lives. The application has the potential to improve spatial awareness, foster a sense of security, and promote overall inclusion within society. [ABSTRACT FROM AUTHOR]

This study examined how an online instructional module that included an unplugged robot design activity integrated computational thinking (CT), assistive technology (AT), and universal design principles into a preservice teacher education class. The research focused on how this module shaped understanding, attitudes, and comfort levels about integrating these concepts into their future classrooms. The population of this study consisted of 59 students enrolled in an upper-division online undergraduate instructional technology course over three semesters. The module was developed collaboratively by education and computer science faculty members by infusing activities adapted from an unplugged robot design lesson created for introductory computer science students (Imberman et al., 2017). The module culminated with an assignment in which students used paper and pencil to design a robot that solved an educational problem that a teacher may face in a classroom that also contained features to make it accessible to students with special needs. The module increased knowledge of CT and comfort with teaching the topic in their future classroom. Participants gained knowledge about AT but said they were not comfortable using AT in future classrooms.

This paper presents EXOTIC, a revolutionary assistive upper-limb exoskeleton that offers previously unheard-of levels of control and versatility to people with total functional tetraplegia. While the context in which these exoskeletons should work is less or not prioritized despite posing significant technical needs, the exoskeleton literature in publication mostly concentrates on the fundamental technical components of exoskeleton design and control, ranging from fundamental technical features to practical real-world applications. The EXOTIC includes a lightweight, safe, wheelchair-mountable, and simple-to-put-on-and-take-off exoskeleton that can assist individuals with tetraplegia in multiple highly desired activities of daily living, a semi-automated computer vision guidance system that the user can activate when appropriate, and a tongue control interface that enables complete, conscious, and ongoing control over every movement the exoskeleton is capable of. Ten healthy participants and three users suffering from tetraplegia due to a spinal cord injury participated in the EXOTIC testing. Throughout the trials, EXOTIC was able to help individuals with total functional tetraplegia and ventilator dependency execute tasks like drinking and getting snacks. The utility of the EXOTIC was attested to by the users. [ABSTRACT FROM AUTHOR]

This paper contributes to the development of a Next Generation First Responder (NGFR) communication platform with the key goal of embedding it into a smart city technology infrastructure. The framework of this approach is a concept known as SmartHub, developed by the US Department of Homeland Security. The proposed embedding methodology complies with the standard categories and indicators of smart city performance. This paper offers two practice-centered extensions of the NGFR hub, which are also the main results: first, a cognitive workload monitoring of first responders as a basis for their performance assessment, monitoring, and improvement; and second, a highly sensitive problem of human society, the emergency assistance tools for individuals with disabilities. Both extensions explore various technological-societal dimensions of smart cities, including interoperability, standardization, and accessibility to assistive technologies for people with disabilities. Regarding cognitive workload monitoring, the core result is a novel AI formalism, an ensemble of machine learning processes aggregated using machine reasoning. This ensemble enables predictive situation assessment and self-aware computing, which is the basis of the digital twin concept. We experimentally demonstrate a specific component of a digital twin of an NGFR, a near-real-time monitoring of the NGFR cognitive workload. Regarding our second result, a problem of emergency assistance for individuals with disabilities that originated as accessibility to assistive technologies to promote disability inclusion, we provide the NGFR specification focusing on interactions based on AI formalism and using a unified hub platform. This paper also discusses a technology roadmap using the notion of the Emergency Management Cycle (EMC), a commonly accepted doctrine for managing disasters through the steps of mitigation, preparedness, response, and recovery. It positions the NGFR hub as a benchmark of the smart city emergency service. [ABSTRACT FROM AUTHOR]

Improving the quality of life for people with vision impairments has been an important goal in the research and design of assistive devices for several decades. This paper seeks to further that goal by introducing a novel assistive technology platform that leverages real-time 3D spatial audio to promote safe and efficient navigation for people who are blind or visually impaired (PVI). The presented platform, EchoSee, uses modern 3D scanning technology on a mobile device to construct a live, digital 3D map of a user's environment as they move about their surroundings. Spatialized, virtual audio sources (i.e., virtual speakers) are dynamically placed within the digital 3D scan of the world, providing the navigator with a real-time 3D stereo audio "soundscape." The digital 3D map, and its resultant soundscape, are continuously updated as the user moves about their environment. The generated soundscape is played back through headphones connected to the navigator's device. This paper details (1) the underlying technical components and how they were integrated to produce the mobile application that generates a dynamic soundscape on a consumer mobile device, (2) a methodology for analyzing navigation performance with the application, (3) the design and execution of a user study investigating the effectiveness of the presented system, and (4) a discussion of the results of that study along with a proposed future study and possible improvements. Altogether, this paper presents a novel software platform aimed at assisting individuals with vision impairments to navigate and understand spaces safely, efficiently, and independently and the results of a feasibility study analyzing the viability of the approach. [ABSTRACT FROM AUTHOR]

This paper delves into the multifaceted landscape of dyslexia within the context of digital environments, aiming to explore the nuanced challenges faced by dyslexic individuals and propose design interventions to cater to their diverse needs. Dyslexia, recognised as a neurobiological learning disability characterised by difficulties in language processing and reading comprehension, continues to pose unique challenges despite advancements in its understanding and diagnosis. The study draws from interviews conducted with dyslexic individuals, highlighting the spectrum of challenges encountered. It reveals the varied nature of dyslexia experiences, spanning struggles in languagespecific domains, reading difficulties, and individualised approaches to coping with the disability. Furthermore, it critically examines existing digital assistive technologies, emphasising their limitations in meeting the tailored requirements of dyslexic learners, often failing to align with individual learning approaches and impeding effective learning experiences. Acknowledging the dichotomy between the aid provided by assistive tools and the need to cultivate personal skills, this paper advocates for a balanced approach. It explores a range of tools and educational tactics employed by dyslexic individuals, emphasising the importance of personalised, adaptable solutions to accommodate diverse experiences and preferences. The study progresses to present low-fidelity design probes as potential interventions in the digital sphere, focusing on tools that allow gradual skill development and customisation. These prototypes aim to provide tailored support while fostering the growth of personal tactics and skills, aiming to strike a harmonious balance between assistance and skill enhancement. Despite these contributions, this study faces limitations, including a restricted sample size and a lack of longitudinal data. The research methodology could benefit from a more comprehensive approach, integrating quantitative measures and expanding participant diversity to enhance generalisability. Furthermore, a deeper synthesis of existing literature and a more explicit theoretical framework could strengthen the theoretical underpinnings of this study. [ABSTRACT FROM AUTHOR]

This editorial discusses the need for innovative healthcare solutions to meet the complex needs of the growing elderly population. It emphasizes the importance of emerging technologies such as artificial intelligence, immersive technologies, and the Internet of Things in the healthcare sector. The document provides a summary of research papers submitted to the topic, including studies on video-based ambient assisted living technologies and evaluating individuals' processing speed. The research papers explore advancements in cross-disciplinary studies in fields such as ambient assistive technology, immersive technology, artificial intelligence, machine learning, deep learning, signal processing, healthcare solutions, and medicine. The papers contribute to the understanding of cognitive processing, motor functioning, and brain rehabilitation, and highlight the potential of artificial intelligence-driven applications in healthcare. [Extracted from the article]

Background: The National Health Service (NHS) and general practice are increasingly adopting digital services. These services can impact both positively and negatively upon patient experiences, and access to digital services is not equal amongst all groups. Within a wider project examining digital facilitation (the Di-Facto study) our team conducted a patient survey amongst English primary care practices aiming to investigate patient views of what supports uptake and use of web-based services. This paper reports on the analysis of the free-text responses from the patient survey. Methods: The Di-Facto patient survey was distributed to practices in eight clinical commissioning groups (CCGs) in England between 2021–2022. We examined free-text responses to two questions relating to access to primary care web-based and support for web-based services. We used qualitative reflexive thematic analysis based on a six-stage process to analyse responses. Results: Of the 3051 patients who responded to the Di-Facto survey, 2246 provided a free-text response. We present our findings in two major themes: systems and structures and their impact on use of web-based services, and 'what works for me', a description of how respondents described what worked, or did not work in terms of their interactions with web-based services. Respondents described how the technology, such as poor practice website design, confusion over multiple digital apps, data security and concerns about eConsultation offerings impacted on use of web-based services. Respondents described practice level barriers, such as a lack of or inconsistent provision, which prevented optimal use of web-based services. Respondents described personal and technical barriers that impacted on their use of digital services, and described which web-based services worked well for them. Respondents felt that web-based services were not a replacement for face-to-face interactions with a doctor. Conclusions: This analysis of free-text responses from a large patient survey highlights the system, practice, and person level barriers and facilitators to use of digital services in primary care. With an increasing push towards digital solutions in NHS primary care, practices should consider the design, rollout and communication of their web-based services to support patient access. [ABSTRACT FROM AUTHOR]

In 2016 WHO launched the priority assistive products list (APL) consisting of 50 products and recommended that using this as a reference, countries should develop their own contextually relevant national APLs. This paper describes the development of Malawi's APL. Two hundred and ninety-six persons with disabilities participated in a rapid Assistive Technology Assessment (rATA) survey. Six focus group discussions (FGDs) with people with various types of disabilities were conducted. The rATA questionnaire and FGDs collected data on assistive products (APs) participants used, APs they needed and the challenges they experienced. Data collection was done in six districts spread across the three regions in Malawi. All age groups were included in the survey. Persons with disabilities aged less than 18 participated but went with their guardians. All persons who participated in this study provided consent. Survey and FGDs results were presented at an APL consensus meeting with policymakers, service providers, disabled peoples' organizations and development partners in the disability sector. Based on the results and further discussions, a consensus was reached on the priority APs for Malawi. More than a third of respondents used wheelchairs (32%), followed by auxiliary crutches (25%), walking sticks (13%), reading glasses (11%), prosthesis (10%), elbow crutches (9%) and orthosis (8%). There is also a high demand for products such as pull-up underwear (incontinence products) (79%), hearing aids (70%), reading glasses (59%) and diapers (63%). After intensive discussions during a consensus meeting, an agreement was reached on the 22 priority APs for Malawi. There is a wide range of APs being used by people with different functional limitations in Malawi. There is also a demand for APs that are not readily available. When developing an APL, the list should include products in use, those in demand, and those recommended by service providers. Following the development of the priority assistive products list (APL) by WHO, member states should develop their own contextually based APL. The development of the APL should be based on research evidence. All key stakeholders including persons with disabilities and other functional limitations, government, and development partners should participate in this process. The APL should be part of the national health system or community services. The Department of Disability and Elderly Affairs in the Ministry of Gender, Community Development, being the Government of Malawi line ministry coordinating disability issues participated actively in this study including inviting participants in the stakeholders' validation workshop. [ABSTRACT FROM AUTHOR]

Traditional qualitative inquiry research methods exhort us to look for the 'good' story tellers who use metaphors to describe their experiences, emotions, and events. This privileges abled-bodied individuals, meaning that without full individual accessibility for people with disability is not achieved. The objective of this paper is to present a case study on inclusion of research participants who live with deafblindness. This case study posits where qualitative story telling spaces currently are; whose voices occupy these narratives; what is said and how it is said: and the performative aspects of the qualitative inquiry currently. Research including people with disability is reflected in the evidence base, however the question that if qualitative methods don't seek to explore and understand these differences, epistemic injustices will be perpetrated. The case study reflects on a research project whose methodology sought to solicit hospital experiences for those living with deafblindness. The Australian study of 18 deafblind participants with wide ranging communication needs, shared in-depth narrative inquiry stories told in: 'snapshots' of moments of disempowerment; through sign and vibrotactile communication; usage of the strong verb with metaphor rarely present except to exclusively describe instances of dehumanisation. Narrative inquiry method when used with people who are deafblind is predominately chaotic with some tense instability for non-signing participants. Emphasis is via repetition, altered pitch and expletives. Touch centricity is fundamental. Dissonance is evident between words used and stories told. The thematic analysis identified a need to reflect epistemically across the creation of any qualitative project from beginning to end, focussing on what is being said and how it is being said or signed or felt. The conclusion of the paper provides a roadmap for future projects to ensure improvements in the enhancing of awareness of different ways of being, doing and telling in qualitative research methods. [ABSTRACT FROM AUTHOR]

According to the World Health Organization (WHO), visual impairment is one of the most common problems affecting approximately one sixth of the world's population. It was found that 39 million of these sufferers have lost their vision completely and require supervision from other people to do their daily chores. Until today, several methodologies have been built to provide effective solutions to visually challenged people, mainly in terms of navigation. The assistive technologies developed for the visually challenged are generally very popular due to the benefits provided, but these technologies are limited in many aspects. One of the main problems with the technologies is that they are non-adaptable and cannot adjust to the changing needs of the participants. The demands of blind people are constantly growing, and there is no powerful technology that can meet all of these demands at the same time. The major constraints with assistive technologies are cost-effectiveness and user-friendliness. This paper presents a complete review of the assistive technologies introduced in the literature to deal with the navigation problems of blind people. Each and every literature work focuses on the requirements of the blind, and several features are considered accordingly. Thus, the presented review provides a detailed description of the evolution of such assistive technologies and the improvements brought in to satisfy the users. Apart from this, the complexities and limitations associated with the technologies are also unwounded to provide a clear perspective on the current scenario for future developers and researchers. Several constraints associated with different assistive technology are interpreted, and this review ends with the insights drawn from the study along with future scopes. [ABSTRACT FROM AUTHOR]

The number of people who need to use wheelchair for proper mobility is increasing. The integration of technology into these devices enables the simultaneous and objective assessment of posture, while also facilitating the concurrent monitoring of the functional status of wheelchair users. In this way, both the health personnel and the user can be provided with relevant information for the recovery process. This information can be used to carry out an early adaptation of the rehabilitation of patients, thus allowing to prevent further musculoskeletal problems, as well as risk situations such as ulcers or falls. Thus, a higher quality of life is promoted in affected individuals. As a result, this paper presents an orderly and organized analysis of the existing postural diagnosis systems for detecting sitting anomalies in the literature. This analysis can be divided into two parts that compose such postural diagnosis: on the one hand, the monitoring devices necessary for the collection of postural data and, on the other hand, the techniques used for anomaly detection. These anomaly detection techniques will be explained under two different approaches: the traditional generalized approach followed to date by most works, where anomalies are treated as incorrect postures, and a new individualized approach treating anomalies as changes with respect to the normal sitting pattern. In this way, the advantages, limitations and opportunities of the different techniques are analyzed. The main contribution of this overview paper is to synthesize and organize information, identify trends, and provide a comprehensive understanding of sitting posture diagnosis systems, offering researchers an accessible resource for navigating the current state of knowledge of this particular field. [ABSTRACT FROM AUTHOR]

The purpose of this literature review is to identify, categorize, and critically appraise research papers related to mobile apps for visually impaired people in language learning. This study intended to identify the language skills, the affordances, and the limitations encountered while designing and implementing the apps. Hence, a systematic review in the Scopus database and the virtual libraries of IEEE, SAGE, ERIC, and Science Direct, adhering to the PRISMA methodology, produced 274 research papers, and after the application of the different phases, a detailed analysis was performed using 17 articles. The results revealed that Information Communication Technologies, assistive technologies, and electronic accessibility features contributed to the usability guidelines and the current evolution toward modern language learning mobile applications for visually impaired users. The revised work also revealed how writing, reading, and spelling became more demanding for this particular special need, and that grammar-based and traditional activities are replaced by other communicative approaches. The emphasis was on speaking and listening skills due to these being less demanding in terms of technical requirements. The findings of this review provide insights for instructional designers to construct inclusive language learning apps which consider the three essential dimensions needed to achieve it: technological, pedagogical and psychological, in addition to appropriate affordances necessary for both sighted and visually impaired users. [ABSTRACT FROM AUTHOR]

Stroke remains a significant global health burden, necessitating comprehensive and innovative approaches in rehabilitation to optimize recovery outcomes. This paper provides a thorough exploration of rehabilitation strategies in stroke management, focusing on diagnostic methods, acute management, and diverse modalities encompassing physical, occupational, speech, and cognitive therapies. Emphasizing the importance of early identification of rehabilitation needs and leveraging technological advancements, including neurostimulation techniques and assistive technologies, this manuscript highlights the challenges and opportunities in stroke rehabilitation. Additionally, it discusses future directions, such as personalized rehabilitation approaches, neuroplasticity concepts, and advancements in assistive technologies, which hold promise in reshaping the landscape of stroke rehabilitation. By delineating these multifaceted aspects, this manuscript aims to provide insights and directions for optimizing stroke rehabilitation practices and enhancing the quality of life for stroke survivors. [ABSTRACT FROM AUTHOR]

This paper presents a novel vision impairment assistive device to improve mobility and independence. This device consists of Arduino Nano microcontroller technology that powers the Satellite/GPS-based stick, which tracks and navigates in real-time. Arduino Nano's adaptability and compactness enable our portable, affordable white cane replacement. Satellite signals let the stick locate the user, compute the best routes, and provide aural navigation cues through speakers or headphones. The obstacle detection sensors notify users of adjacent risks, improving safety. The proposed device is a stable and user-friendly technology that delivers a potential answer to visually impaired navigation issues after rigorous development and testing. [ABSTRACT FROM AUTHOR]

This study examines the usability of communication-assistive applications for hearing-impaired users, with a focus on enhancing user experience and promoting social inclusion. Although such applications have been developed and evaluated previously, interface designs that consider the intimacy needs of hearing-impaired users remain under-explored. We performed a comprehensive usability evaluation employing a mixed-method approach, which involved hearing-impaired individuals as well as field experts. The findings revealed areas for improvement in the design, validated the feasibility of implementing these applications, and emphasized the importance of incorporating the unique needs and preferences of hearing-impaired users. Furthermore, this paper discusses the importance of introducing guidelines and evaluation scales for the "Design for Emotion and Life Knowledge" levels to facilitate smooth and effective human–computer interactions. Such measures will promote the development of intelligent assistive technologies that reflect the qualitative needs of people with disabilities and contribute to social rights for hearing-impaired users. With the growing demands of artificial-intelligence-powered assistive technologies, the inclusion of individuals with disabilities in the design and research process is anticipated to increase. In future, studies should be conducted to blend the culturally shared experiences and emotional bonds expressed by users (having mild-to-severe hearing impairment) with the design and development process of assistive devices or services. [ABSTRACT FROM AUTHOR]

The Web has become an essential resource but is not yet accessible to everyone. Assistive technologies and innovative, intelligent frameworks, for example, those using conversational AI, help overcome some exclusions. However, some users still experience barriers. This paper shows how a human-centered approach can shed light on technology limitations and gaps. It reports on a three-step process (focus group, co-design, and preliminary validation) that we adopted to investigate how people with speech impairments, e.g., dysarthria, browse the Web and how barriers can be reduced. The methodology helped us identify challenges and create new solutions, i.e., patterns for Web browsing, by combining voice-based conversational AI, customized for impaired speech, with techniques for the visual augmentation of web pages. While current trends in AI research focus on more and more powerful large models, participants remarked how current conversational systems do not meet their needs, and how it is important to consider each one's specificity for a technology to be called inclusive. [ABSTRACT FROM AUTHOR]

Information and Communication Technologies have transformed our lives in different social areas, facilitating interpersonal relationships thanks to technological tools. In the specific case of people with disabilities, Assistive Technologies (ATs) break down barriers and increase opportunities to become active members of society with equal opportunities. This paper presents a systematic mapping study that analyzes the current state-of-the-art of ATs proposed in the literature to support the empowering of people with disability. Specifically, this paper focuses on (1) describing a global vision of the scientific literature published in the last 20 years about ATs in the computer science field and (2) identifying research needs, gaps, and trends. For this purpose, an in-depth analysis of 389 primary studies is presented. The information obtained from the mapping process is also constrained. Concretely, 35 ATs versus 22 disabilities are compared, obtaining striking peaks for some disabilities described in the discussion. Finally, the findings show that several areas have been covered only lightly, revealing interesting future directions and challenges for junior researchers. • ATs have the potential to break down barriers for people with disabilities, enabling them to participate more fully in society. This implies a need for rehabilitation programs to incorporate ATs into their strategies to enhance social inclusion. • Given the transformative role of ICT, rehabilitation programs should focus on helping people with disabilities develop the necessary technological skills to utilize ATs effectively. • This work highlights the diversity of ATs and disabilities, suggesting a need for personalized rehabilitation plans that match specific ATs to individual disabilities. • Rehabilitation professionals should be trained to assess and recommend appropriate ATs for each case. Rehabilitation programs should consider incorporating cutting-edge ATs and staying involved in research to contribute to future developments to cover gaps and challenges identified. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper was to examine consumer perceptions of aesthetic attributes of textile-based assistive devices (ADs) and the language used by consumers to express those perceptions and concerns. Previous investigations of user feedback for ADs have largely focused on functional attributes rather than aesthetics. Design/methodology/approach: An interpretivist research philosophy was selected to investigate the meaning behind consumer perceptions and to understand their viewpoints on the aesthetic dimensions of ADs. Using product reviews for two ADs sold on Amazon.com as data, the researchers conducted qualitative data analysis through coding and interpretation of meanings behind reviews to determine consumers' perceptions related to their ADs. Findings: The authors identified consumer concerns linking to aesthetics evidenced as a multisensory integration of visual, tactile and olfactory cues. Consumer-preferred language used to address aesthetic preferences was found to supplement the literature. Aesthetic considerations were found to be impactful on avoiding stigma and encouraging or discouraging continued use of the devices. Practical implications: Findings may contribute to the development of textile-based ADs with improved aesthetics to enhance user experiences. New ways of using consumer language to interpret user needs may assist in future research and design practice for consumer products. Originality/value: The use of consumer product reviews as a rich source of user data is discussed in this paper. As previous research on assistive technology has largely focused on functionality, results of this analysis offer insight into consumers' aesthetic judgments related to ADs and bring a sensory perspective to the research area. [ABSTRACT FROM AUTHOR]

Healthy aging requires the maintenance of good physical and cognitive activity. However, as they age, older adults often experience a decline in physical and cognitive activity, leading to a more sedentary lifestyle. Some older adults may not have a choice but to become increasingly sedentary as they age due to injury or deteriorated physicality. As such, they require assistive technologies to aid in their daily lives and activities to maintain healthy cognitive function. Social Robots are a newer form of assistive technology, specifically designed for social interactions and gameplay. As with other assistive technologies, compliance barriers to their acceptance and use for meaningful, seated activities among older adults are expected. To better explore this phenomenon, improve quality of life and understand what drives older adults to accept and use newer forms of technology like social robots, this conceptual paper conjoins two theoretical frameworks: The Activity Theory of Aging (ATA) and the Unified Theory of Acceptance and Use of Technology (UTAUT). As social robots hold great promise for improving the quality of life for older adults, exploring what driving factors could enable their greater acceptance and use is essential to furthering this field of study within Australia. [ABSTRACT FROM AUTHOR]

In this paper we prompt a re-reading of Assistive Technology (AT) as a media system that organizes disability in the framework of digital health-care and the platform society. Drawing on disability media studies and organization studies, we investigate how the arrival of big tech and digital platforms in the field of AT reconfigures ways to account for, classify and potentially discriminate against disability. We argue that this new configuration can be explained as a shift from a biopolitical model – oriented toward disability normalization – to an ethopolitical model, oriented toward optimization and health enhancement. In the conclusions, we put forward the concept of ethopolitical media and discuss the implications of this for wider debates in media and cultural studies which deal with the relationship between media, health, and self-care. [ABSTRACT FROM AUTHOR]

The gait rehabilitation knee exoskeleton is an advanced rehabilitative assistive device designed to help patients with knee joint dysfunction regain normal gait through training and activity support. This paper introduces a design framework based on the process knowledge representation method to optimize the design and control efficiency of the knee exoskeleton. This framework integrates knowledge of design objects and processes, specifically including requirements, functions, principle work areas, and the representation and multi-dimensional dynamic mapping of the Behavior–Structure (RFPBS) matrix, achieving multi-dimensional dynamic mapping of the knee exoskeleton. This method incorporates biomechanical and physiological knowledge from the rehabilitation process to more effectively simulate and support gait movements during rehabilitation. Research results indicate that the knee rehabilitation exoskeleton design, based on the RFPBS process knowledge representation model, accomplishes multi-dimensional dynamic mapping, providing a scientific basis and effective support for the rehabilitation of patients with knee joint dysfunction. [ABSTRACT FROM AUTHOR]

There is a growing trend of using artificial intelligence, particularly deep learning algorithms, in medical diagnostics, revolutionizing healthcare by improving efficiency, accuracy, and patient outcomes. However, the use of artificial intelligence in medical diagnostics comes with the critical need to explain the reasoning behind artificial intelligence‐based predictions and ensure transparency in decision‐making. Explainable artificial intelligence has emerged as a crucial research area to address the need for transparency and interpretability in medical diagnostics. Explainable artificial intelligence techniques aim to provide insights into the decision‐making process of artificial intelligence systems, enabling clinicians to understand the factors the algorithms consider in reaching their predictions. This paper presents a detailed review of saliency‐based (visual) methods, such as class activation methods, which have gained popularity in medical imaging as they provide visual explanations by highlighting the regions of an image most influential in the artificial intelligence's decision. We also present the literature on non‐visual methods, but the focus will be on visual methods. We also use the existing literature to experiment with infrared breast images for detecting breast cancer. Towards the end of this paper, we also propose an "attention guided Grad‐CAM" that enhances the visualizations for explainable artificial intelligence. The existing literature shows that explainable artificial intelligence techniques are not explored in the context of infrared medical images and opens up a wide range of opportunities for further research to make clinical thermography into assistive technology for the medical community. [ABSTRACT FROM AUTHOR]

This paper discusses the challenges of the current state of computer vision-based indoor scene understanding assistive solutions for the person with visual impairment (P-VI)/blindness. It focuses on two main issues: the lack of user-centered approach in the development process and the lack of guidelines for the selection of appropriate technologies. First, it discusses the needs of users of an assistive solution through state-of-the-art analysis based on a previous systematic review of literature and commercial products and on semi-structured user interviews. Then it proposes an analysis and design framework to address these needs. Our paper presents a set of structured use cases that help to visualize and categorize the diverse real-world challenges faced by the P-VI/blindness in indoor settings, including scene description, object finding, color detection, obstacle avoidance and text reading across different contexts. Next, it details the functional and non-functional requirements to be fulfilled by indoor scene understanding assistive solutions and provides a reference architecture that helps to map the needs into solutions, identifying the components that are necessary to cover the different use cases and respond to the requirements. To further guide the development of the architecture components, the paper offers insights into various available technologies like depth cameras, object detection, segmentation algorithms and optical character recognition (OCR), to enable an informed selection of the most suitable technologies for the development of specific assistive solutions, based on aspects like effectiveness, price and computational cost. In conclusion, by systematically analyzing user needs and providing guidelines for technology selection, this research contributes to the development of more personalized and practical assistive solutions tailored to the unique challenges faced by the P-VI/blindness. [ABSTRACT FROM AUTHOR]

Those with visual impairments, including complete blindness or partial sight loss, constitute a significant global population. According to estimates by the World Health Organization (WHO), there are at least 2.2 billion people worldwide who have near or distance vision disorders. Addressing their needs is crucial. Introducing a smart cane tailored for the blind can greatly improve their daily lives. This paper introduces a significant technical innovation, presenting a smart cane equipped with dual ultrasonic sensors for obstacle detection, catering to the visually impaired. The primary focus is on developing a versatile device capable of operating in diverse conditions, ensuring efficient obstacle alerts. The strategic placement of ultrasonic sensors facilitates the emission and measurement of high-frequency sound waves, calculating obstacle distances and assessing potential threats to the user. Addressing various obstacle types, two ultrasonic sensors handle overhead and ground-level barriers, ensuring precise warnings. With a detection range spanning 2 to 400 cm, the device provides timely information for user reaction. Dual alert methods, including vibrations and audio signals, offer flexibility to users, controlled through intuitive switches. Additionally, a Bluetooth-connected mobile app enhances functionality, activating audio alerts if the cane is misplaced or too distant. Cost-effective implementation enhances accessibility, supporting a broader user base. This innovative smart cane not only represents a technical achievement but also significantly improves the quality of life for visually impaired individuals, emphasizing the social impact of technology. The research underscores the importance of technological research in addressing societal challenges and highlights the need for solutions that positively impact vulnerable communities, shaping future directions in research and technological development. [ABSTRACT FROM AUTHOR]

In collaboration with end-users and other key stakeholders, this paper describes an innovation process of designing and manufacturing customized assistive technologies for regional and remote communities. The project collaboratively identified the real-world problems of people living with spinal cord injuries, created design solutions to overcome these challenges, and worked with manufacturers to turn these solutions into actual products. The project embodied a co-design method to bring people living with spinal cord injuries, occupational therapists, researchers, designers, and manufacturers together to co-create new solutions to overcome common challenges. Data was collected through the following methods: a desktop study of the literature and the market; an innovation process via 4 x co-design workshops (Ideation, Design and Develop, Pitch and Feedback, Demonstration) from June 2021 to June 2022; a Research through Design methodology to design 3D-printed assistive technologies. Through iterative virtual and physical prototyping, and user testing, the most effective prototypes were refined into the optimal solution. The Project established an innovation process, including online consultation and workshops with end-users, that prioritize 3D printing of assistive technology prototypes; created a demonstrator for allied health engagement and testing; and completed end-user pilot group testing, such as materials, durability, grasping, biomechanical advantage, adaptability, etc. This innovation process produced a minimum viable product (MVP) that has enough features to attract early adopters and provide design validation early in the product development cycle. [ABSTRACT FROM AUTHOR]

Self-Balanced lower limb exoskeleton (SBLLE) is designed for rehabilitation and walking assistance for dyskinesia persons with spinal or lower limb muscle injury to regain the locomotion ability in daily activities. In this paper, an innovative feedback control strategy for a fully actuated SBLLE is presented, which helps users to walk stably without crutches or other assistive devices. Exoskeleton is approximated as a simplified center of mass (CoM) model. Based on this simplified dynamic model, the trajectory generation and walking feedback control strategy, which enhances the locomotion stability, is introduced. The proposed strategy is implemented on our exoskeleton, AutoLEE-II, and its stability and dynamic performance are demonstrated in the stable walking simulations and experiments for exoskeleton with a female subject. [ABSTRACT FROM AUTHOR]

The inability to see makes moving around very difficult for visually impaired persons. Due to their limited movement, they also struggle to protect themselves against moving and non-moving objects. Given the substantial rise in the population of those with vision impairments in recent years, there has been an increasing amount of research devoted to the development of assistive technologies. This review paper highlights the state-of-the-art assistive technology, tools, and systems for improving the daily lives of visually impaired people. Multi-modal mobility assistance solutions are also evaluated for both indoor and outdoor environments. Lastly, an analysis of several approaches is also provided, along with recommendations for the future. [ABSTRACT FROM AUTHOR]

While the needs and care for children on the autism spectrum have been widely investigated, the intervention and services available to autistic adults have been overlooked for a long time. This survey paper reviewed 32 articles that described and evaluated assistive technologies that have been developed and evaluated through a complete circle of interactive product design from ideation, prototype, and user evaluation. These assistive technologies aim to improve independence and living quality in autistic adults. We extracted information from the perspective of requirement gathering, technology designing, and effectiveness of evaluation in the design cycle. We found a general lack of requirements-driven design, and the evaluation process was not standardized either. The lack of requirement gathering results in designs purely based on existing literature without targeting actual user needs. Our synthesis of included paper contributes to developing iterative design considerations in assistive technologies for autistic adults. We also suggest that assistive technologies for autistic adults shift some attention from assisting only autistic adults who require at least substantial support to embracing also those who have been living independently but rather have difficulties in social interaction. Assistive technologies for them have the potentials to help them consolidate and enhance their experiences in independent living. [ABSTRACT FROM AUTHOR]

A lack of access to learning opportunities is among the main reasons for social exclusion of people with cognitive disabilities in the professional field. It has been accentuated in the last few years by the rapid development of online learning strategies that limit the physical presence of students and instructors. Personalized systems can help overcome access barriers in learning for people with disabilities by helping them learn autonomously without the direct intervention of tutors. However, despite the wide range of research initiatives in this area to deal with individual differences, learners with cognitive disabilities still suffer from a lack of consideration of their conditions. Indeed, most e-learning platforms have been designed without taking into account users with multiple profiles and impairments. This paper systematically reviewed papers to provide insights about personalization within e-learning systems. We highlight personalization goals and approaches and review whether they improve learning accessibility and outcomes. The objective is to discuss the strengths and weaknesses of current research and suggest some opportunities to improve research in personalized e-learning systems for people with cognitive disabilities. [ABSTRACT FROM AUTHOR]

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 χ2 (3) = 8.27, p = 0.041), indicating a compensatory effect of AT. Though reading comprehension significantly improved in the computer condition (Friedman's χ2 (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. WHAT THIS PAPER ADDS: What is already known on this subject: Writing is rarely spared in aphasia and may present as the most impaired communication modality. Yet, people with aphasia report that writing is seldom included in their rehabilitation. Many communication activities are now conducted digitally through writing, therefore rehabilitation of this is more important than ever before. This study sought to address whether an assistive technology (AT) software package can improve writing and whether any changes were compensatory or remediatory. What this study adds to existing knowledge: This group study found that AT training led to gains in written discourse and social network in people with aphasia and dysgraphia. Gains were not replicated in handwritten tasks, suggesting this was a compensatory therapeutic approach. What are the clinical implications of this work?: AT programs such as this may present speech and language therapists with a practical, pragmatic adjunct to writing or typing therapy, particularly for clients with chronic, intractable impairments for whom remediatory therapy may have a low chance of success. [ABSTRACT FROM AUTHOR]

People with blindness and low vision (pBLV) encounter substantial challenges when it comes to comprehensive scene recognition and precise object identification in unfamiliar environments. Additionally, due to the vision loss, pBLV have difficulty in accessing and identifying potential tripping hazards independently. Previous assistive technologies for the visually impaired often struggle in real-world scenarios due to the need for constant training and lack of robustness, which limits their effectiveness, especially in dynamic and unfamiliar environments, where accurate and efficient perception is crucial. Therefore, we frame our research question in this paper as: How can we assist pBLV in recognizing scenes, identifying objects, and detecting potential tripping hazards in unfamiliar environments, where existing assistive technologies often falter due to their lack of robustness? We hypothesize that by leveraging large pretrained foundation models and prompt engineering, we can create a system that effectively addresses the challenges faced by pBLV in unfamiliar environments. Motivated by the prevalence of large pretrained foundation models, particularly in assistive robotics applications, due to their accurate perception and robust contextual understanding in real-world scenarios induced by extensive pretraining, we present a pioneering approach that leverages foundation models to enhance visual perception for pBLV, offering detailed and comprehensive descriptions of the surrounding environment and providing warnings about potential risks. Specifically, our method begins by leveraging a large-image tagging model (i.e., Recognize Anything Model (RAM)) to identify all common objects present in the captured images. The recognition results and user query are then integrated into a prompt, tailored specifically for pBLV, using prompt engineering. By combining the prompt and input image, a vision-language foundation model (i.e., InstructBLIP) generates detailed and comprehensive descriptions of the environment and identifies potential risks in the environment by analyzing environmental objects and scenic landmarks, relevant to the prompt. We evaluate our approach through experiments conducted on both indoor and outdoor datasets. Our results demonstrate that our method can recognize objects accurately and provide insightful descriptions and analysis of the environment for pBLV. [ABSTRACT FROM AUTHOR]