Assistive Technology Resources Research Articles

The Impact of Resource Inequality on Employment and Social Integration of People with Disabilities

In the current social context, resource inequality profoundly affects the social integration of people with disabilities. Due to physical or cognitive impairments, this demographic faces numerous challenges in education, employment, and socialization. Inequity in educational resources leads to lower educational levels among people with disabilities, while discriminatory employment opportunities hinder their integration into the workplace. Additionally, insufficient skills training and assistive technology resources exacerbate their difficulties. Furthermore, cultural differences, discrimination, and an imperfect social welfare and support system also limit their social participation and integration. To address these issues, it is imperative to develop solutions based on actual conditions, enhance educational equity, improve educational levels for people with disabilities, and ensure access to high-quality education. Moreover, promoting employment equity, eliminating job discrimination against people with disabilities, and providing more employment opportunities are crucial. Simultaneously, enhancing skills training and support for assistive devices will help improve their employability. Implementing these strategies will create a fairer, more inclusive social environment for people with disabilities, promoting their social integration and development and contributing to societal harmony and progress.

Tecnologia assistiva e baixa visão: apps e recursos de acessibilidade em dispositivos móveis

Abstract Introduction Mobile electronic devices have assumed and/or complemented the place of optical, non-optical, electronic and computer resources in solving the functional alterations in people with low vision. Objective Considering the wide and continuous use of mobile electronic devices in people’s lives, this study aimed to characterize smartphone and/or tablets applications that assume the function of Assistive Technology (AT) resources and are used in the daily life of people with low vision. Method The methodology adopted in this investigation was descriptive in nature, under the case study design. Twenty-eight people with low vision participated in the study, who are members of an existing group in WhatsApp. The data collection took place in the virtual space of this application, individually, through semi-structured interviews. The data were transcribed and analyzed based on the founded theory. Results Participants reported using 50 applications that enabled the use of mobile devices as AT, and nine accessibility resources through which users access to mobile devices were guaranteed. Conclusion It was possible to identify the potential of these applications in solving difficulties faced by people with low vision, as well as portraying how this population has benefited from new possibilities in AT and information and communication technologies in navigation activities, consumption of food and purchases, execution of household, recreation and socialization, contrast, communication, labor and academic tasks.

A User’s Perspective on the Factors Influencing the Satisfaction of Assistive Technology Resources Centers’ Built Environment Services

Taiwan will move into a super-aged society by 2025. The government is actively establishing assistive technology resources centers (ATR Centers) throughout Taiwan to provide assistive technology services such as display, evaluation, rental, and maintenance services; they also recycle unused assistive devices, disinfect and clean them, and then rent them to people in need to achieve sustainable development. This study investigates the users’ perceptions about receiving services from the ATR Center in Yunlin and explores their satisfaction. “Service convenience”, “service quality”, “user experience” and “corporate social responsibility (CSR)” were used as the overall research framework and hypotheses are based on the mediating role of “CSR”; data are collected through questionnaires, and structural equation modeling (SEM) is used to test the model and hypotheses. A total of 532 valid questionnaires were collected from the users and caregivers who had used the services of the center in the past two years. The statistical analysis was conducted in three stages: sample data analysis, measurement model validation, and structural equation model analysis. According to the research findings, service convenience, service quality, and user experience all have a significant positive impact on CSR. Additionally, service convenience, service quality, user experience, and CSR have a positive impact on user satisfaction. Moreover, service quality and user experience indirectly affect user satisfaction through CSR. Finally, based on the research results, suggestions are proposed for addressing issues related to assistive service promotion and future adjustments.

Assistive and Digital Technology for the Education of Students with Visual Disabilities

In education, assistive technology resources applied to education for visual impairment students can be defined as computers and mobility that allow students to access the digital environment, promoting an individual life. Technology enhances reading and writing skills as well as communication with the world and improves their quality of life, the learning process and academic excellence. Digital technology for a low vision or totally blind students can be able to communicate with schools databases, stores, and libraries. Digital technology has mainly require computers for all students, teachers as well as for pedagogical support. This thematic paper applies content review methodology and analytically summarized the ideas. The conclusion of the paper states that technology provides independence to students with visual impairment by enhancing their communication, mobility, and environmental control. In many cases, the use of technology is the only way people with communication difficulties can connect to the external world. Keywords: Visual Impairment, Assistive Technology, Digital Technology

Factors Influencing the Reputation of Assistive Technology Resources Center: An Example from Yunlin County, Taiwan.

By the end of 2020, a total of 34 multifunctional Assistive Technology Resources Centers (ATR centers) were set up in 22 counties and cities in Taiwan. This study examines the perceptions of the users and their caregivers of the government-established ATR centers in Taiwan and examines the impact on the reputation of the public institution. The research framework and hypotheses were developed by examining the factors of “service convenience”, “center-related factors”, “justice”, and “perceived value” and using “perceived value” as a mediating variable. The data were collected through a questionnaire survey, and the structural equation model was used to test the model and verify the hypotheses. Research data was collected in various townships in Yunlin County A total of 320 questionnaires were collected. Of these respondents, 22% were aged 51–60. All the research hypotheses were positively and significantly verified. Of these, justice was the most important factor affecting the value of the ATR center’s services compared to convenience and center-related factors. Of convenience, service value and justice, service value was the most important factor affecting the perceived reputation of the public institution. According to the findings of this study, it is beyond expectation that the convenience of ATR is not the main factor influencing the service value, but rather the perceived justice is the most important factor. Therefore, ATR should be prioritized from the perspective of the service recipient, especially the perceived justice of the service, in order to best enhance the value of the service and improve the reputation of the public institution.

Leveraging Assistive Technology Resources to Support Aging in Place: A Scoping Study

Aging in place is the preferred living arrangement for most older adults. However, the challenges that often accompany longevity coupled with housing which lacks proper modifications presents concerns about older adults’ safety and wellbeing. Advancements in assistive technologies have promising potential in helping address many of these challenges and support aging in place. The purpose of this scoping review was to survey the current literature to understand why, how, and what assistive technologies are adopted and utilized to help support aging in place. We followed the Arksey and O’Malley (2005) methodological framework for scoping studies, searching seven databases and systematically assessed 611 titles/articles. Findings were organized using frequencies and themes. Following the inclusion/exclusion criteria, 12 articles were included. Upon thematic analysis, three main themes emerged: 1.) challenges experienced in the context of aging in place, 2.) technology adoption, and 3.) technology types and applications. Findings indicate technology can serve an important role in helping support aging in place and can serve as a medium to deliver and increase access to resources to support physical, social, and psychological wellbeing. The technologies most frequently utilized include personal devices and smart home technologies. The adoption and use of technologies can be impacted by the perceived ease of use, perceived usability, family/caregiver, self-selection, involvement in technology development, policies supporting access, and environment factors. Our findings indicate that there is a current gap in the understanding of how older adults are interacting with technology and how long term use impacts wellbeing and aging in place.

ACESSIBILIDADE E AUDIODESCRIÇÃO: UM OLHAR PARA A APRENDIZAGEM DOS ESTUDANTES COM DEFICIÊNCIA VISUAL

O texto em tela tem como objetivo apresentar a audiodescrição de imagens estáticas de um livro didático como ferramenta de adequação pedagógica contributiva para o acesso às imagens por estudantes com deficiência visual. Enquanto escolha metodológica, trata-se de um ensaio teórico, pois traz, de forma dialógica, uma proposta de reflexão acerca do objeto de conhecimento elencado. Assim, a audiodescrição, como recurso de tecnologia assistiva pode ser um aporte para que professores, no ambiente escolar, garantam que estudantes cegos e com baixa visão tenham autonomia e empoderamento em atividades, exercícios e afins. Esse recurso de acessibilidade comunicacional pode ser compreendido como a descrição de toda e qualquer informação pertinente e essencial para que as pessoas com deficiência visual, ao mesmo tempo que as pessoas videntes, tenham acesso ao evento visual. Conclui-se que presença da audiodescrição nas imagens estáticas como ferramenta de adequação pode garantir a acessibilidade visual dos estudantes com deficiência visual, posto que promove equiparação de oportunidades para a erradicação do silêncio entre o texto e a imagem, tão comum nas escolas ao se tratar do estudante cego e com baixa visão.

Acessibilidade Informacional à Pessoa com Deficiência Visual através do Livro Falado

As pessoas com deficiência visual precisam ser atendidas com recursos que contemplem os processos educacionais, culturais e políticos e, assim, é fundamental que se desenvolvam estratégias para que essas pessoas se tornem cidadãs críticas, comprometidas e atuantes em uma sociedade democrática, independente da deficiência. O estudo tem como objetivo elaborar, validar e distribuir o Manual de Produção do Livro Falado para orientar a gravação de textos em áudio, visando traçar orientações aos professores e profissionais da educação inclusiva. O Manual trará uma orientação atual e consonante com a utilização apropriada pelo usuário do produto, a pessoa com deficiência visual. A metodologia deste estudo foi qualitativa, a partir de investigação bibliográfica, histórica, documental e de campo. O Manual foi validado por meio de questionário, respondido por 12 participantes de três Oficinas de Gravação Digital de Livros em Áudio oferecidas no Instituto Benjamin Constant entre 2018 e 019. O Manual produzido será disponibilizado gratuitamente no formato de E-book. Esses produtos agregam experiência às perspectivas da diversidade e inclusão na área da deficiência visual e são fundamentais para o desenvolvimento de um trabalho cada vez melhor com recursos de tecnologia assistiva

A ferramenta 5W2H na análise da inclusão dos deficientes visuais nas Escolas Municipais

The article presents an analysis of the Specialized Educational Service (SES) offer, accessibility and for the visually impaired in municipal schools using the 5W2H quality tool (QT) from a qualitative, descriptive, applied and bibliographic methodology. For this it was necessary to study the themes: visual impairment, ESA, accessibility and assistive technology, as well as the applicability of the QT 5W2H. The results showed, for example, that SES is offered, but with some limitations due to the lack of teacher training in the inclusive aspect, which reflects the difficulty in using assistive technology resources. Accessibility has its challenges because many schools have older structures, in addition to the scarcity of investments. The study highlights the interdisciplinarity between administration and inclusive education in situational analysis as a basis for planning future actions that can improve the school inclusion of students with visual impairment.

Os recursos de acessibilidade e tecnologia assistiva na sala de recursos multifuncionais nas escolas municipais de Manaus/AM

Este articulo tiene como objetivo discutir la accesibilidad y la tecnologia de asistencia en aulas de recursos multifuncionales, a traves de la investigacion realizada en las escuelas municipales de Manaus. La investigacion de Batista (2015), Bruce (2015) y Nogueira (2017), que visitaron los aulas de recursos multifuncionales (SRM) en las escuelas municipales de Manaus, se analizo para conocer su accesibilidad y los recursos tecnologicos de asistencia utilizados en Servicio Educativo Especializado (AEE). Se percibe que los estudios ganan fuerza, a medida que son elementos que tienen como objetivo brindar respuestas positivas con respecto a la inclusion social y educativa de las personas con discapacidad. Este estudio revela que la disponibilidad y el uso de estos materiales escolares y recursos pedagogicos adaptados pueden significar la diferencia entre que el estudiante con discapacidades pueda participar o no y aprender junto con otros companeros de clase.

Disability inclusion in higher education: knowledge and perceptions of the academic community

Objective To study the awareness and knowledge of members of the academic community and their perceptions related to accessibility in higher education institutions (HEI). Methods This is a descriptive, exploratory study. A total of 500 participants from the academic community, including students, professors, and technical-administrative personnel, were invited to respond to a semi-structured questionnaire regarding concepts and information related to people with disabilities and/or reduced mobility, assistive technology, and the broad concepts of accessibility. Results The participants ranged from 18 to 71 years of age, and there were higher prevalences of females (79.4%), singles (72.2%), and graduate students (73.6%). Based on the questionnaire responses, most participants felt capable of explaining issues regarding accessibility and persons with disabilities/reduced mobility; however, the principles of assistive technology remained relatively unknown. Conclusion Participants were reasonably informed about persons with disabilities, those with reduced mobility, and accessibility concerns; however, the majority could not explain the key elements of assistive technology. This suggests that additional training and disability awareness programmes are necessary. Implications for Rehabilitation The access to the higher education, through the assistive technology resources enables the inclusion and participation of people with disabilities in academic activities. Teacher training is primordial to providing quality and equitable education. The lack of knowledge on this matter can be a barrier to access for rehabilitation, advances in assistive technology, inclusive education and the public policies from people with disabilities.

Perspectives on a mobile application that maps assistive technology resources in Africa.

BackgroundAccess to assistive technology (AT) is poor in African countries because of a lack of knowledge, resources, services and products. A mobile application (app), the AT-Info-Map, was developed to map AT availability in southern Africa.ObjectivesThis article aimed to describe users’ and suppliers’ perceptions of the AT-Info-Map app.MethodQualitative data were collected in Zambia, Botswana, Malawi and Lesotho, through nine focus group discussions with 72 participants. Participants included AT users, AT suppliers and representatives of disability organisations. Data were thematically analysed.ResultsTwo broad themes, that is, usefulness of the AT-Info-Map application and technical issues and content, emerged from the data analysis. Subthemes under usefulness focused on the importance of using current technology, convenience of the app, the need for accuracy, responsiveness of supplier to user’s needs, influence on AT market and how the app creates an opportunity for networking. Challenges to download and navigate the app, the need for training in its use, exclusion of those not literate in English and those with visual impairments were subthemes under technical issues and content.ConclusionThe app was perceived as an important step to increase access to AT for persons with disabilities in less resourced settings. The challenges that emerged from the data analysis have led to the development of a web-based system that will complement or replace the app and improve AT information provision. However, the information provided by the app and website is still only a partial solution to improve AT access in Southern Africa.

Adaptação transcultural para uso no Brasil do Instrumento Survey of Technology Use (SOTU Br)

A taxa de abandono ou não uso de recursos de tecnologia assistiva adquirido é considerada alta, apesar dos esforços dos profissionais no momento da prescrição. A literatura tem apontado que o uso de instrumentos de avaliação padronizados e baseados em modelos conceituais tem contribuído para maior aceitabilidade desses recursos. O estudo teve como objetivo traduzir e adequar culturalmente o instrumento Survey of Technology Use (SOTU) que compõe o modelo conceitual Matching Person and Technology (MPT) para utilização no Brasil (SOTU Br). Trata-se de uma pesquisa do tipo metodológica. Participaram do estudo profissionais especialista em dispensação de recursos de tecnologia assisitiva e pessoas com deficiência que fazem uso de tecnologia assistiva. O estudo foi dividido em cinco etapas: 1) tradução para o português; 2) tradução conciliada; 3) retrotradução; 4) análise de equivalência de itens; 5) pré-teste. Os resultados indicaram que a versão traduzida e adaptada para o português do Brasil teve um alto índice de concordância e uma boa aceitabilidade. Conclui-se que a versão em português do SOTU pode ser utilizada por profissionais da educação e da saúde para avaliar a predisposição de uso de tecnologia assistiva e tecnologia de comunicação e informação, de adultos e crianças com deficiência, por meio de suas atitudes e experiências.

SALA DE ATENDIMENTO EDUCACIONAL ESPECIALIZADA (AEE): O USO DA TECNOLOGIA ASSISTIVA NO PROCESSO DE INCLUSÃO DOS ALUNOS NAS ATIVIDADES DE ENSINO-APRENDIZAGEM

It’s not enough, to ensure the schooling of the students with disabilities, only the right of attending school, it is necessary to teach and give meaning to the contents developed and that meet the different characteristics, potential, and learning pace. Through the National Policy on Specialized Education in Inclusive Education, the classrooms called: Salas de Recursos Multifuncionais e a Instituição do Atendimento Educacional Especializado (AEE) na Educação Básica were promoted. The AEE classroom is a space of the school, where didactic, pedagogical and Assistive Technology materials are available, where professionals with specific training to attend the students with special educational difficulties due to some type of disability are ready to support them. These classrooms aim to improve student learning in the school context. In the Education field, the Assistive Technology aid in the Process of Learning and Development of Students with Disabilities, further promoting the autonomy within their abilities in the accomplishment of their own tasks. It’s important to emphasize that the teacher needs to have technical knowledge and mastery of Assistive Technology resources, so this tools can be implemented within his/her pedagogical practices. In this context, this research aims to make a bibliographical research, through the literature on the subject, proposing a discussion about the state of the art of work. In this context, this work objective was to present a bibliographic study, proposing a discussion about the art state of issues related to the Multifunctional Resource Rooms and scholar inclusion of students with disabilities. With the ending of the presente work, can be concluded that, the students’ with desabilities inclusion, as well the Multifunctional Resource Rooms usage, still a great challenge to be worked on in the educational system. A new look at education is needed, since it’s possible, through public policies, promote accessibility and inclusion for students with desabilities, seeking to develop their skills during the teaching-learning process.

Tecnologia educacional como recurso para a alfabetização da criança com transtorno do espectro autista

This article presents the results of research carried out during the master's course "Methodologies in Special Education with an emphasis on Assistive Technology Resources Analysis in Inclusive Environments" with the report of experience of observation and participation of the author in the application of Educational Technology "Jornada das Letras" to a student with Autism Spectrum Disorder (ASD), enrolled in the second year of Elementary School in a public school in the interior of Sao Paulo. The research had as objective to verify how this software could help the student in the acquisition of writing, since, unlike the other students of the room in which it is included, she has not yet reached the hypothesis of alphabetic writing. The study is justified by the need to search for solutions that could enhance the literacy process of children with ASD through the complexities of the disorder, seeking to ensure the acquisition of writing at the age required by the national guidelines. As a theoretical basis for the study, a literature review was carried out to verify: studies related to the use of digital technologies in education, guidelines of the national guidelines regarding the age required for literacy and the specificities of student literacy with ASD. The methodology used for the research was based on the qualitative, descriptive approach with participant observation and intervention with the application of educational technology. After the application of the program, a survey was carried out, revealing evolution in the hypothesis of writing, however, it was verified that, the game alone is not able to alphabetize, and that the intervention strategy of the teacher / researcher played a fundamental role in the success of learning.

O uso da tecnologia assistiva pelo estudante com paralisia cerebral no contexto escolar

O estudante com Paralisia Cerebral (PC) pode possuir limitações em suas atividades de vida diária, devido a patologia e a barreiras ambientais, que dificultam o seu desempenho em diferentes contextos. Este estudo teve como objetivo identificar quais recursos de Tecnologia Assistiva (TA) estão sendo utilizados por estudantes com PC na escola e analisar se as suas utilizações estão relacionadas com a função motora e comunicativa destes estudantes. Participaram deste estudo 20 estudantes com PC e 19 professores responsáveis por estes estudantes. Para a coleta de dados foram utilizados os dados referentes a TA coletados por meio do “Protocolo de Triagem para o trabalho colaborativo entre saúde e educação”, bem como os dados identificados nos instrumentos Gross Motor Function Measure Classification System (GMFCS), Manual Ability Classification System (MACS) e Sistema de Classificação da Função de Comunicação (CFCS). Em relação a análise dos resultados, foi realizada a organização de um banco de dados usando o Microsoft Excel e, posteriormente foi utilizado o software IBM SPSS Statistics, versão 22 para efetuar a análise estatística do estudo. Os resultados deste estudo permitiram concluir que os principais recursos de TA identificados no contexto escolar são os recursos de mobilidade e mobiliários adaptados. Sugere-se que seja realizado novos estudos com esta população a fim de ampliar o número de participantes e investigar outros aspectos que possam interferir no uso da TA no contexto escolar da criança com PC.

Complex regional pain syndrome type I: impact on work activities of working age individuals. Case reports

ABSTRACT BACKGROUND AND OBJECTIVES: Complex regional pain syndrome type I causes personal and social losses to the affected subject. The objective of this study was to analyze life, health and working condition of subjects with this syndrome, of working age, in a city in the countryside of Rio Grande do Sul, RS. CASE REPORTS: Study of seven cases, with the diagnosis of complex regional pain syndrome type I, with a predominance of female, married, relatively low educational level. In assessing physical health condition, the majority of participants considered their physical health moderate, and bad mental/emotional health. Most participants used assistive technology resources. CONCLUSION: It was observed that the syndrome interfered in the participants’ work activities. The data of the International Classification of Functioning, Disability, and Health showed that these subjects face several limitations in their daily activities. Therefore, this disease has negative impacts on life/health condition of these workers, who are temporarily or permanently forced to leave their work activities.

Benefícios da Adequação Postural em Cadeira de Rodas e Fatores que Interferem em sua Utilização: uma revisão sistemática

A adequação postural é um recurso de tecnologia assistiva que tem o objetivo de melhorar o desempenho funcional na cadeira de rodas. O objetivo deste artigo foi encontrar na literatura estudos que abordassem os benefícios da adequação postural em cadeira de rodas e fatores que interferem na prescrição e utilização deste tipo de tecnologia. Os artigos encontrados que discutem os benefícios abordam a funcionalidade e função respiratória; a prevenção de úlcera de pressão; e a satisfação do usuário e da família com a tecnologia assistiva. Os artigos que discutem os fatores ligados a prescrição e utilização de cadeira de rodas adaptadas estão os que abordam os fatores ambientais, componentes e acessórios da cadeira de rodas. Há fatores envolvidos no processo de prescrição para alcançar seus benefícios através de sua utilização, o processo de prescrição deve ter uma abordagem interdisciplinar e biopsicossocial aplicada individualmente a cada paciente.

Mapeamento de recursos de tecnologia assistiva utilizados por idosos

O aumento da expectativa de vida populacional no Brasil evidencia também o número de pessoas que envelhecem apresentando perda da capacidade funcional e aumento da dependência nas atividades do dia a dia. A tecnologia assistiva (TA) se constitui como suporte para que os idosos mantenham a independência e funcionalidade. Os objetivos deste estudo foram: (i) elencar os recursos de tecnologia assistiva utilizados por idosos assistidos em uma unidade matricial de saúde (UMS) no município de Uberaba/MG; (ii) descrever as características sócio-econômicas e as doenças crônicas por eles relatadas e (iii) estudar a área de ocupação – atividades de vida diária e a categoria dos recursos da tecnologia assistiva usados. Participaram do estudo 144 idosos com 60 anos ou mais. Para a coleta dos dados foram aplicados dois instrumentos estruturados idealizados pelos autores. Os resultados evidenciaram utilização de tecnologia assistiva aquém das necessidades para manutenção do desempenho funcional dos idosos, com exceção do uso de óculos. A idade média dos participantes foi de 72,4 anos (±7,8) e houve predomínio de idosos do gênero feminino. Os diagnósticos clínicos relatados foram na maioria casos de hipertensão arterial. Dos participantes, 140 (97,2%) relataram utilizar um tipo de recurso de TA como auxílio em alguma atividade de vida diária.

The digital memory game: an assistive technology resource evaluated by children with cerebral palsy

The activities of daily living are routine self-maintenance tasks. Children with cerebral palsy can have difficulties, which can vary according to their level of motor impairment, in the performance of functional activities such as feeding and dressing themselves. The use of digital memory gaming can be a play activity and a technological resource that stimulates cognitive skills and contributes to the development of persons with disabilities. The objective of this article is to analyze the usability and effectiveness of a digital memory game for activities of daily living with children with cerebral palsy. Two children with cerebral palsy, one aged 5 and the other aged 7, participated in the investigation. The results obtained in the usability analysis are satisfactory because there were no major problems with the interface and the time available for the game and the rules presented were observed. The results also reveal the effectiveness of digital memory gaming for the recognition of objects and the activities of daily life. The importance of digital memory gaming for children with cerebral palsy is discussed.