Types Of Assistive Technology Research Articles

Comprehension of texts by deaf elementary school students: The role of grammatical understanding

BackgroundThe aim of this study was to analyze how the reading process of deaf Spanish elementary school students is affected both by those components that explain reading comprehension according to the Simple View of Reading model: decoding and linguistic comprehension (both lexical and grammatical) and by other variables that are external to the reading process: the type of assistive technology used, the age at which it is implanted or fitted, the participant’s socioeconomic status and school stage. DesignForty-seven students aged between 6 and 13 years participated in the study; all presented with profound or severe prelingual bilateral deafness, and all used digital hearing aids or cochlear implants. Students’ text comprehension skills, decoding skills and oral comprehension skills (both lexical and grammatical) were evaluated. ResultsLogistic regression analysis indicated that neither the type of assistive technology, age at time of fitting or activation, socioeconomic status, nor school stage could predict the presence or absence of difficulties in text comprehension. Furthermore, logistic regression analysis indicated that neither decoding skills, nor lexical age could predict competency in text comprehension; however, grammatical age could explain 41% of the variance. Probing deeper into the effect of grammatical understanding, logistic regression analysis indicated that a participant’s understanding of reversible passive object-verb-subject sentences and reversible predicative subject-verb-object sentences accounted for 38% of the variance in text comprehension. ConclusionsBased on these results, we suggest that it might be beneficial to devise and evaluate interventions that focus specifically on grammatical comprehension.

Two King Lears: The Meaning Potentials of Writing and Speech for Talking Books

The talking book is a type of assistive technology where original print text is audio recorded and marked-up in order to make it accessible for people with print-disabilities, such as visual impairments or dyslexia. In this pilot study, we explore the implications of remediating a written text, the script of Shakespeare’s King Lear, into spoken text. We compare two readings of the play: a talking book version; and a commercial audiobook recording. We examine intonation choices in an excerpt from the play in the two readings. The analysis shows significant variation in choices of intonation, and thus the meanings that are produced in the two versions, resulting in not one but two King Lear plays. One implication of such variation might be that different styles of narration demand different ways of reading. The results point to the need to explore how intonation makes meaning for actual talking book readers in situ, where meaning-potentials are realised through the interaction and encounter between the text, the reader(s), the social settings in which they are reading, and the material properties of talking books.

The use of technology in the classroom to assist students with learning disabilities

The purpose of my investigation was to look into the ways digital technologies can be used in the classroom. My study was focused on the question “how can assistive technology be used in the elementary school classroom to foster inclusive education?”. The research was conducted through the use of personal interviews, surveys, and statistical data. Results were organized using word clouds, participant quotes and graphs. My research concluded that there are many types of assistive technology that are being used in the classroom. While teachers are not always using this technology consistently, the overall perceptions of my participants were that the advantages outweigh the disadvantages. These results show how essential assistive technology is for not only individual students, but a boost the morale of the entire classroom community.

Users’ perspectives on the provision of assistive technologies in Bangladesh: awareness, providers, costs and barriers

sPurpose: The purpose of this work was to contribute to a better understanding of challenges and solutions to equitable provision of assistive technologies in resource limited environments by (i) describing sources of awareness, types of providers and costs of assistive technologies; (ii) describing common reasons for not possessing assistive technologies; and (iii) comparing these sources, providers, costs and reasons among younger and older men and women living in urban and rural settings. Methods: Descriptive and analytic statistics were used to analyze cross-sectional data from a total sample of 581 hearing aid users, wheelchair users, individuals with hearing impairments not using hearing aids and individuals with ambulatory impairments not using wheelchairs living in eight districts of Bangladesh. Results: Major sources of awareness, types of providers and costs paid varied between users of different types of assistive technology. Lack of affordability was the main reason for not possessing assistive technology. Outcome differences were found between younger and older groups, men and women, and literate and illiterate respondents, while no differences related to place of living were identified. Conclusions: Age, gender, type of impairment and socioeconomic status need to be considered when planning and implementing equitable provision of assistive technologies.Implications for RehabilitationProvision of assistive technologies needs to be made affordable as lack of affordability was the major reason for not possessing such technologies.To ensure equitable provision of assistive technology, services ought to consider age, gender, impairment and socioeconomic status of their target groups. This includes offering a range of products of different sizes provided by culturally appropriate personnel at affordable cost, which to many may be at no or reduced cost.To cater to the assistive technology needs among the most vulnerable groups, assistive technology providers may learn from CBR strategies, such as, awareness raising and service delivery at community level, the use of local resources, collaboration and coordination, and the consideration of cultural factors.

A Proposed Framework for Combining Smart Environment and Heuristic Diagnostic Teaching Principles in Order to Assess Students’ Abilities in Math and Supporting them during Learning

In this paper, we propose the use of the smart environment based on Internet of Things (IoT), P2P technology and Heuristic Diagnostic Teaching principles for identifying learning abilities in mathematics and creative traits for students that are diagnosed within Autism Spectrum disorder (ASD). Many children with autism are highly interested and motivated by smart devices such as computers and touch screen tablets. These types of assistive technology devices get children with autism to interact, make choices, respond, gain new communication skills and create P2P communication between children, caregivers and therapists. Our proposed system uses JXTA-Overlay platform and SmartBox device to support students during their learning process by getting and maintaining their concentration on a given task. We propose to evaluate children’s ability in math using the Heuristic Diagnostic Teaching principles. Our new system combined with various visual systems, such as objects, photographs, pictures, realistic drawings, line drawings, and written words, can be used with assorted modes of technology, as long as the child can readily comprehend the visual representation. Vocabulary skills, mathematics skills and other life skills can be taught through our proposed system. We propose to use different assessment tools to learn about students’ ability in math.

Video Interpreting Services: Calls for Inclusion or Redialling Exclusion?

Videophones and video interpreting services for Deaf people are defined as telecommunication technologies in the USA, but as different types of assistive technologies in Sweden and Norway. This article discusses how the multiple definitions and ways of organising videophones within three sociotechnical systems mediate agency, and the resulting implications for inclusion and accessibility. If the technology and related service are organised external to the system it is intended to give access to, material exclusion mechanisms are reinforced or remain unchanged. In contrast, organisation of the technology and service within an existing sociotechnical system places the users in a more equal position relative to others. The core thesis is that the greater the integration of systems of heterogeneous actors, the greater the flow of agency and the less disabled – or different – the actors become.

Evaluation of an assistive technology product design using a paired comparisons method within a mixed methods approach: a case study evaluating preferences for four types of cutlery with 34 upper limb impaired participants

The purpose of the study was the assessment of preferences for four types of assistive technology (AT) domestic cutlery with 24 female and 10 male participants who had a range of upper limb impairments. A mixed-methods methodology, that included a paired comparisons analysis, was used to inform product development. Qualitative and quantitative data collected at the time provided triangulation of cohort preferences and insight into the reasoning of the participants. The results indicate that a high friction surface on AT cutlery handles is useful for all upper limb impaired users; however, the unconventional shapes of the Caring Cutlery better match the grip patterns generated by those with arthritis. Conventionally shaped handles are favoured by those who generate conventional grip patterns. Statistical analysis of the paired comparisons results indicated a clear preference for the Caring Cutlery by those with arthritis. The Etan Cutlery set was favoured by those using one hand that predominantly had hemiplegia following a stroke. The paired comparisons method was used as part of a mixed methodology that was considered to be cost effective. The authors concluded that the methodology was useful to help validate a new inclusive/universal product design when the desired attributes are not accurately known.Implications for RehabilitationAn insight into the preferences of a UK population who have upper limb impairment affecting the use of assistive technology (AT) cutleryGeneric heuristics to optimize AT cutlery describedA more effective methodology for AT product evaluationA more robust basis for AT product design and development decision-making

Perceptions, experiences and desired changes: responses from the conference floor

During a conference keynote address in Australia, delegates (teachers, therapists and parents) were asked to indicate their experiences of the use of assistive technologies. Their responses showed that the most often mentioned experiences related to independence, giving a voice and eliciting a response. Delegates were also asked to describe the type of assistive technology not yet available but which would meet current needs. These responses have been grouped into ten main areas and are discussed with examples.

Young Children With Physical Disabilities

Caregiver reports of problematic activities/routines with their young children with physical disabilities and types of assistive technology used as solutions were investigated in this study. In addition, caregiver competence with assistive technology use and ways in which caregivers received information and training were also examined. A subset of 164 caregivers who identified their children as having physical disabilities was retrieved from an archived database and used for analysis. Results indicated that children experienced various problems when participating in daily activities/routines. An average of 60.4% of their caregivers found solutions to these problems and 64.5% of these solutions involved the use of assistive technology. Only a small percent (13.4%) of caregivers reported feeling very competent at using assistive technology and 68.2% of those had received information from an early intervention provider. This research exemplifies the importance of both using assistive technology interventions for children with physical disabilities and ensuring that early intervention providers are sufficiently knowledgeable to train caregivers so that their children gain maximal opportunities to participate and learn.

Assistive Technology Approaches for Large-Scale Assessment: Perceptions of Teachers of Students with Visual Impairments

Assistive technology approaches to aid students with visual impairments are becoming commonplace in schools. These approaches, however, present challenges for assessment because students' level of access to different technologies may vary by school district and state. To better understand what assistive technology tools are used in reading instruction and assessment, we surveyed 197 teachers of students with visual impairments (TVIs) to determine the extent and types of assistive technology used by students with visual impairments. Results from this survey indicate that what might be considered “accommodations” on large-scale assessments are commonplace in special and general education classrooms where students with visual impairments receive instruction. Both high- and low-tech approaches to reading are used by TVIs, most likely for different purposes and at different times.

Prescribing Assistive-Technology Systems: Focus on Children With Impaired Communication

This clinical report defines common terms of use and provides information on current practice, research, and limitations of assistive technology that can be used in systems for communication. The assessment process to determine the best devices for use with a particular child (ie, the best fit of a device) is also reviewed. The primary care pediatrician, as part of the medical home, plays an important role in the interdisciplinary effort to provide appropriate assistive technology and may be asked to make a referral for assessment or prescribe a particular device. This report provides resources to assist pediatricians in this role and reviews the interdisciplinary team functional evaluation using standardized assessments; the multiple funding opportunities available for obtaining devices and ways in which pediatricians can assist families with obtaining them; the training necessary to use these systems once the devices are procured; the follow-up evaluation to ensure that the systems are meeting their goals; and the leadership skills needed to advocate for this technology. The American Academy of Pediatrics acknowledges the need for key resources to be identified in the community and recognizes that these resources are a shared medical, educational, therapeutic, and family responsibility. Although this report primarily deals with assistive technology specific for communication impairments, many of the details in this report also can aid in the acquisition and use of other types of assistive technology.

Users' Perceptions of the Impact of Electronic Aids to Daily Living Throughout the Acquisition Process

This study investigated the experience of seven new users of a particular type of assistive technology through the stages of anticipating, acquiring, and using an electronic aid to daily living. A mixed methods research approach was used to explore each of these stages. The Psychosocial Impact of Assistive Devices Scale was used to measure the perceived impact of the new assistive technology on users' quality of life, and findings were further explored and developed through open-ended questioning of the participants. Results indicated that preacquisition of the device, users predicted that the electronic aid to daily living would have a positive impact on their feelings of competence and confidence and that the device would enable them in a positive way. One month after acquiring the device a reduced, yet still positive, impact was observed. By 3 and 6 months after acquisition, perceived impact returned to the same positive high level as preacquisition. It is suggested that prior to receiving the device, potential users have positive expectations for the device that are not based in experience. At the early acquisition time, users adjust expectations of the role of the assistive technology in their lives and strive to balance expectations with reality. Three to 6 months after acquiring an electronic aid to daily living, the participants have a high positive view of how the device impacts on their lives based in experience and reality. A model illustrating the electronic aids to daily living acquisition process is proposed, and suggestions for future study are provided.

Powered Tilt/Recline Systems: Why and How Are They Used?

Prolonged static sitting can lead to discomfort, pain, pressure sores, spinal curvatures, and loss of functional independence. In order to counteract these harmful effects, adjustable tilt and/or recline systems are often prescribed. Considering the current context of assistive technology service delivery and budget cuts, it is essential to have a better knowledge of the use of these technical aids and user's satisfaction with them. The purpose of this study was to characterize the use of powered tilt and recline systems. A questionnaire was developed for this purpose, and 40 subjects were interviewed at home. They were asked to identify, from a list of 25 objectives, the reasons for which they used their repositioning system and to rank these reasons in order of importance. For each objective, they were also asked to identify the frequency and range of use as well as their satisfaction level with their system. Results revealed that 97.5% of the subjects were using their powered tilt and recline system everyday, and their satisfaction was high. The main objectives for using this type of assistive technology were to increase comfort and to promote rest. Although mainly descriptive, results are of clinical relevance and can be helpful when selecting wheelchairs.

Accessible cell phone design: development and application of a needs analysis framework

Purpose: This research describes the development and use of the Needs Analysis and Requirements Acquisition (NARA) framework to elicit and construct user requirements for the design of cell phones (which are a type of assistive technology) that are both usable and accessible to persons with disabilities. Method: Semi-structured interviews and a focus group were used to elicit information and a systematic approach was used to translation information into requirements (construct). Elicitation and construction are the first two stages of NARA. Results: Requirements for general and feature-specific phone attributes were identified, and several requirements were found to match six of the seven universal design principles. Conclusions: The study demonstrated that NARA is both a straight-forward and cost-effective method to develop user requirements and can be used throughout the development cycle.

Assessment and training of children for powered mobility in the UK

This paper will review procedures for assessing children for powered wheelchairs in the UK, and explore how they might be developed and improved. In many parts of the UK, procedures for assessing children for supply of a powered wheelchair are perfunctory. It will be argued that many children are unfairly rejected, and that they simply require practice and training in order to learn control over a powered wheelchair. Therefore, we suggest that assessment procedures should be developed to include loan of wheelchairs for extended assessment and training. A common argument against such provision is the increase in cost of assessment and supply. However, given the importance of independent mobility in children’s development, and the use of powered mobility to provide such independent mobility, these costs are acceptable given the improvements in childrens’ quality of life. Procedures for assessing and prescribing powered wheelchairs within and outwith the NHS will be discussed, and examples from schemes to trial and loan powered wheelchairs will be used to illustrate the need for extended assessment and loans for training. Practices in the provision of other types of assistive technology, particularly AAC (alternative and augmentative communication) devices will be described and compared with powered wheelchair provision.

Integrating assistive technologies: current practices and future possibilities

Many people with multiple impairments need to use a powered wheelchair, voice output communication aid, environmental control, and access information technology. Integrating and mounting such assistive devices on a powered wheelchair can be time-consuming, expensive and result in compromised performance. This paper offers a concept of assistive device integration, based around a continuum ranging from wholly discrete systems to fully integrated systems. Using practical examples, advantages and disadvantages of different approaches to integration along this continuum are identified, particularly with regard to control characteristics of different types of assistive technology. Limitations of current practices and technologies are discussed and measures suggested to enable systems to achieve better integration.