Future bathroom: A study of user-centred design principles affecting usability, safety and satisfaction in bathrooms for people living with disabilities

Research and development work relating to assistive technology 2010-11 (Department of Health) Presented to Parliament pursuant to Section 22 of the Chronically Sick and Disabled Persons Act 197

Assessing real world imagery in virtual environments for people with cognitive disabilities

People with cognitive disabilities are often socially excluded. We propose a system based on Virtual and Augmented Reality that has the potential to act as an educational and support tool in everyday tasks for people with cognitive disabilities. Our solution consists of two components: the first that enables users to train for several essential quotidian activities and the second that is meant to offer real time guidance feedback for immediate support. In order to illustrate the functionality of our proposed system, we chose to train and support navigation skills. Thus, we conducted a preliminary study on people with Down Syndrome (DS) based on a navigation task. Our experiment was aimed at evaluating the visual and spatial perception of people with DS when interacting with different elements of our system. We provide a preliminary evaluation that illustrates how people with DS perceive different landmarks and types of visual feedback, in static images and videos. Although we focused our study on people with DS, people with different cognitive disabilities could also benefit from the features of our solution. This analysis is mandatory in the design of a virtual intelligent system with several functionalities that aims at helping disabled people in developing basic knowledge in every day tasks

Include 2011 : The role of inclusive design in making social innovation happen.

Include is the biennial conference held at the RCA and hosted by the Helen Hamlyn Centre for Design. The event is directed by Jo-Anne Bichard and attracts an international delegation

What common design principles can be distilled out from literature in the field of technologies and learning difficulties that might inform the design of technologies within the EU funded ARCHES Project?

The focus of this research report is people who have diverse access needs associated with perception, memory, cognition and communication- those who are frequently ascribed the label of ‘learning difficulties’1 and the technologies that may help to enhance their access to and inclusion into cultural and heritage sites (including digital assets)

Assessing real world imagery in virtual environments for people with cognitive disabilities

People with cognitive disabilities are often socially excluded. We propose a system based on Virtual and Augmented Reality that has the potential to act as an educational and support tool in everyday tasks for people with cognitive disabilities. Our solution consists of two components: the first that enables users to train for several essential quotidian activities and the second that is meant to offer real time guidance feedback for immediate support. In order to illustrate the functionality of our proposed system, we chose to train and support navigation skills. Thus, we conducted a preliminary study on people with Down Syndrome (DS) based on a navigation task. Our experiment was aimed at evaluating the visual and spatial perception of people with DS when interacting with different elements of our system. We provide a preliminary evaluation that illustrates how people with DS perceive different landmarks and types of visual feedback, in static images and videos. Although we focused our study on people with DS, people with different cognitive disabilities could also benefit from the features of our solution. This analysis is mandatory in the design of a virtual intelligent system with several functionalities that aims at helping disabled people in developing basic knowledge in every day tasks

CorpOperatio: Game-inspired App for Encouraging Outdoor Physical Activity for People with Intellectual Disabilities

This thesis presents a serious mobile exergame for people with intellectual disabilities, to help people with intellectual disability be more physically active. Exergames are games with the purpose of physically engaging the user in the gameplay, and intervenes with sedentariness and repetitive behavior. The game is based around the use of augmented reality, which is described as bringing 3D virtual objects into a 3D real environment in real time. As the field of physical activity in people with intellectual disabilities is a low-research field, the project aims to create a technical solution to them improve their physical health. There are few solutions tailored for people with intellectual disabilities to aid in physical exercise, something we wanted to change. A physical activity mobile game was created using the Unity game engine and augmented reality. Requirements and design choices came through literature review, reference meetings and meetings with professional psychologists. The game was tested by intellectually disabled users in a controlled, randomized trial over the course of four days, with interviews after testing to get results. While evaluation of the application rvealed areas of potential improvement, the application is already usable for people with intellectual disabilities. Augmented reality proved to be challenging to understand initially, but also fun, once the concept was understood. We have created an application for encouraging physical activity for people with intellectual disabilities. The application shows promise, but also improvement points for it to be deployed to the public market

Perceptions of Vocational Education Training Specialists and Employers of Adults with Autism Spectrum Disorder

PROBLEM: Individuals with autism spectrum disorder (ASD) commonly struggle transitioning into adulthood, specifically finding and obtaining employment. Statistically, individuals who are on the spectrum have lower employment rates, or hold jobs with lower earnings compared to their non-disabled co-workers in a large urban county South Florida. Despite the large unemployment rate for individuals with ASD, previous research has demonstrated that they are capable in working in occupations with proper ongoing vocational support. METHOD: Forty-two vocational education specialists and 43 employers known to work with and to employ individuals with ASD ages ≥ 18 in a large urban county in South Florida were emailed a circular asking to take part in a semi-structured interview evaluating current vocational education training (VET) programs. The circular was also displayed in local business. Participant’s responses were then coded and categorized into multiple recurrent themes for each semi-structured interview question. RESULTS: Of the 85 surveyed, 60 participated (n = 31 vocational specialist and n = 30 employers) via email, and 1 participated via telephone. Of the 31 vocational specialists who participated, 29 codes where produced from the 117 responses that were recorded. Four reoccurring themes were developed, which were autonomy, modeling, funding, and grocery store. Of the 30 employers who participated, 21 codes were produced from 118 responses. Three reoccurring themes were created, which were equality, consistency, and training. SIGNIFICANCE: Responses from vocational specialists and employers of ASD were collectively analyzed and interpreted to create an Employer’s Guide for Integrating Employees with Autism Spectrum Disorder. The guide provides an outline for employers who hire and work with individuals with ASD. The guide includes strategies on what the employers can do to help individuals with ASD maintain long-term employment. It includes strategies to increase employee motivation, cope with stress management, helping employers get to know their employee, enhance communication, and improve social and behavioral skills. The hope is that as employers gain further understanding of ASD, it will allow them to successfully train employees who are on the spectrum as well as for adults with ASD enhancing employment outcomes and to live fulfilled lives

The psychological benefits and efficacy of computer-assisted training on competency enhancement in adults with intellectual disability. A systematic review

The use of modern technologies as instructional tools is becoming increasingly prevalent in both general and special education. This systematic review examines the effects of computer-assisted and digital training on competency enhancement for adults with intellectual disabilities. As opposed to mere knowledge, “competency” was defined as the ability to apply and employ acquired knowledge to carry out tasks and solve problems in professional, social, and personal life domains. The PRISMA procedure was used to search for records dealing with competency enhancement using computerized training for intellectually disabled adults. Twenty-two articles met the inclusion criteria, showing that contemporary technology, computer-based tools, and digital instruments can positively affect the quality of life of adults with intellectual disabilities, and enhance their personal, professional, and social competencies. Ultimately, fostering computer-based technology to enhance competencies in adults with intellectual disabilities appears to be very promising, in that it allows these individuals to better integrate into society and live more independently, autonomously, and effectively