Towards a Conceptual Framework for E-Government Accessibility for Persons with Disabilities in Developing Countries

Most governments around the world are fast advancing in the provision of services to their citizens through the web. However, developing countries still lag behind in the adoption and use of ICTs in government for inclusive purposes, specifically for persons with disabilities (PWDs) who tend to be side-lined from the population mainstream. Studies focusing on E-government accessibility for PWDs have been minimal from the developing countries context; and this is despite the fact that over eighty percent of the over one billion populations living with disabilities worldwide reside in the developing countries. For E-government to achieve its purpose of providing fast and efficient services to citizens, there is the need to adopt a context-oriented approach. Against this background, this paper proposes a conceptual framework for improving E-government accessibility for PWDs in the developing countries context. Through a systematic synthesis of the literature on E-government accessibility especially in developing countries, a conceptual framework, termed the E-government Accessibility Development Model (EADM) is proposed. EADM describes accessibility challenges of PWDs by identifying contextual barriers of E-government accessibility from multiple stakeholder perspective in developing countries

Miscommunication in Interpersonal Interactions Exacerbates Perceived Levels of Aggression in Children with Autism

Applying various findings in the field of autism research to the regulatory flexibility model Bonanno et al 2013 showcases how children with autism might face dificulties in regulating their emotions and how that might result in the high rates of aggression Green et al 2000 seen with children in autism as compared to children with intellectual disabilities and neurotypical childre

Conceptual design and development model of assistive courseware for young low vision learners (AC4LV)

The focus of this study relates to technology (hardware and software) that is purposely designed for people with disabilities (PWDs), which is called Assistive Technology (AT). Previous findings reveal that studies related to educational content in courseware is highly lacking, particularly for low vision learners. Also, many existing conceptual design models of courseware lack of specific requirements and empirical evidences to cater the needs of low vision learners. Preliminary studies have proven that available content applications fail to cater the needs of low vision learners in terms of information accessibility, navigationability, and pleasurability. Hence, this study proposes a conceptual design model of courseware for low vision learners, named as Assistive Courseware for Low Vision (AC4LV). Four (4) specific objectives are formulated. The Design Science Research Methodology has been adopted. Eight (8) components of Conceptual Design Model of AC4LV have been constructed and integrated: structural, content composition, AC4LV element, learning theories, learning approaches, development process, instructional design model, and technology. The proposed model has been reviewed by 12 experts and validated through prototyping. It was found that the proposed model has been well-accepted by local and international experts. Prototyping has implicated that the model is useful to follow by novice and non-technical developers. On top of that, the findings of user experience testing indicate that the AC4LV is able to fulfill the needs of the low vision learners in terms of information accessibility, navigationability, and pleasurability. All these findings demonstrate that the Conceptual Design Model of AC4LV exhibits useful development for content application as well as providing theoretical and practical contributions of the study.This study provides guidelines for developing educational content in courseware that caters the need of low vision learners so that this particular group of PWDs may gain equal opportunities of learning

From positive youth development to youth’s engagement : the dream teens

In addition to the empirical validation of ‘health and happiness’ determinants, theoretical models suggesting where to ground actions are necessary. In the beginning of the twentieth century, intervention models focused on evaluation and empirical validation were only concerned about overt behaviours (verbal and non-verbal) and covert behaviours (cognitions and emotions). Later on in the middle of the century, there was a shift from treating the problems to a positive approach, focused on promoting assets and individual strengths. Thus, the role of social competences, self-regulation and resilience became salient. Researchers also highlighted the importance of social cohesion and social support, as active health and wellbeing facilitators. More recently, in the twentyfirst century, the population’s engagement (positive engagement) has become crucial. This paper presents the evolution of this theoretical and scientific path, using Portugal as a case study, where early interventions focused on the positive aspects of both covert and overt behaviours, while more recent interventions included explicitly the perspective of youth engagement and participation, as is the case of the Dream Teens Project. It is expected that the political and professional understanding of this trajectory will allow professionals to provide better health and educational services, improving young people’s engagement, quality of life, health and wellbeingpeer-reviewe

E-Government Accessibility Research Trends in Developing Countries

E-government has increasingly been adopted globally by governments in order to enhance the provision of services to citizens and promote inclusive governance. It is perceived that E-government has the potential to significantly improve government-citizen interaction by providing equal access to government services for all citizens. Lack of equal access to E-government services has emerged as one major setback of E-government in achieving its objectives. Studies in E-government have documented how E-government can act as a tool for exclusion particularly for persons with disabilities (PWDs) an already marginalized group if accessibility barriers are not addressed. Developing countries however, have received little attention in this regard which calls for a greater concern; since 80% of the world’s disabled population reside here. Few studies that have been conducted in the developing countries fail to integrate PWDs into the digital society. This calls for the need to examine how researchers conduct studies on E-government accessibility towards PWDs, the research approach they adopt and the understanding they gain of the phenomenon. This paper present findings based on systematic literature review with the purpose of identifying key research foci, methodologies and theoretical perspectives used when studying E- government accessibility for PWDs particularly in developing countries

A Community-Focused Health & Work Service (HWS)

We recommend establishment of a community-focused Health & Work Service (HWS) dedicated to responding rapidly to new health-related work absence among working people due to potentially disabling conditions. The first few days and weeks after onset are an especially critical period during which the likelihood of a good long-term outcome is being influenced, either favorably or unfavorably, by some simple things that either do or do not happen during that interval. It is the optimal window of opportunity to improve outcomes by simultaneously attending to the worker’s basic needs and concerns as well as coordinating the medical, functional restoration, and occupational aspects of the situation in a coordinated fashion

Engineering for Sustainable Energy Education within Urban Secondary Schools

In regards to mitigating global climate change it is evident that the transition to sustainable technologies is critical. Integrating sustainable energy engineering (SEE) within secondary school curriculum can have many lasting advantages for the future of global sustainability. There are numerous studies relating to aspects within SEE, not to mention the different demographics of secondary schools of which they are implemented. Our work focuses with the urban secondary school demographic. We use quantitative and qualitative research methods throughout our research to assess student\u27s hope for sustainable development and interest in engineering after engaging with SEE problem-based curricula

"Development as Freedom"

This chapter offers a historical and analytical introduction to the school of thought that views 'development as freedom'. Since it is impossible to do justice to the depth and complexity of this 'new' approach to development in just one short chapter, I explore a few significant dimensions of the concept beginning with Amartya Sen's pioneering contributions. I also look at clarifications by Nussbaum and others who offer a list of important functionings that can be included in the capabilities set. The subsequent part builds on this by exploring the transition from a utilitarian welfare economics to a fully social capabilities based ethics for development with justice. The present chapter proceeds in the direction of concretizing the idea of 'development as freedom' by discussing the role of a network of social, economic and political institutions in creating social capabilities. This allows us to develop the argument that freedom is to be viewed dynamically as the development of appropriate social capabilities embedded in a specific network of social, economic and political institutions. The following section then presents an example of a concrete area of application--- namely, the problem of developing women's capabilities as an important aspect of global justice--- in order to illustrate the practical relevance of the capabilities approach. The final, concluding section reflects on the future of the social capabilities approach as an evaluative framework for development theory and policy. It turns out that in addition to the usual list of capabilities, and policies driven by them in the field of development, a deep democratic constitution backed up by ongoing democratizing social and political movement is an integral part of the historical project of enhancing social capabilities.