Empowering Expression for Users with Aphasia through Constrained Creativity

Creative activities allow people to express themselves in rich, nuanced ways. However, being creative does not always come easily. For example, people with speech and language impairments, such as aphasia, face challenges in creative activities that involve language. In this paper, we explore the concept of constrained creativity as a way of addressing this challenge and enabling creative writing. We report an app, MakeWrite, that supports the constrained creation of digital texts through automated redaction. The app was co-designed with and for people with aphasia and was subsequently explored in a workshop with a group of people with aphasia. Participants were not only successful in crafting novel language, but, importantly, self-reported that the app was crucial in enabling them to do so. We refect on the potential of technology-supported constrained creativity as a means of empowering expression amongst users with diverse needs

An Exploratory Study into the Accessibility of a Multi-User Virtual World for Young People with Aphasia

This paper describes an exploratory study into the accessibility of the virtual world Second Life for two young people with aphasia. Aphasia is a communicative disorder most commonly caused by a stroke. It affects both written and spoken language, is frequently accompanied by right-sided paralysis and people with aphasia can experience isolation and social exclusion. Multi-user virtual worlds are a potential source of fun and contact with others, but how accessible are such worlds to those with communication issues? We report an investigation into the accessibility and potential of Second Life for people with aphasia. This was accomplished through a critique and an empirical study involving two young people: Ann was in her mid twenties and Bob in his early thirties. They were selected because both were comfortable with computer technologies before their strokes and each continues to use them, albeit in a more limited capacity. We discuss implications of the results for people with aphasia interacting with multi-user virtual worlds

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

Promoting Social Participation, Leisure and Community Integration for Adults with Developmental Disabilities: An Intervention Guide

Upon an initial review of literature, it was found that life expectancy of individuals with developmental disabilities has been increasing which is leading to a greater number of adults with developmental disabilities living in the community. Because these individuals are living longer, it puts an extended burden on caregivers and the adults with developmental disabilities are being placed in group homes. Adults with developmental disabilities have limited access to activities outside of group homes (Mansell, Elliott, Beadle-Brown, Ashman, & Macdonald, 2002; Abbott & McConkey, 2006). They are spending most of their time engaged in more passive activities and have little social interaction with people other than parents, staff, or other adults with developmental disabilities (Felce & Perry, 1995; & Lippold & Burns, 2009). Because of this, opportunities for social participation and leisure activities within the community are limited leading to a lack of community integration. Occupational therapists can play a vital role in the development of these skills and extend their performance range in order to engage adults with developmental disabilities into leisure activities and integrate them into the community. The product of this scholarly project, which is intended for use by occupational therapists, is an intervention guide focusing on three areas: social participation, leisure exploration and participation, and community integration for adults with developmental disabilities. An in-service presentation was also created to educate administrative personnel and staff about the issues and to advocate for use of the activities in the intervention guide group homes. The methodology for the project consisted of an extensive review of literature and resources. The interventions in the guide include those created by the authors and others that were adapted using materials from other resources and authors. Cole’s Seven Steps were not used in their entirety but were used to guide the structure of the group activities, and the Ecology of Human Performance model was foundational in the development of the product as well (Schwartzberg, Howe, & Barnes, 2009) The recommendations for this project include: further researching on available programs addressing all areas of occupation in group home settings, completing outcome research on the effectiveness of the interventions included in the guide, expanding the use of the guide to those who reside at home with caregivers, and an addition of more interventions into the guide using evidence-based practice. The limitations of this project are that it has not been implemented into practice and does not address all areas of occupation

Increasing Social Participation in Senior Center Through Program Development

With the rise of an aging population, it is important to identify effective practices that fosters social participation in community-dwelling older adults. This aim of this project was to evaluate the need for adapting or enhancing current social programming in order to provide more opportunities for engagement at the San Marcos Senior Activity Center. 22 seniors and staff members, including volunteers, were interviewed on a continuous basis and responses were recorded on audiotapes. Current classes and social behavior at the senior center were also observed using field notes. All audiotapes and observation field notes were then transcribed verbatim and analyzed using open coding. Main themes that were found include: there were multiple barriers to social participation, the need for new activities to increase social participation, the need for task and environmental adaptations, the need for staff-training, and that music was a potential social avenue to increase participation. The results of this project provides promising ideas on how to evolve the San Marcos Senior Activity Center into a more fostering social environment for their seniors

Messenger Visual, a pictogram-based instant messaging service for individuals with cognitive disability

Along history disabled individuals have suffered from social exclusion due to the limitations posed by their condition. For instance, deaf people are not able to watch television programs because of their sensory limitation. Despite this situation has improved thanks to the efforts in adapting the different services —today the majority of television programs offer subtitles or simultaneous translation to sign language—, the arrival of the Internet, as well as the rest of the information and communication technologies, poses new risks to the inclusion of disabled individuals. Taking into account the present digital exclusion situation of disabled individuals this project presents Messenger Visual, an Instant Messaging service based on pictograms for individuals with cognitive disability. Messenger Visual is composed of two different parts. On the one hand, the Instant Messaging service has been designed considering the requirements of communication based on pictograms. On the other hand, the Instant Messaging client has been designed taking into account the user interface usability requirements of individuals with cognitive disability. Finally, the project presents the methodology that we have used to evaluate Messenger Visual with a group of individuals with cognitive disability, as well as the results we have obtained. The evaluation process has lasted for six months and one-hour fortnightly sessions have been held with two groups of individuals from Fundació El Maresme with different cognitive disability profiles. These sessions have allowed us to gain better understanding of the user interface accessibility requirements, as well as to know how individuals with cognitive disability communicate using pictograms

SPECIAL EDUCATION TEACHERS, LITERACY, AND STUDENTS WITH MODERATE AND SEVERE INTELLECTUAL DISABILITY: A SURVEY

Literacy includes many skills involving the use of language to read, write, listen, and speak. The ultimate goal in acquiring literacy skills is to function as independently, and in as integrated a manner as possible, in a literate society. Literary skills are critical skills for all students, both with and without disabilities. Since the 1990s, literacy has moved closer and closer to the forefront of our collective awareness regarding students who are at risk of not acquiring sufficient literacy ability. However, students with moderate and severe intellectual disability (MSID) have not always been included in this group of students. In recent years, there has been a greater effort to examine how to provide literacy instruction in a more complete and comprehensive manner for students with MSID. At the present time, there is limited research obtained directly from classroom teachers on their knowledge, beliefs, and practices about students with MSID and literacy. If we are to make effective and meaningful changes in literacy instruction for students with MSID, it is important to further investigate these variables as reported by teachers themselves. This research study examined, through the collection of survey data, teachers’ perceptions about literacy skills for students with MSID. The research questions were: (a) What do classroom teachers of students with MSID in Kentucky report as having learned in their university/college teacher preparation programs about literacy? (b) What do special education teachers in Kentucky believe about their students with MSID and literacy? and (c) In which literacy skill areas (phonemic awareness, phonics, vocabulary, fluency, and comprehension) do teachers of students with MSID in Kentucky report they are providing instruction

Opportunity for success: Website evaluation and scanning by students with Autism Spectrum Disorders

Diagnoses of Autism Spectrum Disorders (ASD) are becoming more prevalent, both in the US and the world. As the Internet becomes necessary to fully participate in today\u27s society, it is critical for people with ASD to be able to access and use online content and services. While there is a plethora of anecdotal evidence to indicate successful outcomes, there is currently little scientific research that examines Internet usage of people with ASD. This pilot study compared students\u27 cognitive traits associated with ASD, as reported in a survey, to their performance in a lab study that asked them to scan and evaluate web content. By observing eye-tracking data and differences in responses between participants, this study aimed to quantify differences of website evaluation between individuals with or without autism. The findings suggest that people with High Functioning Autism or Asperger\u27s have equal opportunity to successfully evaluate websites as their neurotypical peers

Antecedent Techniques Used to Regulate Aggressive Behavior in Patients with Brain Injuries: A Teaching Module

An estimated 1.7 million individuals sustain a brain injury each year (Centers for Disease Control & Prevention, 2010). Some behaviors associated with brain injuries include: decreased academic performance, severe aggression, self-injurious behavior, and suicidal and homicidal ideation (Finfgeld-Connet, 2009; Pace, Dunn, Luiselli, Cochran, & Skowron, 2005). The aforementioned behaviors pose a risk to the well-being of patients, therapists, healthcare providers and caregivers. The purpose of this scholarly project was to explore current methods used to minimize dangerous behavioral clients and ultimately provide a teaching module of antecedent techniques - a form of intervention used in order to reduce a behavior (Pace et al., 2005) - to therapists, care givers, healthcare workers, and any other persons who interact on a consistent level with brain injured individuals. A thorough literature review of antecedent interventions used with individuals who have sustained a brain injury was conducted with a focus on young and middle aged adults using PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Google Scholar, and the Academic Search Premier databases. Some key terminology used during the literature search included: antecedent, brain injury, occupational therapy, and behavioral management. It was discovered that maladaptive behaviors of those with traumatic brain injuries (TBI) limit their participation in daily activities. Often times, healthcare workers, therapists, and caregivers withstand the worst of aggressive behaviors brought on through symptomology of a brain injury. While literary authors thoroughly described the behaviors and limitations that may occur following a brain injury, a paucity of educational workshops to educate professionals and caregivers was noted. Guided by the Model of Human Occupation, this educational workshop addresses the roles, habits, and routines of individuals with TBIs. Constructivism and Social Learning Theory were used to guide the product creation. The culmination of the literature review resulted in the creation of a teaching module entitled Antecedent Techniques Used to Regulate Aggressive Behavior in Patients with Brain Injuries: A Teaching Module. Antecedent Techniques Used to Regulate Aggressive Behavior in Patients with Brain Injuries: A Teaching Module is a workshop designed to provide healthcare workers with greater understanding and application of antecedent techniques that can be used in conjunction with other interventions for individuals with TBIs who exhibit aggressive behaviors. The workshop includes a two-hour literature review on brain injury followed by a one-hour implementation session to integrate and rehearse strategies learned. Examples of antecedent techniques in this scholarly project include: desensitization, creating a just-right challenge, environmental modifications, patient-centered care, participation in meaningful activities, assisting the individual in management of difficult situations, and normalization of behaviors (Feeney et al., 2001 & Finfgeld-Connet, 2009; Pace et al., 2005). Approximately 60% of individuals with a mild brain injury exhibit aggressive tendencies towards themselves or others (Rao et al., 2009). Through the use of these antecedent intervention techniques, we anticipate healthcare workers will ultimately be able to decrease problematic behaviors, increase therapeutic gains, and improve overall safety of people with traumatic brain injuries and others who are involved in their lives and occupations

Emergent and Early Literacy Opportunities for Children with Visual Impairment With/Without an Additional Disability

Introduction: This study examined implications of literacy instruction for children with visual impairment (VI) with/without an additional disability at a specialized preschool in a large Midwestern city. Methods: Teachers participated in interviews and revealed their perspectives for providing literacy instruction, and students were video recorded participating in literacy activities. Literacy opportunities were coded for themes. Results: Six themes of literacy opportunities emerged from this study (i.e., literacy opportunities, accessibility, frequency, assessment, settings, and cues for understanding). Results provide evidence of instructional strategies, challenges and strengths described by teachers, types of activities used to promote literacy and the frequency and accessibility of literacy opportunities delivered. Activities include opportunities to read, write, and practice phonological awareness, and embedded opportunities to read and/or write Discussion: Perspective of expectations and barriers from teachers enlighten strengths and challenges faced when working to develop literacy skills for children with VI with/without an additional disability. Student outcomes for participation in literacy opportunities provided are reported. Implications for Practitioners: Collaboration is necessary among educators and service provides to provide the best opportunities for children with VI to learn to read and write. The instructional strategies, types of activities, frequency and accessibility to literacy opportunities used could generalize to other environments. Advisor: Mackenzie Elizabeth Savaian