The lipmouse: a labially controlled mouse cursor emulation device for people with special needs

People with disabilities are part of the society. However, simple actions in their daily life, such as using a computer become a challenge. In many cases they need the assistance of another person. Assistive technologies help performing these tasks and help people with special needs to live more independently. In 2010, a collaborative project called "AsTeRICS" (Assistive Technology Rapid Integration and Construction Set) was initiated and partly funded by the European Commission, where 9 international partner organisations worked together to develop a free, open-source, flexible and affordable assistive technology tool. A mouse cursor emulator controlled through the lips was developed for the AsTeRICS platform. This device was called "Lipmouse" and was intended to provide a way of accessing a computer, tablet or notebook to a person with an impairment in her/his upper limbs. This thesis is a continuation and enhancement of the Lipmouse development. The improvements accomplished can be summarized in three blocks: The first part of this thesis consisted of the development of a portable version of the Lipmouse. The initial version worked via USB cable. For that purpose, the new version incorporates a Bluetooth module and a battery power supply system. The second part was focused on the design of a PCB where all electronic components of the Lipmouse were integrated. Finally, the Lipmouse source code was enhanced in two ways: The firmware of the Lipmouse was modified for supporting the new functionalities described above. On the other hand, a specific software plugin for the integration of the Lipmouse into the AsTeRICS framework has been developed.Ingeniería Técnica de Telecomunicación, especialidad Sonido e ImagenTelekomunikazio Ingeniaritza Teknikoa. Soinua eta Irudia Berezitasun

Kinect as an access device for people with cerebral palsy: A preliminary study

Cerebral palsy (CP) describes a group of disorders affecting the development of movement and posture, causingactivity limitation. Access to technology can alleviate some of these limitations. Many studies have used vision- based movement capture systems to overcome problems related to discomfort and fear of wearing devices. Incontrast, there has been no research assessing the behavior of vision-based movement capture systems in peoplewith involuntary movements. In this paper, we look at the potential of the Kinect sensor as an assistive technologyfor people with cerebral palsy. We developed a serious game, called KiSens Números, to study the behavior ofKinect in this context and eighteen subjects with cerebral palsy used it to complete a set of sessions. The resultsof the experiments show that Kinect filters some of peoples involuntary movements, confirming the potential ofKinect as an assistive technology for people with motor disabilities

Analytical Framework for a Comparative Analysis of Accessible Technology Law and Policy

Deliverable 7.1 poses the basis of the comparative analysis to be conducted throughout the whole WP 7 and reviews existing studies on accessible technology and accessibility law and policy in Czech Republic, Germany, Ireland, Italy, Norway, Serbia, Sweden and the UK. Deliverable 7.1 is divided into two main sections: an Analytical Framework and an Annotated Bibliography. The Analytical Framework discusses the interrelation between accessible technology and ‘active citizenship’, and defines the scope, the main concepts and the methodology of the research conducted under WP 7. It also positions WP7 within current legal scholarship, highlighting its innovative contribution. The Annotated Bibliography, annexed to the Analytical Framework is composed of two main complementary parts (i.e. parts A and B), each one preceded by a roadmap. Part A reviews selected sources on accessibility law and policy in Czech Republic, Germany, Ireland, Italy, Norway, Serbia, Sweden and the UK. Even though it cannot be regard as exhaustive, it aims to give a ‘big picture’ of current official legislation and policy on accessibility, and scholarship on accessibility. It is intended to be an immediate and easy to read bibliographic tool for scholars approaching accessibility law and policy in Europe. Part B has complements Part A: it does not list legislation or policy programmes on accessible technology, but focusses on the most recent literature on accessible technology

A Study of the Challenges Related to DIY Assistive Technology in the Context of Children with Disabilities

The term Do It Yourself Assistive Technology (DIY-AT) refers to the creation and adaptation of AT by non-professionals, including people with disabilities and their families, friends and caregivers. Previous research has argued that the development of technologies and services that enable people to make their own DIY-AT will lead to the rapid and low cost development of assistive devices that are tailored to meet the complex needs of individual people with disabilities. We present the results of a qualitative study that explored challenges related to the process of making DIY-AT for children with disabilities. A series of eleven semi-structured interviews with a broad range of stakeholders involved in the current use, provision and adaptation of AT for children with disabilities revealed a number of challenges relating to the prevalence and scope of ongoing DIY-AT practice, barriers to participation, and the challenges faced by makers and users of DIY-AT

Tecnología asistiva para personas con discapacidad en miembros superiores: un mapeo sistemático de la literatura

El uso de la tecnología es en una herramienta fundamental en todos los ámbitos, no obstante, muchas personas con discapacidades suelen verse limitadas en el uso de ciertos dispositivos, por no contar con los medios para adquirirlos, o porque los que existen no se adaptan a sus necesidades. Para analizar esta situación se realizó un mapeo sistemático de la literatura sobre tecnología asistiva para personas con discapacidad en miembros superiores. Así que se procedió a crear y ejecutar un protocolo que establece un conjunto de preguntas a responder y el procedimiento para la búsqueda, y posteriormente la aplicación de filtros para la selección de artículos. Finalmente, se presenta un análisis que responder a las preguntas planteadas. En base a esto, se pudo concluir que la principal tendencia dentro del desarrollo de tecnología asistiva está en la producción de hardware especifico que funciona con software propio. Por otro lado, la creación de dispositivos que utilizan software ya existente es la segunda tendencia. También es destacable que es baja la cantidad de artículos que proponen el uso de hardware ya existente o de propósito general y la creación de software para estos. Por último, se pudo observar que el uso de inteligencia artificial en este campo todavía no es una tendencia.Sociedad Argentina de Informática e Investigación Operativ

Training Needs and Development of Online AT Training for Healthcare Professionals in UK and France

Background: Assistive Technology (AT) solutions for people with disabilities has become part of mainstream care provision. Despite advantages of AT on offer, abandonment and non-compliance are challenges for healthcare professionals (HCPs), introducing this technology to clients. Studies of abandonment reveal that 1/3 of all devices provided to service users end up stored unused. Key need is training to make informed decisions about AT tailored to individual needs and circumstances. In an online survey undertaken by the ADAPT project, HPCs identified AT training needs and barriers. Currently, a programme is being developed aimed at introducing AT concepts and enhancing practices to a wide range of HCPs. Method: Survey questions explored gaps, availability, qualifications and barriers to AT training in England and France. A series of consultation meetings with ADAPT partners took place. An advisory group consisting of longstanding AT users and their formal/informal carers and HCPs (occupational therapist, speech and language therapist, psychologist and biomedical engineer) contributed to the discussions on survey findings, development and evaluation of AT training for HCPs, key content areas and means of delivery. Key results: HCPs had no AT specific qualifications (UK 94.6%; FR 81.3%) nor in-service AT training (UK 65.1%; FR 66.4%). They either did not know of AT courses (UK 63.3%) or knew that none existed (FR 72.5%). Barriers to AT training were mainly local training (UK 62.7%, FR 50%) and funding (UK 62.7%, FR 55.7%). Some training priorities were clearer for French HCPs – overall knowledge of AT devices (82.1%, UK 45.8%), customization of AT (65.3%, UK 30.1%), assessing patient holistically (53.4%, UK 25.3%), educating patient/carers (56.5%, UK 28.3%) (p < 0.001). Variances may be due to differing country-specific HCP education approach. A third of both groups highlighted also abandonment, client follow-up, powered wheelchair training and prescribing AT. To bridge gaps in knowledge and identified training needs of HCPs, the online interactive training programme starts by introducing foundations of AT, including definitions, types/uses of AT, legislation/policies and AT in practice. More specialist units build and expand on specific areas, e.g. AT for mobility, communication, assessment and evidence-based practice. The biopsychosocial model of Health and World Health Organisation’s (WHO) International Classification of Functioning, Disability and Health (ICF) framework underpin development of content. ICF shifts focus from disability to health and functioning, in line with a social model of rehabilitation. E-learning comprises existing videos, AT textbook material and bespoke animated presentations. Selfassessment and evaluation of training are embedded and learners receive certificate of completion. Training was piloted to a group of HCPs trainees and postregistration HCPs who commented on relevance of AT content, clarity, accessibility of presentation, and usefulness. Users found training very useful, especially legislation/policies and AT literature. Conclusion: Overall, survey results suggest that both UK and French HCPs’ training on AT solutions is limited and highly variable. There is need for crosschannel AT professional competencies, availability of work-based training and funding support. Development of online, interactive training aims to increase professional confidence and competence in this area as well as the evidence base for AT

A Survey of Assistive Technology (AT) Knowledge and Experiences of Healthcare Professionals in the UK and France: Challenges and Opportunities for Workforce Development

Background: Assistive Technologies (AT) in healthcare can increase independence and quality of life for users. Concurrently, new AT devices offer opportunities for individualised care solutions. Nonetheless, AT remains under-utilised and is poorly integrated in practice by healthcare professionals (HCPs). Although occupational therapists (OTs), physiotherapists and speech and language therapists (SLTs) consider that AT solutions can offer problem-solving approaches to personalised care, they have a lesser understanding of application of AT in their practice. In this paper, we report findings of a survey on AT knowledge and experiences of HCPs in UK and France. Training needs also explored in the survey are presented in a separate paper on development of online training for the ADAPT project. Method: A survey of 37 closed/open questions was developed in English and French by a team of healthcare researchers. Content was informed by published surveys and studies. Email invitations were circulated to contacts in Health Trusts in UK and France ADAPT regions and the survey was hosted on an online platform. Knowledge questions addressed AT understanding and views of impact on user’s lives. Experience questions focussed on current practices, prescription, follow-up, abandonment and practice standards. 429 HCPs completed the survey (UK = 167; FR = 262) between June and November 2018. Key results: Participants were mainly female (UK 89.2%; FR 82.8%) and qualified 10+ years (UK 66.5%; FR 62.2%). A key group in both countries were OTs (UK 34.1%; FR 46.6%), with more physiotherapists and SLTs in UK (16.8%, 16.8%; vs. FR 6.5%, 2.3%), and more nurses in France (22.1% Vs. UK 10.8%). More HCPs were qualified to degree level in France (75.2%; UK 48.5%, p < 0.001). In terms of knowledge, all HCPs agreed that AT helps people complete otherwise difficult or impossible tasks (UK 86.2%; FR 94.3%) and that successful AT adoption always depends on support from carers, family and professionals (UK 52.7%; FR 66.2%). There were some notable differences between countries that require further exploration. For example, more French HCPs thought that AT is provided by trial and error (84.7%, UK 45.5%, p < 0.001), while more UK HCPs believed that AT promotes autonomous living (93.4%; FR 42.8%, p < 0.001). Also, more French HCPs considered that AT refers exclusively to technologically advanced electronic devices (71.8%, UK 28.8%, p <0.001). In both countries, top AT prescribers were OTs, physiotherapists and SLTs. Respondents had little/no knowledge in comparing/choosing AT (UK 86.8%; FR 76.7%) and stated they would benefit from interdisciplinary clinical standards (UK 80.8%; FR 77.1%). A third of HCPs did not know if AT users had access to adequate resources/support (UK 34.1%; FR 27.5%) and rated themselves as capable to monitor continued effective use of AT (UK 38.9%; FR 34.8%). Conclusion: Knowledge and application of AT was varied between the two countries due to differences in health care provision and support mechanisms. Survey findings suggest that HCPs recognised the value of AT for users’ improved care, but had low confidence in their ability to choose appropriate AT solutions and monitor continued use, and would welcome AT interdisciplinary clinical standards

A Literature Review of the Challenges Encountered in the Adoption of Assistive Technology (AT) and Training of Healthcare Professionals

Background: Long-term disabilities often result in loss of autonomy and social interaction. Accordingly, there is a demand for Assistive Technology (AT) devices to enable individuals to live independently for as long as possible. However, many people experience difficulties in obtaining and using AT. This paper presents findings from a narrative literature review undertaken as part of the development of AT training for healthcare professionals, one of the work areas of the ADAPT project (Assistive Devices for Empowering Disabled People through Robotic Technologies), funded by EU INTERREG France (Channel) England. The results of the review informed the design of a survey of healthcare professionals regarding their views and experiences of AT and the development of AT training. Method: The review sought to understand challenges encountered in the adoption and use of AT as well as how training of healthcare professionals in AT takes place. A narrative approach was adopted as the most appropriate way to synthesise published literature on this topic and describe its current state-of-art. Narrative reviews are considered an important educational tool in continuing professional development. An initial search was conducted via databases in the UK and France, including CINAHL, Academic Search Index, Social Sciences Citation Index, BDSP (Base de données en Santé Publique), Documentation EHESP/MSSH (Ecole des Hautes Etudes en Santé Publique/Maison des Sciences Sociales et Handicap), Cairn, Google Scholar and Pubmed. Inclusion criteria for the review included: covering issues relating to AT provision and training, English or French language, and published from 1990 onwards. Application of these criteria elicited 79 sources, including journal papers (48), reports (11), online sources (11), books (6) and conference papers (3). Sources were thematically analysed to draw out key themes. Key results: The majority of papers were from USA and Canada (27), then UK (20) and France (19). Others were from Europe (7), Australia (3), country unknown (2), and one joint UK/France publication. The main source of literature was journal papers (48), of which the most common types were practice reports (18), evaluation surveys (10) and qualitative studies (9). The review uncovered a number of key challenges related to the adoption of devices, including: difficulty defining AT across disciplines, lack of knowledge of healthcare professionals and users, obtrusiveness and stigmatisation AT users can experience when using devices, and shortfalls in communication amongst professional groups and between professionals and users. These issues can lead to abandonment of AT devices. Furthermore, substantial barriers to healthcare professionals exist, including inconsistent provision and quality of training, lack of evaluation of training, lack of resources and funding, shortage of qualified professionals to teach, and the increasingly rapid development of the technologies. Conclusion: Support, training and education for prescribers, distributors, users, and their carers is vital in the adoption and use of AT. Evidence indicates a need for comprehensive education in the AT field, as well as ongoing assessment, updates and evaluation which is embedded in programmes