E Is for Everyone: The Case for Inclusive Game Design

Part of the Volume on the Ecology of Games: Connecting Youth, Games, and Learning In this chapter I examine the accessibility of today's games, or rather the lack of. Even common medical conditions such as arthritis, repetitive stress injuries, and diminished vision may prevent individuals from playing today's top software titles, not to speak of the barriers that these titles pose to the blind, deaf, and immobile. The clearest and most disheartening manifestation can be found when examining the special-needs sector. There we find children who cannot partake in their most coveted play activities, due to inconsiderate (and therefore inflexible) game design. I chose this sector to both define the problem and explore its solutions. Written from the perspective of a designer, the chapter first describes the lack-of-play and its residual impact as perceived in a school that caters to over 200 children with special needs. In an attempt to create the "ultimate-accessible" game, I demonstrate how games can be designed to be intrinsically accessible while retaining their original playability. Lastly, I show how normalization-of-play may improve upon the social, educational, and therapeutic aspects of the children's daily lives. Tying this fringe-case with the grander ecology of games, I discusses how better accessibility may encourage more people to enjoy games -- be they gamers, students, or patients

Management of Children with Attention Deficit/Hyperactivity Disorder and Learning Disabilities: A Survey of Paediatric Occupational Therapists in the United Kingdom

Attention deficit/hyperactivity disorder (ADHD) is a common complex neuropsychiatric disorder frequently overlapping with learning disabilities (LD) in children with average and above intelligence (Biederman et al 1991). The complex needs of these children could be better addressed in a multidisciplinary context (Foy & Earls 2005) within which paediatric occupational therapists may have a significant role. The aim of this study was to identify the interventions used by occupational therapists in the United Kingdom with these children and explore the rationale for their use. The purpose was to provide baseline data to inform multidisciplinary team approaches for the management of these children. A survey, based on postal questionnaires, was conducted among 100 paediatric occupational therapists in the United Kingdom. The effective rate of response was 42%. Both qualitative and quantitative data were gathered and analysed. The findings suggested that therapists tended to use more than one method/ approach in the rehabilitation of these children. The sensory integration approach and the perceptual-motor training were more popular among therapists. A variety of other approaches, used on an individual needs basis, were reportedly used. Future studies to test the effectiveness of reported practices with children with both ADHD and LD are recommended

Fostering Resilient Characteristics in Individuals with Learning Disabilities

Educational resilience is an important term for teacher candidates in Christian institutions to understand. Resilience can be nurtured and instilled in the lives of individuals with learning disabilities, and teacher candidates can play a vital role in that process. To assist in this course of action, a look at the definition and common characteristics of resilience are discussed. In addition, a closer look at four resilient individuals with learning disabilities is provided. Concrete suggestions on ways to incorporate resilient characteristics into students with learning disabilities are shared

Parent Interaction Between an Infant with a Cochlear Implant and Additional Disabilities

Pediatric hearing loss has many spoken language learning issues that can impact parent-infant interaction. Moreover, additional disabilities are likely to increase stress, which could have cascading effects on communication. The purpose of the study was to examine interactions between mother- and father-child dyads with and without hearing loss and/or Autism Spectrum Disorder (ASD), Cytomegalovirus (CMV), and global delay. Recordings of the parents speaking with six infants in the study were analyzed: an infant with cochlear implants and ASD (low socioeconomic status, SES), two infants with cochlear implants and normal development (high SES and low SES), one infant with a cochlear implant and CMV (average SES), one infant with a cochlear implant and global delay (average SES), and one infant who was typically developing and had normal hearing (high SES). After analyzing the results for communication measures, such as vocalization attempts, turn-taking in utterances, mean-length of utterances, and type-token ratio, it was concluded that maternal and paternal interaction was negatively affected due not only to the difficulty of the hearing loss and/or additional disability, but rather due to a combination of factors, including the disability, SES, maternal and paternal education, and the home environment

Telehealth for expanding the reach of early autism training to parents.

Although there is consensus that parents should be involved in interventions designed for young children with autism spectrum disorder (ASD), parent participation alone does not ensure consistent, generalized gains in children's development. Barriers such as costly intervention, time-intensive sessions, and family life may prevent parents from using the intervention at home. Telehealth integrates communication technologies to provide health-related services at a distance. A 12 one-hour per week parent intervention program was tested using telehealth delivery with nine families with ASD. The goal was to examine its feasibility and acceptance for promoting child learning throughout families' daily play and caretaking interactions at home. Parents became skilled at using teachable moments to promote children's spontaneous language and imitation skills and were pleased with the support and ease of telehealth learning. Preliminary results suggest the potential of technology for helping parents understand and use early intervention practices more often in their daily interactions with children

How a Diverse Research Ecosystem Has Generated New Rehabilitation Technologies: Review of NIDILRR’s Rehabilitation Engineering Research Centers

Over 50 million United States citizens (1 in 6 people in the US) have a developmental, acquired, or degenerative disability. The average US citizen can expect to live 20% of his or her life with a disability. Rehabilitation technologies play a major role in improving the quality of life for people with a disability, yet widespread and highly challenging needs remain. Within the US, a major effort aimed at the creation and evaluation of rehabilitation technology has been the Rehabilitation Engineering Research Centers (RERCs) sponsored by the National Institute on Disability, Independent Living, and Rehabilitation Research. As envisioned at their conception by a panel of the National Academy of Science in 1970, these centers were intended to take a “total approach to rehabilitation”, combining medicine, engineering, and related science, to improve the quality of life of individuals with a disability. Here, we review the scope, achievements, and ongoing projects of an unbiased sample of 19 currently active or recently terminated RERCs. Specifically, for each center, we briefly explain the needs it targets, summarize key historical advances, identify emerging innovations, and consider future directions. Our assessment from this review is that the RERC program indeed involves a multidisciplinary approach, with 36 professional fields involved, although 70% of research and development staff are in engineering fields, 23% in clinical fields, and only 7% in basic science fields; significantly, 11% of the professional staff have a disability related to their research. We observe that the RERC program has substantially diversified the scope of its work since the 1970’s, addressing more types of disabilities using more technologies, and, in particular, often now focusing on information technologies. RERC work also now often views users as integrated into an interdependent society through technologies that both people with and without disabilities co-use (such as the internet, wireless communication, and architecture). In addition, RERC research has evolved to view users as able at improving outcomes through learning, exercise, and plasticity (rather than being static), which can be optimally timed. We provide examples of rehabilitation technology innovation produced by the RERCs that illustrate this increasingly diversifying scope and evolving perspective. We conclude by discussing growth opportunities and possible future directions of the RERC program

Factors predicting physical activity among children with special needs.

IntroductionObesity is especially prevalent among children with special needs. Both lack of physical activity and unhealthful eating are major contributing factors. The objective of our study was to investigate barriers to physical activity among these children.MethodsWe surveyed parents of the 171 children attending Vista Del Mar School in Los Angeles, a nonprofit school serving a socioeconomically diverse group of children with special needs from kindergarten through 12th grade. Parents were asked about their child's and their own physical activity habits, barriers to their child's exercise, and demographics. The response rate was 67%. Multivariate logistic regression was used to examine predictors of children being physically active at least 3 hours per week.ResultsParents reported that 45% of the children were diagnosed with attention deficit hyperactivity disorder, 38% with autism, and 34% with learning disabilities; 47% of children and 56% of parents were physically active less than 3 hours per week. The top barriers to physical activity were reported as child's lack of interest (43%), lack of developmentally appropriate programs (33%), too many behavioral problems (32%), and parents' lack of time (29%). However, child's lack of interest was the only parent-reported barrier independently associated with children's physical activity. Meanwhile, children whose parents were physically active at least 3 hours per week were 4.2 times as likely to be physically active as children whose parents were less physically active (P = .01).ConclusionIn this group of students with special needs, children's physical activity was strongly associated with parental physical activity; parent-reported barriers may have had less direct effect. Further studies should examine the importance of parental physical activity among children with special needs

Video games and Intellectual Disabilities: a literature review.

Los videojuegos son omnipresentes en la sociedad y esta tecnología ha trascendido su lado lúdico inicial para convertirse también en una herramienta educativa y de entrenamiento cognitivo. En este sentido, diferentes estudios han demostrado que los jugadores expertos obtener ventajas en diversos procesos cognitivos respecto a no-jugadores y jugar con juegos de video puede resultar en especial los beneficios que en algunos casos podría generalizarse a otras tareas. En consecuencia, los juegos de video podría ser utilizado como una herramienta de formación para mejorar las capacidades cognitivas en poblaciones atípicas, como las relativas a las personas con discapacidad intelectual (DI). Sin embargo, la literatura sobre los videojuegos en personas con ID es escasa. En este trabajo se ejecutó una revisión narrativa de los estudios sobre el uso de los videojuegos en relación a las personas con ID.Video games are ubiquitous in the society and this technology has transcended its initial playful side to become also an educational and cognitive training tool. In this sense, different studies have shown that expert game players gain advantages in various cognitive processes respect to non-players and that playing with video games can result in particular profits that in some cases could be generalized to other tasks. Accordingly, video games could be used as a training tool in order to improve cognitive abilities in atypical populations, such as relating to individuals with intellectual disabilities (ID). However, literature concerning video games in people with ID is sparse. In this paper we executed a narrative review of the studies about the use of video games in relation to people with ID.• Fundación Valhondo Calaff (Cáceres), para Marta Rodríguez Jiménez • Università di Padova. Beca CPDA 127939, para Silvia LanfranchipeerReviewe