Virtual reality and its role in removing the barriers that turn cognitive impairments into intellectual disability

Early expectations of the contribution that virtual reality (VR) could make to education far exceeded actual applications. This was largely due to the initial immaturity of the technology and a lack of evidence base on which to base design and utilisation. While the early developments in computer based learning largely concentrated on mainstream education, leaving those with special needs behind, the potential of VR as an educational tool was exploited for those with intellectual disabilities right from the start. This paper describes the empirical evidence that has contributed to the development of educational virtual reality for those with intellectual disabilities: studies on transfer of learning from the virtual to the real world; how teachers might support those using VR; the design of virtual environments and what input/control devices best facilitate use of desktop VR. Future developments and ethical issues are also considered

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

Computer Entertainment Technologies for the Visually Impaired: An Overview

Over the last years, works related to accessible technologies have increased both in number and in quality. This work presents a series of articles which explore different trends in the field of accessible video games for the blind or visually impaired. Reviewed articles are distributed in four categories covering the following subjects: (1) video game design and architecture, (2) video game adaptations, (3) accessible games as learning tools or treatments and (4) navigation and interaction in virtual environments. Current trends in accessible game design are also analysed, and data is presented regarding keyword use and thematic evolution over time. As a conclusion, a relative stagnation in the field of human-computer interaction for the blind is detected. However, as the video game industry is becoming increasingly interested in accessibility, new research opportunities are starting to appear

Interactive audio-tactile maps for visually impaired people

International audienceVisually impaired people face important challenges related to orientation and mobility. Indeed, 56% of visually impaired people in France declared having problems concerning autonomous mobility. These problems often mean that visually impaired people travel less, which influences their personal and professional life and can lead to exclusion from society. Therefore this issue presents a social challenge as well as an important research area. Accessible geographic maps are helpful for acquiring knowledge about a city's or neighborhood's configuration, as well as selecting a route to reach a destination. Traditionally, raised-line paper maps with braille text have been used. These maps have proved to be efficient for the acquisition of spatial knowledge by visually impaired people. Yet, these maps possess significant limitations. For instance, due to the specificities of the tactile sense only a limited amount of information can be displayed on a single map, which dramatically increases the number of maps that are needed. For the same reason, it is difficult to represent specific information such as distances. Finally, braille labels are used for textual descriptions but only a small percentage of the visually impaired population reads braille. In France 15% of blind people are braille readers and only 10% can read and write. In the United States, fewer than 10% of the legally blind people are braille readers and only 10% of blind children actually learn braille. Recent technological advances have enabled the design of interactive maps with the aim to overcome these limitations. Indeed, interactive maps have the potential to provide a broad spectrum of the population with spatial knowledge, irrespective of age, impairment, skill level, or other factors. To this regard, they might be an efficient means for providing visually impaired people with access to geospatial information. In this paper we give an overview of our research on making geographic maps accessible to visually impaired people

Children with autism spectrum disorders and severe visual impairments: Some general principles for intervention according to the perspective of clinical psychology of disability

In the last decades, an increasing number of researchers addressed the relationship between autism spectrum disorders (ASD) and severe visual impairment (SVI) (like blindness or very low visual acuity) and nowadays autism could be considered one of the most reported coexisting developmental disorders in children with blindness or other severe visual impairment. As ASD and SVI' signs and symptoms affect functioning and quality of life and different domains of functioning of children with this comorbidity, it is very important to support individuals and their families as soon as possible in the cycle of life and to promote specific interventions aimed to promote developmental potential of everyone with both ASD and VI, based on the unique balance between strengths, needs and abilities of everyone. Children and individuals with SVI and ASD and SVI are a very heterogeneous group, both about the areas of social interaction, communication, and behaviour, as well as about visual abilities and about all the other aspects of their neuropsychological and functional profiles that are influenced by their visual impairments itself, their ASD itself and the combination of them. In this paper, we aim to discuss some general principles useful to design and to develop specific interventions and to promote inclusion of children with ASD and SVI

Factors Affecting the Accessibility of IT Artifacts: A Systematic Review

Accessibility awareness and development have improved in the past two decades, but many users still encounter accessibility barriers when using information technology (IT) artifacts (e.g., user interfaces and websites). Current research in information systems and human-computer interaction disciplines explores methods, techniques, and factors affecting the accessibility of IT artifacts for a particular population and provides solutions to address these barriers. However, design realized in one solution should be used to provide accessibility to the widest range of users, which requires an integration of solutions. To identify the factors that cause accessibility barriers and the solutions for users with different needs, a systematic literature review was conducted. This paper contributes to the existing body of knowledge by revealing (1) management- and development-level factors, and (2) user perspective factors affecting accessibility that address different accessibility barriers to different groups of population (based on the International Classification of Functioning by the World Health Organization). Based on these findings, we synthesize and illustrate the factors and solutions that need to be addressed when creating an accessible IT artifact

Inclusive education services for the blind: Values, roles, and challenges of university EFL teachers

Implementing inclusive education, the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide, for it requires changes to values, system, and practices. In the teaching of English as a foreign language (EFL) in university, teachers are expected to be able to select, transform, or augment Universal Design for Learning (UDL), and Differentiated Instruction (DI) as a framework to guarantee accessibility of all learner types to the learning environment by employing specific educational design guidelines, to fit their leaners', notably for the blinds. Data on what has led EFL teachers to join the reform of the teaching instruction and how they tackle problems during implementation cannot be located. Thus, the aim of this qualitative study is to uncover reasons for EFL teachers to participate in and what they did to facilitate the instruction wide effort to practice inclusive education, as well as challenges encountered. Key findings included implementing university policy as prime reasons for practicing inclusive education, utilizing UDL and DI as the key to successful implementation for instructional teaching, and inadequate resources and teacher training as the main challenges. Recommendations consists of providing disability-specific pre- and in- service training programs for teachers and making arrangements of sufficient educational materials and assessment based on UDL and DI towards EFL instructions

Factors Affecting the Accessibility of IT Artifacts : A Systematic Review

Accessibility awareness and development have improved in the past two decades, but many users still encounter accessibility barriers when using information technology (IT) artifacts (e.g., user interfaces and websites). Current research in information systems and human-computer interaction disciplines explores methods, techniques, and factors affecting the accessibility of IT artifacts for a particular population and provides solutions to address these barriers. However, design realized in one solution should be used to provide accessibility to the widest range of users, which requires an integration of solutions. To identify the factors that cause accessibility barriers and the solutions for users with different needs, a systematic literature review was conducted. This paper contributes to the existing body of knowledge by revealing (1) management- and development-level factors, and (2) user perspective factors affecting accessibility that address different accessibility barriers to different groups of population (based on the International Classification of Functioning by the World Health Organization). Based on these findings, we synthesize and illustrate the factors and solutions that need to be addressed when creating an accessible IT artifact.© 2022 by the Association for Information Systems. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and full citation on the first page. Copyright for components of this work owned by others than the Association for Information Systems must be honored. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists requires prior specific permission and/or fee. Request permission to publish from: AIS Administrative Office, P.O. Box 2712 Atlanta, GA, 30301-2712 Attn: Reprints are via e-mail from [email protected]=vertaisarvioitu|en=peerReviewed

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