Mobile learning and games in special education

Information technology is now a ubiquitous presence in all educational settings as well as places in which people work. While most mainstream schools now rely heavily on this technology to support learning, special education was often at the forefront of its adoption even acting as exemplars for mainstream education (Lilley, 2004). Educational virtual environments had been developed in special schools and adult training centres when virtual reality was still a novel technology in education (Standen & Brown, 2004; 2005; 2006). Now no school or educational setting would be imagined without information technology and there have been some exciting developments since those early pioneering days. In this chapter we intend to cover three of those which we think are particularly pertinent for learners with special needs: serious games, mobile computing and the role of users in the development of the technology

ICT for Social Inclusion and Equal Opportunities: CETI-D, an e-Governance Good Practice in Brazil

In this chapter we discuss a Knowledge Economy based approach to the inclusion of persons with disabilities (PwD) that, different from the traditional \u201cassistance\u201d model, considers PwD as active and valuable members of the present Knowledge Society, to be included in the active workforce. This approach will be discussed with reference to a specific operational case study concerning the establishment of the Center of Excellence for Technology and Innovation in Favor of Persons with Disabilities (CETI-D) conceived by Fondazione Rosselli Americas and being implemented by the State of Sao Paulo in Brazil. In the first section of the chapter we discuss the problem of the inclusion of PwD as a further aspect of the digital divide phenomenon. In the second section the principles of the United Nation Convention on the Rights of Persons with Disabilities are presented and some international best practices concerning the social inclusion of PwD are introduced. In the third section we discuss the CETI-D initiative, with the aim of showing how ICT can represent a powerful tool for social and economic inclusion. Finally, in the fourth section we discuss the conditions under which the experience of the CETI-D can be replicated in other countries, with a specific focus on less developed countries

Supporting people with cognitive disabilities in decision making – processes and dilemmas

The exploratory study found that participants, including those with cognitive disability, mostly supported the broad concept of supported decision making. However supporters saw this as a complex, dynamic and frequently chaotic process. Fundamental to the process were relationships and tailoring support to the individual. The skills and knowledge required included communication skills, self-awareness, the capacity for reflective discussion, conflict resolution skills, and knowledge of strategies for tailoring the decision making process to the individual. The study revealed multiple dilemmas and tensions associated with supporting someone with cognitive disability to make a decision but most commonly mentioned were remaining neutral, managing conflicting perspectives amongst differing supporters, balancing rights with risk and best interests, and resource constraints. The study provides some key insights into the practice of supporting people with cognitive disability to make decisions and knowledge that can be incorporated into training programs for people in this role. The findings also highlight the need for further research in this area, particularly in relation to ‘what works’ in support for decision making for people with cognitive disabilit

What common design principles can be distilled out from literature in the field of technologies and learning difficulties that might inform the design of technologies within the EU funded ARCHES Project?

The focus of this research report is people who have diverse access needs associated with perception, memory, cognition and communication- those who are frequently ascribed the label of ‘learning difficulties’1 and the technologies that may help to enhance their access to and inclusion into cultural and heritage sites (including digital assets)

Accessible Information: Advocating the Use of Technology for Individuals with Intellectual Disability on their Path to Individualised Services

Providing people with an intellectual disability (ID), opportunities for social integration have been shown to have a reliable positive influence on their well-being (Wehmeyer et al., 2006; Bunning, 2009). A large percentage of individuals with ID are unable to read and write. For this reason in order for the person to make an informed choice the person needs to have good information presented in a way that they can understand. They may need to see tangible visual aids (video, role play, film, photographs). It may need to be demonstrated to them a number of times. This assists a person in making choices and decisions so that they can actively participate not just in their own lives but in the community. Otherwise the person cannot make the decision, and other people are making it for them. Therefore this research will investigate the viability of developing an internal webbased learning and communication tool for people with an ID. The tool will focus on providing accessible information through image to image navigation and by providing choice of modality when receiving information. (Who, 2011) state that two of the biggest barriers to living an ordinary life are the lack of accessible information and being able to advocate. A person cannot be an active citizen if they cannot access the information or understand the way it is presented. It effects every part of your life. The experiment also evaluated if video conferencing communication tools are accessible for the participants who reside in different locations to communicate with each other. The key issues that must be explored around the development of such a system will be factors such as; Accessible Information, Web Accessibility and Universal Design. The pilot system will involve individuals with mild to moderate ID who attend one of seven training centres in disparate locations. This research will also explore these issues in the context of social models, such as Wolfensberger\u27s theory of Social Role Valorization

SSAT 2021: abstracts of the International Conference on Smart, Sustainable, Social, and Accessible Tourism

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Future bathroom: A study of user-centred design principles affecting usability, safety and satisfaction in bathrooms for people living with disabilities

Research and development work relating to assistive technology 2010-11 (Department of Health) Presented to Parliament pursuant to Section 22 of the Chronically Sick and Disabled Persons Act 197