Ethical Engineering and Respect for The ‘Other’

Engineers have a very important role and responsibility in shaping modern society. Diversity amongst engineers is important in fulfilling this responsibility and ensuring that the creativity and needs of the whole population are taken account of. However, only a small percentage of engineers are female and very few of them are disabled. The paper discusses the experiences of women and disabled engineers in the context of othering and considers the way in which the existence of binary divides facilitates marginalisation and exclusion. It also discusses the need to involve end-users in design and development and education to encourage this, with a particular focus on disabled end-users

Current Perspectives on Inclusive Education in the Czech Republic

This paper examines the academic literature describing the development of inclusive education programming within the Czech Republic after the Velvet Revolution. Interviews were conducted with special education professionals, who are researching potential benefits of inclusive education. Additionally, observations from an inclusive third grade classroom give further insight into how an inclusive classroom works. Despite some resistance, the Czech Republic is moving in the direction of inclusive education across the country

Gamified cognitive control training for remitted depressed individuals : user requirements analysis

Background: The high incidence and relapse rates of major depressive disorder demand novel treatment options. Standard treatments (psychotherapy, medication) usually do not target cognitive control impairments, although these seem to play a crucial role in achieving stable remission. The urgent need for treatment combined with poor availability of adequate psychological interventions has instigated a shift toward internet interventions. Numerous computerized programs have been developed that can be presented online and offline. However, their uptake and adherence are oftentimes low. Objective: The aim of this study was to perform a user requirements analysis for an internet-based training targeting cognitive control. This training focuses on ameliorating cognitive control impairments, as these are still present during remission and can be a risk factor for relapse. To facilitate uptake of and adherence to this intervention, a qualitative user requirements analysis was conducted to map mandatory and desirable requirements. Methods: We conducted a user requirements analysis through a focus group with 5 remitted depressed individuals and individual interviews with 6 mental health care professionals. All qualitative data were transcribed and examined using a thematic analytic approach. Results: Results showed mandatory requirements for the remitted sample in terms of training configuration, technological and personal factors, and desirable requirements regarding knowledge and enjoyment. Furthermore, knowledge and therapeutic benefits were key requirements for therapists. Conclusions: The identified requirements provide useful information to be integrated in interventions targeting cognitive control in depression

Waiting Room Health Promotion for Older Adults in Rural Primary Care

Background: Advances in health care technology have lead to adults living longer than in previous decades. Longer life expectancy in combination with the aging of the Baby Boomer generation is predicted to result in rapid and exponential growth among the older adult population. Adults in the U.S. over the age of 65 have on average five or more chronic illnesses, many of which are often poorly managed. Older adults who experience chronic diseases often report decreased quality of life, limitations in functional ability, loss of independence, and periods of decline and increasing disability. Health promotion efforts can help in delaying the onset of disability and preventing rapid decline associated with many chronic conditions. Purpose: The purpose of this project was to assess the effectiveness of the implementation of a brief waiting room health promotion activity that informs older adults about the benefits of walking, such as reducing the risk of chronic disease, improving mood, and maintaining weight, physical and cognitive function. This project took place at a federally qualified health center in Plainfield, Vermont. Methods: The target population for this educational intervention included patients, as well as family members and visitors to the primary care practice who were age 55 and older. All age-eligible participants were encouraged to participate regardless of health status or the presence of comorbid health conditions. The activity comprised of participants viewing a brief audiovisual educational activity explaining the health benefits of walking, supplemented with paper materials to support the health messages; the intervention was then followed by completion of a brief paper survey evaluation. Results: During the two-month period the health promotion activity was available, 56 individuals participated and completed the survey. Of the 56 participants, 87% indicated they either “strongly agreed” or “agreed” that watching the video increased knowledge about health-related benefits of walking. In total, approximately 73% of participants who participated in this health promotion activity agreed that they paid attention to educational materials in the waiting room setting. Approximately 57% of participants shared a health related goal that they created as a result of the health promotion activity. Conclusion: This project has suggested that implementation of waiting room health promotion activities, specifically for older adults, is a simple and cost-effective way to promote good health practices and provide patients with in-depth health care information that may not be addressed during the health care visit. Activities in the waiting room can help to supplement information provided during the clinical encounter, leaving patients more satisfied with their visits, and promoting positive behavior change

Teachers\u27 Of Students With Visual Impairments Perceptions And Experiences Of Teaching The Expanded Core Curriculum

The purpose of the qualitative research study was to explore the perceptions and experiences of teachers of students with visual impairments (TSVIs) in the state of North Dakota regarding the expanded core curriculum (ECC). This study included transcribed interviews from six TSVIs who taught in grades K-12. The National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities was used to frame this study. Phenomenological methods were used to analyze the interviews into codes, categories, themes, and an assertion. Following were the seven themes supported by the data collected: 1. Teachers of students with visual impairments (TSVIs) reported that the responsibility of educating students with visual impairments is “huge”; therefore, it takes a village (i.e., North Dakota Vision Services/School for the Blind [NDVS/SB] professionals, teams, and others) to ensure the unique needs of students with visual impairments are met. 2. TSVIs emphasized the importance of systematic and purposeful instruction, and ongoing and systematic checks for understanding. 3. TSVIs perceived instructors at the NDVS/SB as experts in teaching the expanded core curriculum. 4. TSVIs perceived they were primarily responsible for teaching compensatory skills and use of assistive technology. 5. TSVIs perceived the parents of students with visual impairments and the NDVS/SB were primarily responsible for teaching independent living skills of the expanded core curriculum (ECC). 6. TSVIs perceived academic curriculum takes precedence over the expanded core curriculum. 7. Limited time and limited access prohibit TSVIs from providing consistent, and systematic, instruction of the expanded core curriculum within their respective school districts. These seven themes converged into the following assertion: Educating students with visual impairments in the state of North Dakota requires an integrative approach in which academic curriculum and expanded core curriculum are addressed through collaborative efforts among all stakeholders and service providers. In summary, educating students with visual impairments is an enormous task that no one person can accomplish alone. It behooves stakeholders, associated with vision impairments, to work together to create models for teaching the expanded core curriculum that ensure equity of services throughout the state

Comparing and Contrasting Special Education in the United States and Jamaica

The purpose of this thesis is to define, compare and contrast special education services in the United States and Jamaica. Both the United States and Jamaica seeks to provide special education services and resources to students with disabilities. However, protective laws, training, and special services provided for citizens with disabilities range drastically between the countries. This thesis will define disabilities prevalent in the classroom and the services offered for the protection and provision of equal opportunity to all students. Recent laws and requirements for public schools have influenced the trajectory of special education in both countries. As this thesis progresses, the stride toward equal educational opportunities for all people in the United States and Jamaica will be evident

Cybersafety: Educating individuals with aphasia or cognitive-communication disorders

The Internet poses risks, also known as cyberthreats. Everyone is vulnerable to cyberthreats, including individuals with aphasia (IwA) or cognitive-communication disorders (IwCCD). When speech-language pathologists introduce Internet into treatment plans for IwA or IwCCD the ASHA Code of Ethics dictates they “shall fully inform the persons they serve of the nature and possible effects of services rendered and products dispensed”. Yet safe-use products and protocols designed to inform or educate IwA and IwCCD about cybersafety are not reported in the literature. In this project we examine cyberthreats and cybersafety as they affect IwA and IwCCD by1) reviewing literature on cyberthreats; 2) reporting anecdotes from IwA and IwCCD who are Internet users; and 3) proposing strategies to support safer Internet use. We examine information and knowledge needed to create adaptations and scaffolds supporting safer Internet-use for people with language/cognitive-communication disabilities, and propose strategies for teaching cybersafety concepts. Issues drawn from the human-computer interaction (HCI) literature will facilitate discussion of privacy, accessibility, and universal design (Hochheister & Lazar, 2007)

Accessible IT for People with Disabilities: HR Considerations

Human resource (HR) representatives were interviewed regarding their organizations use of Web technology in HR processes and computer accessibility issues in the workplace. The survey addressed: the organizations use of Web technology in HR processes; knowledge and perceptions of barriers to the use of computer/Web technology to employees with disabilities; and familiarity with assistive technology (equipment to improve functionality for people with disabilities) and resources. The respondents represented a wide variety of industries and organizational sizes

Adolescents and youth with disability: issues and challenges

Globally, almost 180 million young people between the ages of 10-24 live with a physical, sensory, intellectual or mental health disability significant enough to make a difference in their daily lives. The vast majority of these young people, some 150 million (80%) live in the developing world. Routinely excluded from most educational, economic, social and cultural opportunities, they are among the poorest and most marginalised of all the world’s young people. This paper reviews issues that must be considered in assessing the needs of disabled young people and urges the inclusion of this all too frequently overlooked group in all international development policies and programming