A framework for research on technology-enhanced special education

Based on results from the Technologies for Childrenwith Individual Needs Project and two case projects,we propose a new multidisciplinary framework forresearch between computer science, educationaltechnology, and special education. The frameworkpresents a way to conduct research that aims atdeveloping new methods for technology-enhancedspecial education and for developing adaptablesoftware and hardware tools for individual needs ineducational settings.Peer reviewe

Mobile Phone Use for Empowerment and Well-Being of the Physically Challenged in Nigeria

Part 2: Digital Platforms for DevelopmentInternational audienceNational and economic benefits of mobile phone use in developing countries has been a well-articulated research domain over an extended period. This can be attributed to the ubiquitous nature of mobile phones and their increased penetration in developing nations. However, the potential benefits of mobile phones for empowerment and well-being of people with disability (PWD) has been ignored. This paper focuses on the well-being of the physically challenged in Nigeria and how mobile phones can be employed to empower them. The link between ICT and human development has been well researched, but minimal research has attempted to link ICT, mobile phone and disability using the Capability Approach as a theoretical lens. The critical realist ethnographic study approach is employed in this study to show how mobile phones can be used to empower and impact on the well-being of the physically challenged. Data were collected from the Adamawa skill acquisition center for persons with disability, Nigeria. It is argued that mobile phones have the capabilities to empower and impact on the well-being of the physically challenged. Thus, the findings illustrate that mobile phones play significant roles in the well-being and empowerment of the physically challenged

Assessment of the utility of gesture-based applications for the engagement of Chinese children with autism

Collaborative play, an educational tool for children on the Autism Spectrum Disorder (ASD) spectrum, has been demonstrated as having potential for increasing the engagement of children with ASD. Researchers in China and the USA have assessed three approaches for accessible interface design and learning by students with ASD. With the use of known tools and appropriate occupational therapy interventions, an educational protocol was designed to evaluate the two selected applications and a commercially available application. The pilot studies, including experimental design and outcomes, are presented in this paper in the context of prior ASD intervention research, correlated with child development studies, and provide a solid foundation for comparative usability assessment of mid-air finger gesture interaction as well as hand gesture interaction for the wider population of users. Early results in China are promising, based on experiences in the USA