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

Virtual rehabilitation: what are the practical barriers for home-based research?

Virtual reality technologies are becoming increasingly accessible and affordable to deliver, and consequently the interest in applying virtual reality within rehabilitation is growing. This has resulted in the emergence of research exploring the utility of virtual reality and interactive video gaming interventions for home use by patients. The aim of this paper is to highlight the practical factors and difficulties that may be encountered in research in this area, and to make recommendations for addressing these. Whilst this paper focuses on examples drawn mainly from stroke rehabilitation research, many of the issues raised are relevant to other conditions where virtual reality approaches have the potential to be applied to home-based rehabilitation

Exploring coping strategies of carers looking after people with intellectual disabilities and dementia

Purpose: Carers play a vital role in looking after people with intellectual disabilities (ID). Caring role can be stressful and challenging in nature. Carers use various coping strategies to deal with stressors. The purpose of this paper is to explore coping strategies of carers looking after people with ID and dementia. Design/methodology/approach: Qualitative methodology was used to explore coping strategies. Focus groups and face-to-face interviews were carried out. These interviews were transcribed and analysed using thematic analysis. Findings: Nine interviews with carers (six paid carers and three family carers) and two focus groups with nursing staff looking after people with ID were carried out. Three key themes of “Narrative”, “Strategy toolbox” and “Compartmentalisation” emerged from analysis. Narrative and strategy took box were further subthemed. Carers had narratives about them and the person they look after. These “narratives” helped them to deal with day to day stressors. They also carried a “strategy toolbox”, which they used when they were in stressful situations. Compartmentalisation helped them to separate their personal life from work life as a carer. Originality/value: Understanding carers’ coping strategies is important when planning services to help carers who play an important role in our society. Professionals can support carers to understand and improve their existing coping skills and help them to thrive in their role as carers

Evaluating the role of a humanoid robot to support learning in children with profound and multiple disabilities

Purpose The purpose of this paper is to identify ways teachers might employ a robot to achieve learning objectives with pupils with intellectual disabilities and potential outcome measures. Design/methodology/approach A series of five case studies where teacher-pupil dyads were observed during five planned video-recorded sessions with a humanoid robot. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement, teacher assistance and number of goals achieved. Findings Teachers identified a wide range of learning objectives ranging from an appreciation of cause and effect to improving the pupil's sense of direction. The robot's role could be to reward behaviour, provide cues or provide an active element to learning. Rated engagement was significantly higher with the robot than in the classroom. Research limitations/implications A robot with a range of functions that allowed it to be engaging and motivating for the wide range of pupils in special education would be expensive and require teachers to learn how to use it. The findings identify ways to provide evidence that this expenditure of time and money is worthwhile. Originality/value There is almost no research teachers can refer to on using robots to support learning in children with intellectual disabilities. This paper is therefore of value for researchers who wish to investigate using robots to educate children with intellectual disabilities, as it can provide vital information to aid study design

Symptoms into words: how medical patients talk about fatigue

Fatigue, which is the central symptom of CFS/ME, is notoriously difficult to define. We describe an investigation in which we raise two questions. First, does the way people use fatigue-related language reflect distinctive patterns? Second, is there a particular pattern characteristic of CFS/ME? These questions can be asked with various theories of language and meaning in mind, as we discuss. Our orientation is towards the intersubjective realities revealed by language, rather than towards the neurological substrate of fatigue. We created a questionnaire including 105 items connected with the experience of fatigue. We then compared responses in samples of adults fulfilling clinical criteria for three conditions in which fatigue is described: CFS/ME, Parkinson ’s disease, and multiple sclerosis. Principal components factor analysis of the three groups together did suggest patterns that we think reflect different intersubjective realities connected with fatigue-related language. In the CFS/ME group, cluster analysis showed that the pattern of responses differed significantly from the other two diagnostic groups. Cluster analysis does not reveal the nature of differences but the CFS/ME respondents marked a higher number of questionnaire items as ‘exactly how I feel ’. We suggest that the language used by people diagnosed with CFS/ME represents less localised experiences than in the other two diagnoses. In the interpretation of symptoms it is helpful to make a distinction between a generalised feeling and an experience that is more readily localised in time and space

Adapting a humanoid robot for use with children with profound and multiple disabilities

With all the developments in information technology (IT) for people with disabilities, few interventions have been designed for people with profound and multiple disabilities as there is little incentive for companies to design and manufacture technology purely for a group of consumers without much buying power. A possible solution is therefore to identify mainstream technology that, with adaptation, could serve the purposes required by those with profound and multiple disabilities. Because of its ability to engage the attention of young children with autism, the role of a humanoid robot was investigated. After viewing a demonstration, teachers of pupils with profound and multiple disabilities described actions they wished the robot to make in order to help nominated pupils to achieve learning objectives. They proposed a much wider range of suggestions for using the robot than it could currently provide. Adaptations they required fell into two groups: either increasing the methods through which the robot could be controlled or increasing the range of behaviours that the robot emitted. These were met in a variety of ways but most would require a degree of programming expertise above that possessed by most schoolteachers

A comparison of humanoid and non-humanoid robots in supporting the learning of pupils with severe intellectual disabilities

Previous research has shown that the humanoid NAO robot can enhance learning as well as improve communication in children with intellectual disabilities. However, most special needs schools cannot afford the humanoid NAO robot due to high costs. Could a cheaper nonhumanoid Lego Mindstorm robot be an alternative way of achieving the same learning objectives as the humanoid NAO robot? A single case study experimental ABAB design was used consisting of 16 sessions over 5 weeks: eight with the humanoid and eight with the non-humanoid robot. All sessions were video recorded and analysed for percentage engagement and percentage errors made by each of four students. For each student individually, these outcome measures were then compared between the two conditions. The teachers were interviewed at the end of the study. Three out of four students were significantly more engaged with the non-humanoid robot than the humanoid robot, whilst one student was found to be equally engaged with both robots. There was no significant difference between the two robots in terms of percentage errors for all four participants who managed to complete the study

Segmentation of Exercise Repetitions Enabling Real-Time Patient Analysis and Feedback Using a Single Exemplar

We present a segmentation algorithm capable of segmenting exercise repetitions in real-time. This approach uses subsequence dynamic time warping and requires only a single exemplar repetition of an exercise to correctly segment repetitions from other subjects, including those with limited mobility. This approach is invariant to low range of motion, instability in movements and sensor noise while remaining selective to different exercises. This algorithm enables responsive feedback for technology-assisted physical rehabilitation systems. We evaluated the algorithm against a publicly available dataset (CMU) and against a healthy population and stroke patient population performing rehabilitation exercises captured on a consumer-level depth sensor. We show the algorithm can consistently achieve correct segmentation in real-time

Patients' use of a home-based virtual reality system to provide rehabilitation of the upper limb following stroke

Background: A low cost, virtual reality system that translates movements of the hand, fingers and thumb into game play was designed to provide a flexible and motivating approach to increasing adherence to home based rehabilitation. Objective: Effectiveness depends on adherence, so did patients use the intervention to the recommended level. If not, what reasons did they give? Design: Prospective cohort study plus qualitative analysis of interviews. Methods: 17 patients recovering from stroke recruited to the intervention arm of a feasibility trial had the equipment left in their homes for eight weeks and were advised to use it three times a day for periods of no more than 20 minutes. Frequency and duration of use were automatically recorded. At the end of the intervention, participants were interviewed to determine barriers to using it in the recommended way. Results: Duration of use and how many days they used the equipment are presented for the 13 participants who successfully started the intervention. These figures were highly variable and could fall far short of our recommendations. There was a weak (p=0.053) positive correlation between duration and baseline reported activities of daily living. Participants reported familiarity with technology and competing commitments as barriers to use although appreciated the flexibility of the intervention and found it motivating