Silvio Marcello Pagliara, Marta Sánchez Utgé, Lucia De Anna
989 - 992
Starting from the Universal Design in the educational context principles, the experiences gained during the FIRB project “Net@ccessibility” and the high-education courses for teachers' specialization on special education, this research will focus on preliminary studies in order to define the recommendations for designing accessible university courses.
Providing an inclusive educational setting for children with disabilities is essential if they are to truly benefit from mainstream education. Universal design (UD) provides a framework to develop our classrooms, materials and methods to accommodate diverse learners and students with special educational needs without the need to retrofit or remove the student from the classroom. This paper outlines the theory and the approach of two training courses on Universal Design developed for teachers and students
Mamoru Iwabuchi, Rumi Hirabayashi, Kenryu Nakamura, Nem Khan Dim
1001 - 1004
The possibility of auto evaluation of reading and writing difficulties was investigated using non-parametric machine learning (ML) regression technique for URAWSS (Understanding Reading and Writing Skills of Schoolchildren)  test data of 168 children of grade 1 – 9. The result showed that the ML had better prediction than the ordinary rule-based decision.
Gyula Hajdics, Tibor Guzsvinecz, Veronika Szucs, Cecilia Sik Lanyi
1005 - 1008
Using basic mathematical operations is not easy for everyone. The AndMaths game for Android devices was developed to help elementary school students to learn these basic mathematical skills in the number ranges of twenties, fifties, hundreds and thousands. The user can freely select the number ranges.
This paper addresses the lack of accessibility of the comics for deaf or hard-of-hearing readers. Comics are a major cultural object, used in many different contexts with, as much as different purposes (leisure, education, advertising, etc.). We report here the results of an experimentation during a communication operation, including a regular exhibition made of panels and a digital mirroring of the contents, with extra materials and information. This digital part, accessible through our institution website, is the basement of this paper.
A report written as a personal communication based on the experience gathered by developing and delivery of a international professional master course. The organization of the curriculum consists of 16 modules. Using a framework of the user centered design and development cycle students receive domain knowledge related to user-orientation, business, innovation and implementation. Also, introduction is given to tools that can be used to investigate certain aspects. The course will be completed by the performance of master thesis research related of a practice oriented problem relevant to the work environment of the student. This master-course has been followed by a first cohort of 8 students. In this report, an evaluation is given on this first delivery. Organization of this course is complicated by the marketing conditions that have to be used. Students and teachers are well supported by the distance based learning environment. The 16 modules representing the content of the course contains a variety of subjects and methods and represents a huge educational load to the students. Translating this content to the development of the own applied research subject contributes to the learning process. The first cohort of students will complete their master thesis in July 2017. Further introduction of new cohorts will mainly depend on the possibility to reduce the financial constraints to participation.
A Centre of Healthcare and Technology of a Dutch University of Applied Sciences, is presented – and illustrated by project examples – to show how the transitions in the sectors of health care and technology can result in interdisciplinary education in care and technology by means of higher education beyond faculties.
This paper describes how the DHW Lab facilitates third mission activities, as well as advancing undergraduate pedagogy and post-graduate research. It suggests there are challenges and opportunities involved in creating a hybrid of two very different organizations, that need to be addressed to advance transdisciplinary education in the ‘transformative university’.
The aim of the study is 1) to gather insights into the current procedure used to coordinate/determine the roles and responsibilities between parents and therapists from a Kindergarten Treatment centre in The Netherlands with respect to the treatment and support of the children and 2) to examine parents and professionals experience in this procedure.
This research concerns mobile system adoption and use among home care nurses at one home care organization in Finland. The aim was to get insights on somewhat poor adoption and utilization of a mobile system they use. 12 nurses were interviewed and observed at home visit to gain insights on how the system could better facilitate their work routines. A requirement analysis was produced based on the results and is to be discussed with the management of the organization and the service provider.
Gregg Vanderheiden, Till Riedel, Matthias Peissner, Colin Clark, Ignacio Peinado, Tony Atkins, Gianna Tsakou, Antranig Basman, Simon Bates, Avtar Gill
1047 - 1054
The DeveloperSpace, one of the core components of GPII, is a self-sustainable infrastructure and collaborative environment, where developers, implementers, consumers, prosumers and other directly and indirectly involved actors (e.g. teachers, caregivers, clinicians) may interact with and play a role in its viability and the development of new access solutions.
Manuel Ortega-Moral, Jesica Rivero, José Antonio Gutiérrez, Andrés Iglesias, Pablo Suárez, Ignacio Peinado, Eva de Lera, Carla Zaldua, Gregg Vanderheiden
1055 - 1058
The Feed3 strategy aims to provide AT consumers, developers and manufacturers with Feedback, Feedforwards and FeedPeer mechanisms to collaborate in the development of novel accessible solutions. This strategy was developed as part of the GPII and it is currently adopted by the Unified Listing and DeveloperSpace infrastructure components.
Helen C. Leligou, Athanasoulis Panagiotis, Gianna Tsakou, Gregg Vanderheiden, Otilia Kocsis, Nikos Katevas
1059 - 1062
The Assistance on Demand (AoD) platform is a novel open-source infrastructure which enables the set-up and web publication of assistance services. This paper focuses on the potential of the AoD functionality to enable the configuration and creation of a Network of Assistance Services (NAS) by non-expert users (e.g. consumers, family members).
Colin Clark, Jess Michelle, Sepideh Shahi, Kevin Stolarick, Jutta Trevinarus, Gregg Vanderheiden, Vivian Vimarlund
1063 - 1066
The Use Model identifies user groups who will be using services and products the Prosperity4All infrastructure offers. The Model provides developers a tool to keep in mind the full diversity of users while building and designing the infrastructure.
Adaptive user interfaces (AUIs) can increase the accessibility of interactive systems. They provide personalized display and interaction modes to fit individual user needs. Most AUI approaches rely on model-based development, which is considered relatively demanding. This paper explores strategies to make model-based development more attractive for mainstream developers.
The open source components presented have been designed for use by developers creating applications for people with cognitive disabilities or low digital literacy. They provide easy access to common online activities and include configurable levels of complexity to address varying preferences.
This session focuses on the latest developments of gaze-based assistive technology (AT) and the impact of gaze-based AT interventions in the home and at school. In particular, for play, communication, assessments and early intervention. The discussion focuses on how research findings can advance future developments.
This article reports research findings on how gaze-based assistive technology contributed to performance of daily activities for a group of children with severe physical impairments and without speech.
Technology to control a computer with eye gaze is a fast growing field and has promising implications for people with severe disabilities. 11 school staff was interviewed about teaching using an eye gaze computer for pupils with severe disabilities. The eye gaze computer creates opportunities for the teachers to get a glimpse of emotions and knowledge that is “inside” the pupil's trapped body and creates hope concerning the pupil's future possibilities. The implementation of the eye gaze computer create new imaginations for the future for the pupil and when the teachers are exposing themselves to the uncertainty, hope becomes a source of motivation and behavior.
Eye-gaze control technology enables people with significant physical disability to access computers for communication, play, learning and environmental control. This pilot study used a multiple case study design with repeated baseline assessment and parents' evaluations to compare two eye-gaze control technology systems to identify any differences in factors such as ease of use and impact of the systems for their young children. Five children, aged 3 to 5 years, with dyskinetic cerebral palsy, and their families participated. Overall, families were satisfied with both the Tobii PCEye Go and myGaze® eye tracker, found them easy to position and use, and children learned to operate them quickly. This technology provides young children with important opportunities for learning, play, leisure, and developing communication.
This paper presents work on developing methodology material for use of gaze controlled computers. The target group is families and professionals around children with severe multiple disabilities. The material includes software grids for children at various levels, aimed for communication, leisure and learning and will be available for download.
This is a case study exploring gaze-based AT as early intervention, for a ten-month-old non-verbal child with severe physical impairments. Data was collected repeatedly over time through questionnaires, videos clips, and field observations until the child was three years old.
Gaze-based assistive technology was used in informal clinical assessments. Excerpts of medical journals were analyzed by directed content analysis using a model of communicative competence. The results of this pilot study indicate that gaze-based assistive technology is a useful tool in communication assessments that can generate clinically relevant information.