State financing activities increase access to and funding for assistivetechnology devices and services. Programs assist individuals with disabilities with funding AT devices and services by administering and/or supporting financial loan programs and/or other systems that make funding available or reduce costs to acquire devices.
The approach used by the KT-EQUAL programme continues to inform and shape new developments. For example, the recently established Centre for AssistiveTechnology and Connected Healthcare at The University of Sheffield uses a workshop model, a membership network and an updated online presence to facilitate new user- friendly technologies to enable people to live independently (http://www.catch.org.uk). It has also sown other seeds such as the use of PARO seal, a robot companion which has been piloted in a dementia care setting and evaluated in a joint project involving Sheffield Health and Social Care NHS Foundation Trust and the University of Sheffield (http://shsc.nhs.uk/news/introducing-paro-seal-a-robot-resource-for- people-with-dementia/).
The authors would like to thank Rod Anderson, Cudahy School District, Cudahy, Wisconsin for suggesting the need for this booklet, Barb Breen (deceased) and Mary Skadahl, Co-Coordinators of the Wisconsin Statewide Parent Educator Initiative for their suggestions and proof reading, and Robin Wortman and the consultants of the Coalition in Oregon for Parent Education (COPE) for their continued advice and suggestions regarding students, families and assistivetechnology. Your skill and persistence in helping us understand the experience of families is crucial to the work we do.
answers, we opted to group the responses according to commonly identified strengths and barriers of AT service delivery. The responses below have been edited, reviewed, and agreed on by the experts to fit the format of the discussion and this editorial. Overall, several topics emerged from our experts as factors affecting access to AT: (a) user and environmental barriers; (b) policy, funding, and product access; (c) professional training, collaboration, and service delivery; and (d) occupational justice (i.e., empowerment, participation, and progress). It is interesting to note that these topics are closely related to the WHO (2017) priority research themes: people, products, policy, personnel, and provision (5P). For the purpose of this interview, we are guided by the terms assistivetechnology (i.e., the skills and knowledge related to AT service delivery) and assistive products (AP) (i.e., products developed to promote function, independence, and well-being).
MAY-JUNE, 2015. VOL-3/18 www.srjis.com Page 378 affect her ability to record information accurately and to control a mouse and keyboard effectively. She is now using an adaptive solution that meets her needs. This includes a small keyboard and trackerball, which she finds much easier to operate than a standard keyboard and mouse. A scanner with OCR and ‗Texthelp Read and Write‘ enable her to listen to her work and hear text documents rather than having to read them. She also uses a ‗brainstorming‘ package that allows her to enter her ideas and convert them into an action list – a major advantage for a student with a disability that impairs her ability to plan efficiently. Keira finds the auto-correction facility and templates useful features that can speed up the writing process by avoiding reentering often-used blocks of text and phrases. Another example of equipment which students find useful is a reader pen a light, hand-held version of a scanner which, when linked to other software, can provide an immediate spoken definition of a new word. Draffan provides a more in-depth overview of the types of assistivetechnology that dyslexic students might benefit from using. Beacham illustrates how the design of computer based learning materials for dyslexic students can be theory driven. Gerry explained that there are seven main requirements of an ETA:
To date, the use of speech production data has been limited by a steep learning curve and the need for laborious hand measurement. Many speech-related studies result in voluminous acoustic data. Many clinicians who design and use assistivetechnology would like to incorporate acoustic analysis, but have been discouraged because of these technical challenges. We are in the process of developing a set of tools that considerably streamlines the proc- ess of analyzing speech production details.
Use of ICTs, in relation to physical challenge, especially visual impairment, is a problematic issue. This study explored awareness, accessibility and use of specialized ICTs among visually impaired adults in selected urban cities in South- eastern Nigeria. Thirty In-depth Interviews were conducted among visually impaired students and government employees. The study established a general awareness of ICTs, and limited awareness of specialized ICTs, among these visually impaired persons. It also found that use of specialized ICTs among them appeared a distant reality. This led to the conclusion that a ‘divide’ exists in terms of accessibility and use of assistivetechnology for the visually impaired persons in this region. The study recommended individual and governmental interventions, to help bridge this ‘divide’.
The National AssistiveTechnology Research Institute (NATRI) was established in October 2000 to investigate the status of AT nationwide. NATRI examined a comprehensive list of issues related to AT as well as searched for best practice in AT across the nation, targeting the improvement of AT policies and practices for students with disabilities. NATRI was housed at the University of Kentucky and funded through a cooperative agreement (#H327G000004) with the Office of Special Education Programs at the U.S. Department of Education. George Mason University was a sub-contractor and a partner in the project. Numerous studies employing various research methodologies were designed and implemented to research and disseminate findings in seven research areas including: (a) status of AT use in schools, (b) policies,
There are now several different cloud-based speech recognition services available to developers who want to incorporate speech input into their applications. These services, such as Alexa Voice Service  and the Google Speech API , provide reliable speech recognition but crucially lack the customisation required for many assistivetechnology applications. This means applications for environmental control, which would greatly benefit users with physical impairment, are hard to develop because their kind of impairment often affects their speech, rendering these services unusable (see ). Likewise, the lack of flexibility regarding the output obtained and the level of detail allowed limits the kind of applications that can be built using these services. Crucially the suitable approach to using speech recognition for people with speech disorders, adapting or training personalised models, is not available via existing cloud- based services.
• Example for IEP accommodation section: Presently, the student is unable to complete reading tasks, despite assessment results that indicate he/she is more capable than what he/she is producing in class. The team needs to gather more information from district resources and personnel to determine if specific devices of assistivetechnology can improve this (for example, scanned text, audio books, etc).
In Canada, the provinces and territories control the delivery of educational services and establish their own systems. In Ontario, the Education Act was amended in 1980 with Bill 82 and all publicly-funded school boards provide a suitable education for all children including special education programs and services for exceptional students. In recent years, the Ontario Ministry of Education has promoted high levels of achievement for all students. Provincial testing was introduced and the curriculum has recently been r evi sed. Exper t panel and mi ni st r y r epor t s such as “ Educat i on f or Al l ” – 2005 and “ Speci al Educat i on Tr ansf or mat i on” – 2006 have also given boards guidance and direction to better provide the teaching methods, supports, services, programs and a range of placements that promote achievement and l ear ni ng and t hat meet t he di ver se needs of al l st udent s. The “ Educat i on f or Al l ” exper t panel not ed t hat assistivetechnology is a powerful tool which Ontario schools can use more effectively to support a barrier-free learning environment and to give all students equal access to the learning experience and the provincial curriculum in all classroom settings.
AssistiveTechnology (AT) maintains and improves the individual's functioning and independence, thereby promoting their well-being. But today only 1 fom each 10 people in need have access to AT due to high costs and a lack of awareness, availability, personal training, policy and functioning. By 2050, more than 2 billion people will need at least 1 assistive product with many elderly needing 2 or more. Elderly make important contributions to the society. Though some people aged well, other become fail, with a high risk of disease. In this paper, we propose a frst approach related the design of AT device. This uses open source technologies and gives a new choice in taking medication dosages. "The Intelligent PillBox" allows the organization of several medication schedules that health disorders presented in elderly need basically. Arduino Mega 2560 was taken as the principal controller. This prototype contains; a programmable alarm system with an automatic opening and closing system, an interactive user interface and a notification system through GSM network. The development of this device is focused in the support of elderly people and other vulnerable groups that may need for an assisted care.
roundtable was to look at the company perspectives on reasonable accommodations and bringing assistivetechnology to the workplace in an effective way through hearing from representatives from companies and businesses who are leading this area to develop strategies for other companies and businesses.
Access to assistivetechnology is regarded as a precondition for achieving equal opportunities, enjoying human rights and living in dignity (Standard Rules on the Equalisation of Opportunities for Persons with Disabilities, 1993). Assistivetechnology is frequently mentioned in the CRPD in Articles 4, 9, 20, 21,24, 26, 29 and 32(Borg, 2013 & WHO, 2011). The CRPD requires States Parties to take effective measures to “undertake or promote--------and to promote the availability and use of new technologies, including------ --- and assistive technologies, suitable for persons with disabilities-------“(CRPD Article 4, 2006). Although assistive technologies are of great use in the lives of persons with disabilities there are several challenges encountered in accessing and using them. The majority of persons with disabilities and their families have limited awareness of assistive products, services and where these can be accessed(Kamaleri & Eide, 2011 and Eide & Kamaleri, 2009). Hence, there is aneed for awareness campaigns to address this gap. Disability and poverty are inextricably linked. Poverty is a major contributory factor leading to disability while disability traps people into poverty (Unicef, 2013). It is also worth pointing out that these assistive technologies are rather expensive and therefore difficult to obtain, especially for developing countries as they import most of these ( Suubi, 2013:222). All this contribute to high purchasing, maintenance and replacement costs which become prohibitive. Therefore, most people with disabilities cannot afford to buy assistive technologies.
Abstract: An assistivetechnology can help in improving communication between disabled people and their caregiver by providing an opportunity of continous help to patients by providing services such as Monitoring Patient, Home Automation, Voice to speech / SMS or Touch to speech/SMS. The objective of this research work was to propose and develop an Internet of Things (IoT) based system for physically disabled people. A dynamic system consisting of sensors, ARM7 processor, Bluetooth, speaker, relays and GSM connected over an internet was developed. Communication between hardware and software was done using RS232 communication. With this system, patient on reaching the Higher Limit (HL) or Lower Limit (LL) can send alerts to all the mobile numbers entered over the network. The android application was used to send the SMS through voice or touch on buttons. This system was tested by sending SMS to caregivers who is at remote location. This application not only promotes healthy relationship between the patient and caregiver but also increases the zest for life.
investments in research about this issue since the 1950s in countries in North America and Europe, in Brazil that investment is low and the use of assistive technologies is still limited. According to Mello, the main factors that contributed to low use were: (a) the absence of financial resources for device acquisition, (b) insufficient funding for assistivetechnology services by public health organizations and private health businesses, (c) rehabilitation professionals’ lack of technical knowledge
This paper offers empirical evidence that probabilistic dialog modeling, particularly the use of confidence scoring and con- firmation questions in a POMDP framework, could enhance the effectiveness of spoken dialogue systems among users with high ASR error rates. By asking confirmation questions, a sys- tem can become more confident about taking the right action or avoid taking incorrect actions. Such methods could be use- ful for deploying speech-enabled assistivetechnology among users with challenging speech characteristics or in other situa- tions where error-prone speech recognition is expected.
When considering whether a focus group is appropriate for a project D4D not only considers whether it will achieve the aim, e.g. gaining feedback from relevant health professionals, but also consider whether it is the most appropriate method for the target participants. One of the main areas of work within the AssistiveTechnology Theme for D4D is Alternative and Augmented Communication. End user participants for these projects are likely to have a speech and language disorder and hence careful consideration of how to facilitate and organise such a focus group for this group would be essential and that D4D would evaluate other methods of gaining this information from this group, e.g. face-to-face interviews. For involvement in unmet need identification, etc., having a number of people together in a focus group can provide a way of collecting views and opinions which it would not be possible to collect via other methods .
Secondly, the significant disparity of access to AT has led to the WHO’s current initiative to formulate a Model List of Priority Assistive Products (APL) as part of its Global Cooperation on AssistiveTechnology (GATE) program (World Health Organisation, 2015). The 2010 World Report on Disability suggests that people experience disability largely as a result of a lack of access to support services and other environmental barriers (World Health Organisation & World Bank, 2011). There is now international recognition of the importance of access to AT devices and services, along with access to healthcare services and income support (United Nations, 2006). Occupational justice approaches are congruent with this shift from charitable and rehabilitative discourses (Pollard, Sakellariou, & Kronenberg, 2008). This implies that occupational therapists can and should utilise an occupational justice lens in arguing for access to AT.