Assistive Technology

In this paper, we elaborate on the consequences of a post-humanist perspective to the problem of physical disability by approaching the use of assistive technologies (AT) by disabled people as the introduction of a low-tech cyborg in the world. In doing so, we highlight examples of communication ATs and provide analogies between ATs and languages in the constitution of selves and social contexts. ATs are informed ideologically, so they can be seen both as a way to "fix" an "impaired" person, or as a strategy to overcome a physical and social context that disables some people and makes other people "able-bodied". We argue that becoming a low-tech cyborg can be a form of social inclusion if we understand disability to be produced by the context, rather than as an inherent dysfunctionality of the individual. Based on this assumption, we identify two strategies of social inclusion of the low-tech cyborg: disembodiment of the Self, and embodied virtuality. We remark, however, that low-tech cyborgs can be configured out of necessity or choice and add that the same socioeconomic factors that produce inequality in general are also active in the social exclusion/inclusion of the low-tech cyborg. Thus, ATs can be adopted and transformed by choice so as to broaden the gap between cyborg haves and have nots, while both kinds of cyborgs can become increasingly subject to cognitive and affective exploitation in the context of cognitive capitalism. We conclude that the potential of a post-humanist perspective to disability should not be about making "impaired humans" integer, nor making "integer humans" more than human, but keeping selves ethically connected with others whether by virtual embodiment or embodied virtuality.

Assistive technology, such as that available in an iPad®, have increasingly been used to support
learning for all students and particularly for those with special education needs. The purpose of
this article is to consider the prerequisite skills required for effective iPad® use. The effective
integration of assistive technologies, from technology, pedagogy, and content knowledge
perspectives is an important theoretical framework. From a Universal Design for Learning
perspective, we consider how new skills can be taught and how task analysis is a critical part of
the process. A review of suggested apps for prerequisite skills, such as cause and effect, tap, drag,
and swipe, is included as are considerations for Individual Education Plans. An authentic case
anecdote is provided to illustrate the ways in which prerequisite skills can be addressed. The
conclusion integrates the scholarly literature on teaching and assistive technology

Life is a blessing from the graces of God that he granted to all His creatures. God has excelled in creating this life in its most beautiful form, making the difference of people and the difference of graces among them a cornerstone for enjoying life. Created nature around him, which fascinates hearts, and some enjoy hearing the melody of nature and the chirping of birds and the chants of the seas. The situation regarding the deaf and dumb category is different, because life on a daily basis faces the deaf and dumb category with various difficulties, some of which are similar to what other natural individuals face, Some of the others are his own, that is, they are caused by the problems he suffers because of his disability, and the deaf-dumb tries to continue living relying on his attempt to be able to adapt to the conditions of his life, so they succeed and fail at times. The greater challenge for the deafdumb is to strive all possible ways to communicate with the society easily and confidently. They face many problems because most of the individuals they interact may lack knowledge of communicating using sign language. This research aims to reach solutions to overcome this problem by proposing an application to communicate for the Deaf and dumb. This application will help the public to understand the sign language used by deaf and dumb individuals. Therefore, the deaf and dumb group can communicate with people who do not know sign language without feeling embarrassed.

We present " Lightwear " , a series of garment-based, lightweight, light-emitting wearables designed to administer light therapy for on-the-go treatment of Seasonal Affective Disorder (SAD). Bright Light Therapy (BLT) has been used to treat SAD for more than 25 years. While light boxes continue to serve as the predominant method of treatment, it often requires a user to sit at a dedicated location for a sustained period of time (30-60 minutes), rendering therapy inconvenient and resulting in unsatisfactory compliance rates. To date, there have been few successful products developed for wearability and portability to ease the uncomfortable nature of light box treatment. However, new low-profile, light-emitting sources yield opportunities for less cumbersome textile integration and wearability. We explore the integration of light into textile substrates that focus on fashion-forward wearables which can, in turn, address BLT efficacy, usability, and convenience.

In order to contribute to the Inclusive Education of Children with Special Needs in the Arts Education Programmes of Music in Portugal, an Action-Research project was started in 2018. With this work we intend to characterize the child that originated the study and to relate their characterization with studies obtained in the literature review, whose theme is the inclusion of children with Special Needs in music teaching. The studies considered highlighted some barriers and point out some facilitators to an effective inclusion. We also sought authors to help us reflect on the learning processes of the child, their development, the specific relationship between adult and child (scaffolding) and social interactions in the context in which they live. The analysis of “Vygotsky’s Cognitive Development Theory” and “Urie Bronfenbrenner’s Ecological Theory of Human Development” presented us with this possibility.
Besides the literature review, nine interviews were carried out, considering the mother and the different education and health professionals who work with the child. All information compiled was organised and studied through content analysis supported by Computer-assisted Qualitative Data Analysis Software on the webQDA platform. The results highlight the importance of using assistive technology, music software, adapted musical instruments, etc., in the learning of music, as we found in the literature. They also point out the need for individualised support (people), the need to promote the skills of the professionals working with the child, the accessibility of spaces and the adaptations of programmes. We propose the development of training courses to promote Inclusion.
https://doi.org/10.1007/978-3-030-70187-1_13

In order to contribute to Inclusive Education of children with Special Needs in Arts education programmes in Portugal, an Action-Research project started at the University of Aveiro in 2018. We intend to find solutions for children with motor disabilities due to Cerebral Palsy who enter in music Arts education programmes in the First Cycle of Basic Education, to develop their music potential and abilities through the use of Digital Technologies and Assistive Technologies. We used the Action Research and Content Analysis supported by Computer-assisted Qualitative Data Analysis Software webQDA platform throughout our study. We present what has been done so far: literature review, short training workshop and characterization of the child. With the compiled information it was determined that it is necessary to carry out an Intervention Programme in the Artistic School of the Conservatory of Music Calouste Gulbenkian, Aveiro. This includes a music teachers' intensive Training Workshop focused on the use of Digital Technologies and Assistive Technology, to promote the inclusion of children with Special Needs in music Arts education programmes.
http://hdl.handle.net/10773/32444

Assistive technologies that continuously monitor the person with dementia’s behavioural, cognitive, and emotional state facilitate more objective means of assessing, monitoring, and supporting the individual than that provided by traditional questionnaires. The “Dementia Ambient Care” (Dem@Care) EU-FP7-funded project investigated the use of multiple wearable (actigraphy, 2D/3D cameras, microphones) and ambient (visual and infrared cameras, sleep) sensors for the recording of daily activities, lifestyle patterns, emotions, and speech, to develop a novel approach to the holistic management of dementia, in multiple care settings.  This paper presents findings from the use of Dem@Care for remote monitoring and support in the home of the person with mild dementia, and for the clinical assessment and management of Behavioural and Psychological Symptoms of Dementia (BPSD) for people in more advanced stages in a residential care setting. Four ‘home’ participant cases will be discussed; two in Greece and two in Ireland. An intervention study will also be presented comprising of residents from three specialist dementia care units in northern Sweden; two in the experimental group and one in the control group. In each setting, sensor data were analysed using state-of-the-art knowledge-driven interpretation techniques based on Semantic Web technologies. Patterns of sleep, physical activity, daily living activities, and stress/anxiety over time were identified. Through specific user interfaces, clinicians and formal caregivers were able to monitor the sensor recordings and the relevant analysis in order to propose new, or to adapt older, supports and interventions. Results indicate that such sensor-based information can have a positive impact on the assessment of BPSD in residential care settings. While at home, the person with dementia and their family caregiver could monitor summaries of their own activities, and read personalized messages, prompts and advice, thus providing timely support and enabling independent living for longer.

– Assistive driving was known to be the important aspect in addressing the mobility limitation, particularly for a person with disabilities. Assistive product modification for vehicle driving, ranging from hand control, secondary control, foot control, and also the wheelchair assisted vehicle developed towards addressing the driving limitation differences according to a person types of disabilities. A pilot survey was conducted to 50 Malaysia independent drivers in Kuala Lumpur. The components evaluated during the survey include, types of modification used, aspects influencing the vehicle modification decision, problem occurrence when in use, as well as to understand the preferential decision differences. The Likert scale (1 to 5) will be used as the rate score given by the responses for each question within the component in the survey. The survey was used as the approach to gather the responses from the respondent. From the survey, it was discovered that aspect such as the disability condition, safer driving, and information availability are several major factors influencing the driver to make modification for independent driving purposes. The major factors were also discovered to influence the modification origin as preferences for driving assistance. The certain least important factors such as the involved body part movement limitation and price range must not be ignored as they also contribute to the improvement for the independent disabled driving.