Denna kvalitativa intervjustudie undersöker speciallärares och specialpedagogers yrkeserfarenheter och attityder till lästräning, kontra assisterande teknik, AT, i arbetet med elever i grundskolans senare år och gymnasiet. Vi har undersökt möjligheter och hinder för genomförandet av lästräning och användandet av AT som ett kompensatoriskt verktyg för elever med läs- och skrivsvårigheter. Även hur speciallärares och specialpedagogers attityder påverkar arbetet med lästräning och AT och vilken påverkan de anser att användandet av AT har på elevers läsförmåga har undersökts. Semistrukturerade intervjuer med nio speciallärare/specialpedagoger har genomförts och analyserats med tematisk analys. Resultaten har analyserats utifrån de teoretiska perspektiven: en teori om hjärnans utveckling och effekter av lästräning, the simple view of reading och utifrån det relationella och det kategoriska perspektivet. I studiens resultat framkommer organisatoriska förutsättningar som möjligheter och hinder till både genomförandet av lästräning och optimalt användande av AT. Endast tillgången till AT anses inte räcka som en förutsättning att det ska fylla den eftersträvade funktionen, utan kunskap om hur det ska användas är en lika viktig förutsättning. Även vikten av relation och motivation framkommer som betydelsefulla faktorer för möjliggörandet av läsfrämjande insatser. Resultatet visar en viss diskrepans mellan attityd och arbetssätt gällande lästräning och AT. Läsförmåga framställs av informanterna som väsentligt för eleverna, men de organisatoriska förutsättningarna kan utgöra ett stort hinder för att läsförmågan verkligen ska vara prioriterad genom systematisk lästräning. Istället tycks AT sättas in för att eleverna ska kunna tillgodogöra sig kunskaperna i undervisningen och för att de ska få förutsättningarna att visa sina kunskaper. En stark anledning till prioriteringen av AT framför lästräning anges vara de kunskapsspäckade läroplaner som elever och personal, i den svenska skolan idag, på högstadiet och gymnasiet behöver förhålla sig till.

This study documented the experiences of agricultural workers with disabilities currently using assistive technologies (ATs) through one state’s AgrAbility Project. Comparisons between work life before and after their use of ATs were made. Moreover, this study explored motivational factors for continuing agricultural work using the Job Characteristics Model as a conceptual framework. The study used a qualitative approach with a purposive sampling method to ensure participants met specific criteria (born with or acquired a disability, diversity of disabilities, and use of AT for at least one year). Seven participants (two females and five males) completed a questionnaire and were interviewed by telephone. Data were analyzed based on thematic analysis using a deductive approach. The results showed that ATs had a mostly positive influence on disabled agricultural workers’ work life and work motivation. The implications of the study for future research and recommendations for practical application were provided.

Electroencephalography (EEG) was formerly confined to clinical and research settings with the necessary hardware costing thousands of dollars. In the last five years a number of companies have produced simple electroencephalograms, priced below $300 and available direct to consumers. These have stirred the imaginations of enthusiasts and brought the prospects of "thought-controlled" devices ever closer to reality. While these new devices were largely targeted at video games and toys, active research on enabling people suffering from debilitating diseases to control wheelchairs was being pursued. A number of neurochairs have come to fruition offering a truly hands-free mobility solution, but whether these results could be replicated with emerging low cost products, and thus become a viable option for more people is an open question. This thesis examines existing research in the field of EEG-based assistive technologies, puts current consumer-grade hardware to the test, and explores the possibility of a system designed from the ground up to be only a fraction of the cost of currently completed research prototypes.

No description available.

Mathematics instruction and discourse typically involve two modes of communication: speech and graphical presentation. For the communication to remain situated, dynamic synchrony must be maintained between the speech and dynamic focus in the graphics. Sighted students use vision for two purposes: access to graphical material and awareness of embodied behavior. This embodiment awareness keeps communication situated with visual material and speech. Our goal is to assist students who are blind or visually impaired (SBVI) in the access to such instruction/communication. We employ the typical approach of sensory replacement for the missing visual sense. Haptic fingertip reading can replace visual material. We want to make the SBVI aware of the deictic gestures performed by the teacher over the graphic in conjunction with speech. We employ a haptic glove interface to facilitate this embodiment awareness. In this research, we address issues from the conception through the design, implementation, evaluation to the effective and successful use of our Haptic Deictic System (HDS) in inclusive classrooms. / Ph. D.

Au Canada, le nombre de personnes atteintes de troubles cognitifs n'est pas négligeable et les conséquences de ces troubles sur les activités de la vie quotidienne (AVQ) de ces personnes sont dramatiques. Suivant la sévérité des troubles, les personnes sont capables de réaliser leurs activités avec quelques difficultés ou sont totalement incapables de les faire, ce qui conduit souvent au placement de ces personnes dans des centres spécialisés. Ce placement, ainsi que le suivi de ces personnes, sont particulièrement onéreux pour la société. Pour cette raison, les gouvernements visent à favoriser des solutions de maintien à domicile. Une des pistes de solutions est de fournir aux personnes atteintes de troubles cognitifs un ensemble de services d'assistance technologiques, disponibles en tout temps et en tous lieux, capables de s'adapter aux différents outils technologiques présents dans l'environnement pour offrir une assistance continue. L'objectif de cette thèse est de concevoir une telle solution d'assistance en menant une recherche sur deux axes entrecroisés. Le premier axe concerne les solutions d'assistance d'un point de vue technologique, le second les aborde d'un point de vue plus clinique. Sur le plan technologique, à partir des solutions d'assistance déjà existantes ainsi que de leurs limitations, nous avons identifié un ensemble de services essentiels et les avons regroupés au sein de trois catégories. Nous présentons un modèle d'architecture logicielle pour la conception de ceux-ci visant à favoriser leur adaptation à différents contextes, leur évolution ainsi que l'intégration de nouveaux services. Enfin, nous présentons notre solution d'assistance baptisée SAMI. Au niveau clinique, nous montrons l'importance d'impliquer les personnes atteintes de troubles cognitifs, ainsi que leurs intervenants, tout au long du processus de conception de telles solutions. Nous présentons notre protocole de conception participative ainsi que sa mise en oeuvre dans le cadre de la conception de SAMI. La conception de cette solution a impliqué quatre patients ainsi que leurs intervenants professionnels et a été testée durant huit semaines. Les résultats montrent tout d'abord la possibilité de mettre en oeuvre de telles méthodes de conception, les patients ainsi que les intervenants ayant grandement participé tout au long du processus de conception. Ils montrent également la capacité des patients à apprendre à utiliser l'assistant élaboré ainsi que leur capacité à l'utiliser dans leur quotidien.

Στην παρούσα διπλωματική εργασία θα πραγματευτούμε τις πιθανές μαθησιακές επιπτώσεις της Δυσλεξίας στην Τριτοβάθμια Εκπαίδευση και θα προτείνουμε μεθοδολογίες για την υποστήριξη των εν λόγω φοιτητών, προκειμένου να ενισχυθεί η μαθησιακή διαδικασία και να επιτευχθούν τα μέγιστα γνωστικά αποτελέσματα. Προκειμένου να γίνει αυτό, θα αναφερθούμε αρχικά στο φάσμα των μαθησιακών δυσκολιών, στις οποίες έγκειται και το προς μελέτη θέμα, καταγράφοντας τους ορισμούς που έχουν δοθεί αλλά και τις βασικές κατηγορίες, περιγράφοντας συνοπτικά τα κύρια χαρακτηριστικά τους. Έπειτα, θα αναφερθούμε στη δυσλεξία, παραθέτοντας τους ορισμούς που έχουν δοθεί αλλά και την αιτιολογία της, ενώ στη συνέχεια θα περιγράψουμε τις επιπτώσεις της στην ακαδημαϊκή ζωή του ατόμου, δίνοντας μεγαλύτερη έμφαση στην Τριτοβάθμια Εκπαίδευση. Έχοντας καταγράψει τα πιθανά μαθησιακά προφίλ των φοιτητών, θα αναφερθούμε στην ισχύουσα νομοθεσία και την παρούσα κατάσταση στην ανώτατη εκπαίδευση, ενώ στη συνέχεια, με τη χρήση της ξένης βιβλιογραφίας, θα αναπτύξουμε μεθοδολογικούς κανόνες και προτάσεις προς τους δυσλεκτικούς φοιτητές, προκειμένου να επιτευχθεί η καλύτερη και ομαλότερη εκπαίδευση των εν λόγω ατόμων. Παράλληλα, θα καταγράψουμε τα ισχύοντα πρότυπα για την παραγωγή έντυπου υλικού, ενώ θα αναφερθούμε και στην Υποστηρικτική Τεχνολογία, που χρησιμοποιείται ήδη στο εξωτερικό και είναι καλό να προταθεί για τους εν λόγω φοιτητές για την υποστήριξη της μαθησιακής διαδικασίας. Τόσο η μεθοδολογία όσο και τα πρότυπα, θα παρουσιαστούν με παραδείγματα για την καλύτερη αποτύπωση και περαιτέρω υιοθέτησή τους. Τέλος, κάνοντας μια ανασκόπηση της εν λόγω εργασίας, θα αναφερθούμε στις μελλοντικές προεκτάσεις του συγκεκριμένου θέματος, παραθέτοντας επιπλέον προτάσεις και συμπεράσματα, που μπορούν να διευκολύνουν περαιτέρω το εκπαιδευτικό και μαθησιακό έργο. / The present master thesis deals with the possible cognitive difficulties of Dyslexia in Higher Education and the methodologies which could be used in order to support the educational process. The goal of this thesis is to support dyslexic students in order to improve their academic achievements. For this purpose, we will refer, firstly, to the different types of Learning Difficulties, in which lies the current topic, recording the definitions given and the basic categories with their main characteristics. Then, we will refer to Dyslexia, citing the definitions given and the reasons for, and afterwards, we will describe its impact on the academic life of individual, placing greater emphasis in Higher Education. Having cited the possible learning profiles of dyslexic students, we will refer to the current legislation and the current situation in Higher Education, and then, with the use of the bibliography, we will develop methodological rules and suggestions to dyslexic students, in order to achieve better and smoother education for those individuals. At the same time, we will record the current standards for the production of printed material and we will mention the Assistive Technology which has been already used abroad and has been recommended for these students, for the support of the learning process. Both methodologies and standards will be presented with examples for better mapping and further adoption. Finally, making a review of the current thesis, we will also examine the future implications of the issue, giving additional recommendations and conclusions, which could facilitate further the learning and educational process.

Survey research was used to conduct a formative evaluation of Quality Indicators for Assistive Technology Services (QIAT) by 120 leaders in the field of assistive technology. Survey respondents represented five different types of assistive technology interest and responsibilities: consumers of assistive technology services and family members, district and regional assistive technology leaders, state and national assistive technology leaders, assistive technology leaders in higher education, and assistive technology policy leaders. Respondents reviewed QIAT and completed either print or online electronic versions of a survey in which they provided their perspectives on the need for quality indicators, the importance of each quality indicator contained in QIAT, the clarity of each accompanying intent statement, and the usefulness of QIAT to people with assistive technology interests and responsibilities similar to their own. Results of this investigation suggested that quality indicators are needed to guide the development and delivery of assistive technology services, that the 39 quality indicators contained in QIAT are important, and that QIAT would be useful to people with varied interests and responsibilities in assistive technology. The perceptions of the majority of the participants about QIAT were positive. Analysis of the rankings indicated that every quality indicator contained in QIAT was considered important by greater than 92% of the participants and every intent statement was considered clear by greater than 82% of the participants. Results also indicated that participants believed that some revisions in the wording and reordering of the items contained in QIAT would increase clarity and that the identification and development of training and products aligned to QIAT could aid in the development and delivery of effective assistive technology services. Proposed revisions were made in QIAT as a result of respondent recommendations. Implications for practice, future development, and additional research also were proposed.

This thesis is part of the Aurora project, an ongoing long-term project investigating the potential use of robots to help children with autism overcome some of their impairments in social interaction, communication and imagination. Autism is a spectrum disorder and children with autism have different abilities and needs. Related research has shown that robots can play the role of a mediator for social interaction in the context of autism. Robots can enable simple interactions, by initially providing a relatively predictable environment for play. Progressively, the complexity of the interaction can be increased. The purpose of this thesis is to facilitate play between children with autism and an autonomous robot. Children with autism have a potential for play but often encounter obstacles to actualize this potential. Through play, children can develop multidisciplinary skills, involving social interaction, communication and imagination. Besides, play is a medium for self-expression. The purpose here is to enable children with autism to experience a large range of play situations, ranging from dyadic play with progressively better balanced interaction styles, to situations of triadic play with both the robot and the experimenter. These triadic play situations could also involve symbolic or pretend play. This PhD work produced the following results: • A new methodological approach of how to design, conduct and analyse robotassisted play was developed and evaluated. This approach draws inspiration from non-directive play therapy where the child is the main leader for play and the experimenter participates in the play sessions. I introduced a regulation process which enables the experimenter to intervene under precise conditions in order to: i) prevent the child from entering or staying in repetitive behaviours, ii) provide bootstrapping that helps the child reach a situation of play she is about to enter and iii) ask the child questions dealing with affect or reasoning about the robot. This method has been tested in a long-term study with six children with autism. Video recordings of the play sessions were analysed in detail according to three dimensions, namely Play, Reasoning and Affect. Results have shown the ability of this approach to meet each child’s specific needs and abilities. Future work may develop this work towards a novel approach in autism therapy. • A novel and generic computational method for the automatic recognition of human-robot interaction styles (specifically gentleness and frequency of touch interaction) in real time was developed and tested experimentally. This method, the Cascaded Information Bottleneck Method, is based on an information theoretic approach. It relies on the principle that the relevant information can be progressively extracted from a time series with a cascade of successive bottlenecks sharing the same cardinality of bottleneck states but trained successively. This method has been tested with data that had been generated with a physical robot a) during human-robot interactions in laboratory conditions and b) during child-robot interactions in school. The method shows a sound recognition of both short-term and mid-term time scale events. The recognition process only involves a very short delay. The Cascaded Information Bottleneck is a generic method that can potentially be applied to various applications of socially interactive robots. • A proof-of-concept system of an adaptive robot was demonstrated that is responsive to different styles of interaction in human-robot interaction. Its impact was evaluated in a short-term study with seven children with autism. The recognition process relies on the Cascaded Information Bottleneck Method. The robot rewards well-balanced interaction styles. The study shows the potential of the adaptive robot i) to encourage children to engage more in the interaction and ii) to positively influence the children’s play styles towards better balanced interaction styles. It is hoped that this work is a step forward towards socially adaptive robots as well as robot-assisted play for children with autism.

The aim of this study was to describe occupational therapists’ experience of prescribing cognitive assistive technology for adults with ADHD. Semi-structured interviews were conducted with eight occupational therapists who worked in a region in central Sweden. A qualitative content analysis was used to analyze the data and resulted in four categories; Interview the client regarding their daily activities to assess their needs of cognitive assistive technology, the importance of adapting strategies based on the client’s abilities, the importance of client participation and individualized routines to follow-up cognitive assistive technology. The results showed that occupational therapists used different approaches to assess the client's daily activities prior to prescribing cognitive assistive technology. An important approach was to customize strategies based on the client's prerequisites and to promote its motivation and participation. Furthermore, the result showed that prescribing cognitive assistive technology is a time-consuming process.