For older adults, functional independent mobility is essential to well-being. Many care home residents have physical and cognitive impairments and use wheelchairs. Residents with difficulty self-propelling manual wheelchairs may benefit from power mobility; however, those with cognitive impairments may be precluded because of the potential for injury. My research goals were to apply novel power wheelchair technology to enable safe, independent mobility. Technology was developed to examine the value and implications of power mobility for residents with restricted mobility and mild or moderate cognitive impairments. The first study tested a prototype anti-collision wheelchair with a contact sensor skirt. Six single subject studies were completed. Distances travelled in manual and anti-collision wheelchairs were compared. Observational and interview data were collected. Focus groups (37 staff) and interviews (18 staff, six other residents, one spouse) were performed. Three of six residents were able or had potential to operate the prototype. One resident chose to use it beyond the study, and his mobility and well-being improved. Case analyses showed factors limiting prototype acceptance. Residents were unsatisfied with the appearance and slow speed, and found the interface frustrating to operate because of inadequate feedback. Social isolation and reduced autonomy restricted independence achievable with technology. Socialization and affective benefits of mobility were demonstrated in one case where prototype use was continually assisted. Residents and staff supported the anti-collision concept. On observation, the prototype compensated for absent or delayed responses of residents to obstacles below sensors and decreased injury risk. However, full sensor coverage of the environment was needed. The second study addressed acceptance and interface usability issues. A simulated collision-avoidance wheelchair with a multimodal feedback interface was evaluated. The interface provided audio, visual and haptic feedback to guide navigation away from obstacles. Through observations, interviews and questionnaires, five residents evaluated the device. High device acceptance and usability were found. The device was easy to use and assisted with performance of indoor mobility goals. Further research is necessary before power wheelchairs with new features are available for users; however, these results could play a fundamental role in shaping technology development and mobility interventions for this neglected population.

Mitt övergripande syfte med denna studie är att ur ett livsvärldsperspektiv undersöka hur tre elever med läs- och skrivsvårigheter upplever användandet av IT - baserade lärverktyg. Studien vill även ta upp elevernas erfarenheter av att använda sig av IT -baserade lärverktyg i undervisningen som en del av deras lärande, ur dåtida, nutida och framtida perspektiv.   Ansatsen livsvärldsfenomenologi har legat till grund för denna studie. Den ger tillträde till att undersöka och beskriva elevers levda erfarenheter. I livsvärldsfenomenologisk ansats får jag tillträde till personers livsvärldar.   Som metod användes kvalitativ forskningsintervju. I studien visar sig detta genom att jag använde mig av en frågeguide. Mina frågor var få och mitt intresse för elevernas egna berättande var i fokus.     Eleverna beskriver att de IT -baserade lärverktygen har blivit en del av deras livsvärld. Att använda sig av dem i undervisningen ses som en naturlighet. De använder sig dagligen av någon form av IT -baserade lärverktyg. Dessa kan vara datorer, surfplattor eller smartphones. Lärarna har ökat sin kompetens vad det gäller att implementera dessa i undervisningen. I resultatet visar det sig att eleverna upplever ett behov av att använda sig av IT -baserade lärverktyg, för att utveckla sitt lärande i undervisningen. Eleverna ser nyttan med dem. / My purpose with this study is that, from a lifeworld perspective examine how three students with reading and writing difficulties experience the use of assistive technology. In this study you also learn about the students’ experience in the use of assistive technology in teaching as part of their learning from past time, present and future perspective. Lifeworld phenomenology has been the approach for this study. It provides access to investigate and describe the students’ lived experiences. The method that I used is a qualitative research interview. In the study I have used an interview guide. My questions were few and my interest in the students' own narrative was in focus.   Students describe that the assistive technology has become a part of their lifeworld. Making use of them in teaching is seen as an everyday activity. They daily use some form of assistive technology. These can be computers, tablets or smartphones. Teachers have increased their skills when it comes to implementing them in their teaching. The result shows that students feel a need to make use of assistive technology to develop their learning in teaching. They can see the profit in using them.

Syftet med studien är att undersöka elever med läs- och skrivsvårigheters skilda sätt att uppfatta användandet av talsyntes. Kvalitativa intervjuer har genomförts med nio elever i grundskolans årskurs tre till nio. Studien har utgått från en fenomenografisk ansats. I resultatet framkommer sex skilda uppfattningar om användandet av talsyntes. De sex kategorierna är: talsyntesen i användning, viktiga andra, autonomi och självständighet, lärande, delaktighet och förändring samt engagemang och attityd. Majoriteten av eleverna upplever användandet av talsyntes positivt. Studien pekar på att talsyntesen ökar elevernas lärande, motivation och delaktighet hos de allra flesta av eleverna. Elever med läs- och skrivsvårigheter är en heterogen grupp med olika behov beroende av vad som orsakar deras svårigheter och talsyntesens betydelse och användningsområden kan därför variera.  Studien visar att det är viktigt att införandet av talsyntes sker i dialog med eleven och att hon eller han har stora möjligheter att själv bestämma över när, hur och var den ska användas. Resultatet visar också att det är viktigt att det finns en god stöttning i början av användandet. / The aim of the study is to examine students with reading and writing difficulties different ways of perceiving the use of text-to speech. Qualitative interviews were conducted with nine students in the primary grades three to nine. The study was based on a phenomenographic approach. The result shows six different views on the use of text-to-speech. The six description categories are: text-to-speech  in use, significant others, autonomy and independence,  learning, participation and change and commitment and attitude. The majority of students experience the use of text-to-speech positively. The study indicates that text-to-speech increases student learning, motivation and participation of the vast majority of students. Students with reading and writing difficulties are a heterogeneous group with different needs depending on what is causing their difficulties and the importance and use of text-to-speech may therefore vary. It is important that the introduction of text-to-speech through discussion with the student and that she or he has great opportunity to decide when, how and where to use it. The result also shows that it is important with scaffolding at the beginning of use.

Thesis (M.A. )--Miami University, Dept. of Educational Psychology, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 35-37).

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-08-29T18:19:24Z No. of bitstreams: 1 DissLCBC.pdf: 4202058 bytes, checksum: 7cbca73387e14969ba519cbe35c38780 (MD5) / Approved for entry into archive by Ronildo Prado (producaointelectual.bco@ufscar.br) on 2017-11-09T17:47:10Z (GMT) No. of bitstreams: 1 DissLCBC.pdf: 4202058 bytes, checksum: 7cbca73387e14969ba519cbe35c38780 (MD5) / Approved for entry into archive by Ronildo Prado (producaointelectual.bco@ufscar.br) on 2017-11-09T17:47:20Z (GMT) No. of bitstreams: 1 DissLCBC.pdf: 4202058 bytes, checksum: 7cbca73387e14969ba519cbe35c38780 (MD5) / Made available in DSpace on 2017-11-09T17:55:04Z (GMT). No. of bitstreams: 1 DissLCBC.pdf: 4202058 bytes, checksum: 7cbca73387e14969ba519cbe35c38780 (MD5) Previous issue date: 2017-02-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Introduction: The Wheelchair Skills Test Questionnaire is a tool that measures the functional mobility in different environments and that can contribute to improving the skills of people in wheelchairs reflecting on trust, safety and independence. In Brazil, there is a gap of assessment, encompassing the use of assistive technology and functional mobility at the level of the necessary skills in the daily lives of people who use wheelchairs and caregivers. Objective: Cross-cultural adaptation of Wheelchair Skills Test Questionnaire (WST-Q), version 4.3 for manual wheelchair users and caregivers, to Portuguese language (Brazil). Methodology: The methodological procedure involved the steps of: 1) translation; 2) back translation; 3) analysis by a committee of experts; 4) pretest according to international guidelines. Results: The version was assessment by 15 wheelchair users and 15 caregivers. In total 8 out of 30 participants presented suggestions to facilitate an understanding of the target audience. The instrument is displayed for easy understanding. Conclusion: The participants approved the WST-Q 4.3 as useful in the Brazilian reality. It is recommended to evaluate the measurement properties for a version in a representative sample. / Introdução: O Wheelchair Skills Test Questionnaire é uma ferramenta que avalia a mobilidade funcional em diferentes ambientes e que pode contribuir para melhorar as habilidades de pessoas em cadeira de rodas repercutindo na confiança, segurança e independência. No Brasil, existe uma lacuna de ferramentas de avaliação, que articulem o uso da tecnologia assistiva e a mobilidade funcional no nível das capacidades necessárias no cotidiano de pessoas que usam cadeira de rodas e de cuidadores. Objetivo: realizar a adaptação transcultural do instrumento Wheelchair Skills Test Questionnaire (WST-Q), versão 4.3 para usuários de cadeiras de rodas manuais e cuidadores, na língua portuguesa (Brasil). Metodologia: O procedimento metodológico envolveu as etapas de: 1) tradução; 2) retrotradução; 3) Análise por um comitê de especialistas; 4) pré-teste conforme diretrizes internacionais. Resultados: A versão resultante deste processo passou por um pré-teste com a população alvo, 15 usuários de cadeira de rodas e 15 cuidadores. No total 8 de 30 participantes apresentaram sugestões para facilitar a compreensão do público alvo. O instrumento se mostrou de fácil compreensão. Conclusão: Os participantes avaliaram o WST-Q 4.3 como útil à realidade brasileira. Recomenda-se avaliação das propriedades de medidas dessa versão numa amostra representativa.

A pesquisa de mestrado relatada ao longo desta dissertação contemplou o desenvolvimento de um sistema de comunicação altenativa em alta tecnologia voltado para a comunicação de crianças com autismo não oralizadas. O processo de construção do Sistema de Comunicação Alternativa para o Letramento de pessoas com Autismo, SCALA, desdobrou-se em três etapas, abrangendo o seu desenvolvimento e avaliação do mesmo com potenciais usuários da ferramenta. Na primeira etapa deste trabalho, foram estabelecidos os resquisitos do sistema, a primeira modelagem do SCALA e suas propostas de interface. Concomitantemente, desenvolveu-se um estudo de caso com uma criança diagnosticada com autismo não oralizada. Nesta etapa, inseriu-se a CAA no cotidiano da criança, iniciando com recursos de baixa tecnologia, e finalmente passando para alta tecnologia, chegando ao uso do sistema SCALA em atividades pedagógicas voltadas para o desenvolvimento da comunicação. As estratégias de CAA desenvolvidas ao longo do estudo, pautadas no uso de recursos de comunicação alternativa e do sistema SCALA, permitiram identificar as potencialidades deste sistema no desenvolvimento da comunicação oral de uma criança com autismo. Na última etapa, verificou-se a usabilidade do sistema SCALA seguindo as heurísticas definidas por Nielsen e adaptadas por Rauber. Para a verificação da usabilidade, foi elencado um conjunto de dez tarefas a serem realizadas com o sistema. As tarefas foram analisadas a partir de dois métodos: inspeção e teste. O método de inspeção foi realizado pela própria autora, enquanto que os testes foram realizados com quatro educadoras especiais que atuavam em salas de recursos com crianças com déficits de oralidade e que utilizavam recursos de CAA. / This research contemplated the development of a high-technology-based alternative communication system, aimed for the communication on orality-impaired autistic children. The building process of “Sistema de Comunicação Alternativa para o Letramento de Pessoas com Autismo” (Alternative Communication System for People with Autism), SCALA, unfolded along three stages, running from its construction to the evaluation among potential users of the tool. In the work`s first stage the system requisites were established and also SCALA`s first model and interfaces proposals were made. Meanwhile, a case-study was conducted with an orality-impaired child with an autism diagnosis. In this stage, Augmentative and Alternative Communication (AAC) was introduced among the child`s activities, starting with low-technology resources, and finally reaching high-technology and the use of SCALA on communication development related pedagogical activities. AAC strategies, created along the study, based on alternative communication resources the SCALA system usage, allowed the identification of the system`s potentialities on developing oral communication on a children with autism. In the last stage, SCALA`s usability was accessed following heuristics defined by Nielsen and adapted by Rauber. To the usability verification, a set of ten tasks was devised. The tasks were analyzed with two methods: inspection and test. The inspection method was conducted by the author herself, while the tests were made with four special education professionals who had been working in Resource Rooms with children with orality deficits using AAC resources.

Abstract Natural ageing brings with it many physical and cognitive impairments in the elderly, which challenges them in independently performing their daily activities. Many assistive technologies such as alarms, mobile phones, and video conferencing are available to support the elderly and their caregivers. However, these technologies require constant interaction and attention. Augmented Reality (AR) can be used to remotely guide the elderly in their daily tasks. From all known techniques, projection-based AR is suitable for the elderly because the digital information can be displayed on any real surface or any object without interaction or holding the devices. This doctoral thesis focuses on developing solutions to remotely guide the elderly in their daily activities through a caregiver. We adopted the design science methodology to iteratively design, implement and evaluate these solutions. Two constructs were developed for navigation activities utilizing laser projection and four constructs were built for cooking activities using fixed projection. We evaluated each construct in terms of feasibility and usability with actual elderly people, some of them have some form of memory problem. The results demonstrate how remote collaboration systems can be developed to guide the elderly in daily activities through a caregiver. The existing devices can be equipped with projection-based AR technology and elderly are willing to use it. The findings also suggest that augmented reality could help design systems for other daily activities such as shopping, or cleaning dishes, in order to improve the autonomy, quality of life, safety and well-being of the elderly. / Tiivistelmä Vanhusten ikääntyminen tuo mukanaan fyysistä ja kognitiivistä kunnon heikkenemistä, mikä haastaa heidän kykyään suoriutua päivittäisistä askareistaan. Apuvälineet, kuten erilaiset varolaitteet, puhelimet ja videoneuvotteluyhteydet, ovat vanhusten ja heidän avustajien käytettävissä. Nämä apuvälineet vaativat yhteydenpitoa ja huomiota. Lisättyä todellisuutta (AR-tekniikkaa) voidaan käyttää etäopastamaan vanhuksia päivittäisissä askareissa. Näistä tekniikoista erityisesti projektiopohjainen lisätty todellisuus soveltuu vanhuksille, koska opastustieto voidaan näyttää millä tahansa pinnalla tai esineellä vaatimatta vanhukselta toimenpiteitä ja käyttämättä laitteita. Tämä väitöskirja kohdentuu kehittämään ratkaisuja vanhusten päivittäisten tehtävien ohjaukseen etäällä olevan avustajan toimesta. Menetelmällisesti tämä tutkimus soveltaa suunnittelutiedettä, jossa ratkaisuja suunnitellaan, toteutetaan ja arvioidaan toistuvina iteraatiokierroksina. Työssä kehitettiin kaksi ratkaisua ulkotiloissa tapahtuvaan jalan liikkumisen opastukseen laser-valolla ja neljä ratkaisua sisätiloissa tapahtuvaan ruuanlaittoon kiinteästi keittiöön sijoitetuilla projektoreilla. Näiden ratkaisujen käyttökelpoisuus ja käytettävyys arviotiin käyttäjäryhmällä, joka koostui vanhuksista, joista osa kärsi muistin vajaatoiminnasta. Tulokset demonstroivat joidenkin kohteeksi valittujen toimintojen osalta, miten voidaan kehittää vanhusten päivittäisen toiminnan opastusjärjestelmiä, joissa on etäavustaja. Olemassa oleviin vanhusten käyttämiin käyttöesineisiin, laitteisiin ja tiloihin voidaan lisätä lisätyn todellisuuden valaistusvarustus. Tutkimustulokset antavat myös viitteitä lisätyn todellisuuden laajemmasta soveltuvuudesta muihinkin päivittäisiin toimintoihin, kuten ostoksilla käyntiin ja astioiden tiskaukseen, ja siten parantaa vanhusten itsenäistä selviytymistä, elämänlaatua, turvallisuutta ja hyvinvointia.

Dans ces travaux, nous nous concentrons sur l’amélioration de l’accessibilité web pourdes utilisateurs handicapés visuels à travers d’outils s’intègrant dans la plateforme SmartWeb Accessibility Platform (SWAP). Après une synthèse sur l’accessibilité, un panoramade SWAP est présenté. Notre première contribution concerne la compensation de la pertede contraste textuel dans les pages web pour les daltoniens tout en maintenant les intentionsde l’auteur retranscrites par les couleurs. Ce problème est modélisé sous la forme d’unproblème de minimisation d’une fonction numérique dépendante des couleurs initiales, desrelations entre les couleurs de la page et des couleurs modifiées. L’intérêt et l’efficacité detrois méthodes d’optimisation (mass-spring system, CMA-ES, API) ont été évaluées surdeux jeux de données (réel, artificiel). Notre deuxième contribution cherche à améliorer lastructure de pages web pour des utilisateurs de lecteurs d’écran afin de compenser la perted’information due à la linéarisation du contenu. Grâce à l’utilisation d’heuristiques et detechnique d’apprentissage, les zones caractéristiques de la page sont identifiées. La pageest complétée en utilisant des liens supplémentaires et les marqueurs ARIA afin de permettreune meilleure identification des zones par les lecteurs d’écran. Nos expérimentationsmontrent l’efficacité de notre proposition. / This thesis works are focused on enhancing web accessibility for users with visual disabilities using tools integrated within the SmartWeb Accessibility Platform (SWAP). After a synthesis on accessibility, SWAP is presented. Our first contribution consists in reducing the contrast loss for textual information in web pages for dichromat users while maintaining the author’s intentions conveyed by colors. The contrast compensation problem is reduced at minimizing a fitness function which depends on the original colors and the relationships between them. The interest and efficiency of three methods (mass-spring system, CMA-ES, API) are assessed on two datasets (real and artificial). The second contribution focuses on enhancing web page structure for screen reader users in order to overcome the effect of contents’linearization. Using heuristics and machine learning techniques, the main zones of the page are identified. The page structure can be enhanced using ARIA statements and access links to improve zone identification by screen readers.

A pesquisa de mestrado relatada ao longo desta dissertação contemplou o desenvolvimento de um sistema de comunicação altenativa em alta tecnologia voltado para a comunicação de crianças com autismo não oralizadas. O processo de construção do Sistema de Comunicação Alternativa para o Letramento de pessoas com Autismo, SCALA, desdobrou-se em três etapas, abrangendo o seu desenvolvimento e avaliação do mesmo com potenciais usuários da ferramenta. Na primeira etapa deste trabalho, foram estabelecidos os resquisitos do sistema, a primeira modelagem do SCALA e suas propostas de interface. Concomitantemente, desenvolveu-se um estudo de caso com uma criança diagnosticada com autismo não oralizada. Nesta etapa, inseriu-se a CAA no cotidiano da criança, iniciando com recursos de baixa tecnologia, e finalmente passando para alta tecnologia, chegando ao uso do sistema SCALA em atividades pedagógicas voltadas para o desenvolvimento da comunicação. As estratégias de CAA desenvolvidas ao longo do estudo, pautadas no uso de recursos de comunicação alternativa e do sistema SCALA, permitiram identificar as potencialidades deste sistema no desenvolvimento da comunicação oral de uma criança com autismo. Na última etapa, verificou-se a usabilidade do sistema SCALA seguindo as heurísticas definidas por Nielsen e adaptadas por Rauber. Para a verificação da usabilidade, foi elencado um conjunto de dez tarefas a serem realizadas com o sistema. As tarefas foram analisadas a partir de dois métodos: inspeção e teste. O método de inspeção foi realizado pela própria autora, enquanto que os testes foram realizados com quatro educadoras especiais que atuavam em salas de recursos com crianças com déficits de oralidade e que utilizavam recursos de CAA. / This research contemplated the development of a high-technology-based alternative communication system, aimed for the communication on orality-impaired autistic children. The building process of “Sistema de Comunicação Alternativa para o Letramento de Pessoas com Autismo” (Alternative Communication System for People with Autism), SCALA, unfolded along three stages, running from its construction to the evaluation among potential users of the tool. In the work`s first stage the system requisites were established and also SCALA`s first model and interfaces proposals were made. Meanwhile, a case-study was conducted with an orality-impaired child with an autism diagnosis. In this stage, Augmentative and Alternative Communication (AAC) was introduced among the child`s activities, starting with low-technology resources, and finally reaching high-technology and the use of SCALA on communication development related pedagogical activities. AAC strategies, created along the study, based on alternative communication resources the SCALA system usage, allowed the identification of the system`s potentialities on developing oral communication on a children with autism. In the last stage, SCALA`s usability was accessed following heuristics defined by Nielsen and adapted by Rauber. To the usability verification, a set of ten tasks was devised. The tasks were analyzed with two methods: inspection and test. The inspection method was conducted by the author herself, while the tests were made with four special education professionals who had been working in Resource Rooms with children with orality deficits using AAC resources.

O público com necessidades especiais está cada vez mais inserido na rede regular de ensino público. Para que a inclusão de fato ocorra são necessárias ações em diferentes áreas do conhecimento. A acessibilidade da escola perpassa a infraestrutura arquitetônica, os livros, os professores, o transporte e todos os produtos necessários para viabilizar o cotidiano de um deficiente. De acordo com o censo escolar do Ministério da Educação (BRASIL, 2006), 79,65% dos estudantes com necessidades especiais são Pessoas em Cadeiras de Rodas (PCR) e foi observado que o mobiliário não é adequado aos alunos nestas condições, que o utilizam precariamente ou o abandonam. Em face desta perspectiva, um dos objetivos deste estudo foi identificar os fatores que levam ao abandono de um recurso assistivo. Neste estudo, através de observações nas escolas públicas e instituições de ensino para público com necessidades especiais, foi realizado um levantamento do mobiliário escolar. Através de uma associação entre os processos de desenvolvimento de produto da área da engenharia, do design e da tecnologia assistiva foi possível traçar uma contribuição para a metodologia de projeto de produto em tecnologia assistiva. Desta forma, proporcionaram-se aportes à metodologia de projeto de produto para o público com necessidades especiais. O foco desta pesquisa foi a superfície de trabalho para PCR no âmbito do ensino público fundamental. A personalização dos produtos para as pessoas com necessidades especiais é um entrave para a produção industrializada, e, assim sendo, a colaboração deste estudo indica um método que procura garantir escala de produção e ao mesmo tempo a customização dos produtos conforme as necessidades do usuário. Para o desenvolvimento desta pesquisa, foram analisados os modelos de mesas utilizados em sala de aula, os modelos propostos por fabricantes, os artigos de pesquisadores que estudaram o tema, a legislação e normas a respeito. A proposta deste estudo foi estabelecer um produto básico ao qual seriam agregados acessórios de acordo com as necessidades e as características biopsicossociais de diferentes usuários. / The group of people with special needs has increasingly been inserted in the regular public school. In order to inclusion occurs in fact actions are necessary in different areas of knowledge. The accessibility of the school permeates the architectural infrastructure, books, teachers, transportation and all the products necessary to make the daily life of a disabled person. According to the school census of the Ministry of Education (MEC, BRAZIL, 2006), 79.65% of students with special needs are people in wheelchairs and it was observed that the furniture is not appropriate for the students in these conditions, who use it poorly or drop it out. Given this perspective, one of the objectives of this study was to identify the factors that lead to the abandonment of assistive devices. In this study, through observation in public schools and educational institutions to the public with special needs, a survey of school furniture was developed. Through an association among the processes of product development for the engineering, design and assistive technology, it was possible to delineate a contribution to the methodology for product design in assistive technology realm. Thus, contributions were provided to the methodology for product design to the people with special needs. The focus of this research was the work surface for people in wheelchairs in the public elementary schools. The customization of products for people with special needs is an impediment to industrial production, and therefore, the cooperation of this study indicates a method that seeks to ensure the scale of production while customizing the products according to the users’ needs. For the development of this study, it was analyzed the models of tables used in the classroom, the models proposed by manufacturers, articles by researchers that studied the subject, legislation and related regulations. The purpose of this study was to establish a base product, to which accessories would be aggregated according to the bio-psychosocial needs and characteristics of different users.