No description available.

No description available.

No description available.

No description available.

No description available.

This research presents a proposal for the assessment of technology to manage antiretroviral treatment. The system called Cell-Life has been successfully tested at a pilot site in Gugulethu, Cape Town from September 2002 till date and offers a cost-effective solution for adherence monitoring, side effect management, effective home based care and reducing pill count dependence at the clinic. With the aid of the Cell-Life SIM card menu (please see Appendix A, page 63) on a cell-phone the therapeutic counsellor is equipped with a live-link to the clinic or doctor while visiting patients. The menu allows entering data about the patient's drug adherence, side effects and symptoms, scheduling visits to the clinic and alert messages. The data is sent using short message service (SMS) and stored in a database, which can be accessed via the Internet by a doctor who will receive a complete report on the patient's status quo. The main benefits of the system lie in creating a communication link between the clinic/doctor and the therapeutic counsellor at minimal cost. Another benefit is the collection of reliable data relating to drug adherence and the minimising of human error through preset menu options on the phone. The pilot study has shown that management of anti-retroviral therapy is possible in resource-constraint urban settings. But for a provincial or national rollout of the Cell-Life system, the challenge is the lack of the required infrastructure, technology, personnel and logistics for effective operation of the Cell-Life systems specifically in the rural areas of South Africa. This research investigated the availability of the Cell-Life requirements in the Western Cape. The findings showed that the Cell-Life systems could be implemented in the health regions investigated across the Western Cape. It was also shown that an in depth needs assessment study is required before implementing the Cell-Life system in any community.

abstract: As the world population continues to age, the demand for treatment and rehabilitation of long-term age-related ailments will rise. Healthcare technology must keep up with this demand, and existing solutions must become more readily available to the populace. Conditions such as impairment due to stroke currently take months or years of physical therapy to overcome, but rehabilitative exoskeletons can be used to greatly extend a physical therapist’s capabilities. In this thesis, a rehabilitative knee exoskeleton was designed which is significantly lighter, more portable and less costly to manufacture than existing designs. It accomplishes this performance by making use of high-powered and weight-optimized brushless DC (BLDC) electric motors designed for drones, open-source hardware and software solutions for robotic motion control, and rapid prototyping technologies such as 3D printing and laser cutting. The exoskeleton is made from a series of laser cut aluminum plates spaced apart with off-the-shelf standoffs. A drone motor with a torque of 1.32 Nm powers an 18.5:1 reduction two-stage belt drive, giving a maximum torque of 24.4 Nm at the output. The bearings for the belt drive are installed into 3D printed bearing mounts, which act as a snug intermediary between the bearing and the aluminum plate. The system is powered off a 24 volt, 1,500 MAh lithium battery, which can provide power for around an hour of walking activity. The exoskeleton is controlled with an ODrive motor controller connected to a Raspberry Pi. Hip angle data is provided by an IMU, and the knee angle is provided by an encoder on the output shaft. A compact Rotary Series Elastic Actuator (cRSEA) device is mounted on the output shaft as well, to accurately measure the output torque going to the wearer. A Proportional-Derivative (PD) controller with feedforward relates the input current with the output torque. The device was tested on a treadmill and found to have an average backdrive torque of 0.39 Nm, significantly lower than the current state of the art. A gravity compensation controller and impedance controller were implemented to assist during swing and stance phases respectively. The results were compared to the muscular exertion of the knee measured via Electromyography (EMG). / Dissertation/Thesis / Masters Thesis Engineering 2020

<p>This study explored the history, present status, and future trends in assistive technologies and innovations in lower limb prosthesis. The study analyzed trends in patent filing and looked into how mainstream technologies such as additive manufacturing, advanced materials and robotic integrate with other enabling technologies such as IoT, AI, sensors etc. to advance technology innovation and improve the quality of life of people with limb impairment.</p> <p><br></p> <p>This research study is significant in helping to understand what is on the horizon for people with lower limb impairment given that this population tend to be neglected and their needs have not been fully addressed in many areas</p>

A significant achievement gap between students with disabilities and their peers without disabilities has led to increased inclusion of students with disabilities in the general education classroom. Assistive technology (AT) has the potential to improve access to the curriculum for students with high-incidence disabilities. Teachers are challenged with learning about, recommending, and implementing AT; yet little is known about how teachers in New Hampshire use AT or the needs for professional development (PD) in AT utilization. The purpose of this intrinsic case study was to understand how teachers in small rural New Hampshire schools utilized AT with students with high-incidence disabilities and teachers' needs for PD in AT use. Data were collected via semistructured interviews of 5 general and 5 special education teachers from 6 small rural middle and high schools. Using levels of AT literacy as a conceptual framework, data were coded and analyzed to identify common themes. Findings showed that teacher awareness and working knowledge of AT varied. Independent use of AT in reading and writing provided access to the general curriculum, allowing students to be included with their peers. Teachers reported wanting to learn more about the AT available and how to universally integrate AT into the general classroom. Findings informed the design of PD workshops and a learning network created to improve teacher knowledge and skills in AT integration. This study has the potential to decrease the achievement gap by improving access to the general curriculum for students with disabilities through improved teacher use of AT.

Assistive technology allows students with disabilities opportunities for greater independence, improved productivity, and increased functional capabilities. It removes obstacles, helps students overcome disabilities, and holds great promise for enriching educational outcomes and affecting the lives of students. However, for over 90% of special education students, assistive technology is not part of their education. One reason for not applying assistive technology to help students is the lack of a clear vision of what assistive technology is, what it can help students accomplish, and how to appropriately access it through individualized education programs (IEPs). In this study a comprehensive concept analysis clarified key assistive technology concepts, and identified critical relevant and critical irrelevant attributes of assistive technology. Multiple focus groups and a survey of 191 special educators validated the concept analysis. The survey also provided valid and reliable data about the relevant and irrelevant critical attributes identified in the concept analysis. The survey identified discrepancies between understanding of the concepts and actual applications of assistive technology. The study applied a unique combination of concept analysis, focus group research, and survey research methods. The appropriate application of assistive technology considers (a) the role of technology, (b) how technology meets students' unique functional needs, (c) the appropriateness of assistive technology applications, and ( d) the use of technology to expand the environment of the student. Although special educators agree these concepts are critical, they seldom apply them. Other irrelevant, misconceived attributes often dictate the nonapplication or misapplication of assistive technology. Although the IEP is the programmatic method whereby students with disabilities access special education services, 86% of IEPs do not consider possible technology applications. This oversight occurs because IEP participants lack valid information, do not have assistive technology assessments available, perceive funding as a major obstacle, lack training, and/or there are not polices and procedures in place concerning assistive technology . Recommendations for special education providers, local education agencies, and parents are included.