Indiana University-Purdue University Indianapolis (IUPUI) / To access interactive systems, blind and visually impaired users can leverage their auditory senses by using non-speech sounds. The current structure of non-speech sounds, however, is geared toward conveying user interface operations (e.g., opening a file) rather than large theme-based information (e.g., a history passage) and, thus, is ill-suited to signify the complex meanings of primary learning material (e.g., books and websites). In order to address this problem, this dissertation introduces audemes, a new category of non-speech sounds, whose semiotic structure and flexibility open new horizons for facilitating the education of blind and visually impaired students. An experiment with 21 students from the Indiana School for the Blind and Visually Impaired (ISBVI) supports the hypothesis that audemes increase the retention of theme-based information. By acting as memory catalysts, audemes can play an important role in enhancing the aural interaction and navigation in future sound-based user interfaces. For this dissertation, I designed an Acoustic EDutainment INterface (AEDIN) that integrates audemes as a way by which to vividly anticipate text-to-speech theme-based information and, thus, act as innovative aural covers. The results of two iterative usability evaluations with total of 20 blind and visually impaired participants showed that AEDIN is a highly usable and enjoyable acoustic interface. Yet, designing well-formed audemes remains an ad hoc process because audeme creators can only rely on their intuition to generate meaningful and memorable sounds. In order to address this problem, this dissertation presents three experiments, each with 10 blind and visually impaired participants. The goal was to examine the optimal combination of audeme attributes, which can be used to facilitate accurate recognitions of audeme meanings. This work led to the creation of seven basic guidelines that can be used to design well-formed audemes. An interactive application tool (ASCOLTA: Advanced Support and Creation-Oriented Library Tool for Audemes) operationalized these guidelines to support individuals without an audio background in designing well-formed audemes. An informal evaluation conducted with three teachers from the ISBVI, supports the hypothesis that ASCOLTA is a useful tool by which to facilitate the integration of audemes into the teaching environment.

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Reconnu comme l’une des principales causes d’invalidité, le traumatisme crânio-cérébral (TCC) est une condition chronique pouvant occasionner des déficits physiques, cognitifs, émotionnels et comportementaux. Ces déficits interfèrent avec la capacité de la personne à s’engager dans ses activités quotidiennes, incluant des activités complexes comme la préparation de repas. Afin de soutenir cette population lors de la préparation de repas, une technologie d’assistance à la cognition (TAC) nommée Cognitive Orthosis for coOKing (COOK) a été développée en partenariat avec une résidence alternative pour des personnes ayant des incapacités graves à la suite d’un TCC. Suivant l’installation de COOK, trois résidents ont été en mesure de préparer des repas de façon sécuritaire et autonome. Toutefois, rien n’est connu sur la façon avec laquelle COOK pourrait répondre aux besoins des personnes ayant eu un TCC et vivant dans la communauté, ni comment cette technologie pourrait offrir de l’assistance personnalisée, minimale et contextualisée pour soutenir cette population. Cette thèse vise donc à développer des connaissances pour soutenir le développement d’une version bonifiée de COOK qui correspondrait aux besoins variés de ces utilisateurs, en répondant à trois objectifs : 1) définir les besoins d’assistance verbale des personnes ayant eu un TCC modéré à grave afin d’améliorer les capacités de personnalisation de COOK; 2) évaluer son utilisabilité et expérience utilisateur en laboratoire et en milieu réel; et 3) identifier les facilitateurs et obstacles pouvant influencer l’implantation de COOK auprès de personnes ayant eu un TCC et vivant dans la communauté. Suivant une démarche de conception centrée sur l’utilisateur, quatre études ont été réalisées : (1) une étude mixte avec transformation des données et analyse d’enregistrements vidéo pour documenter l’assistance verbale offerte à 45 participants ayant un TCC lors de la préparation d’un repas; (2) une étude d’utilisabilité mixte pendant laquelle 10 participants ayant un TCC ont testé COOK en laboratoire; (3) une étude mixte à sujet unique pour évaluer l’utilisabilité de COOK au domicile d’une personne ayant eu un TCC grave; et (4) une étude qualitative descriptive impliquant des personnes ayant eu un TCC, des personnes proches aidantes et des intervenants, pour explorer leurs perceptions quant aux facilitateurs et obstacles à l’implantation de COOK dans leur milieu respectif. La première étude a permis d’identifier neuf types d’assistance cognitive et un type d’assistance motivationnelle, et de documenter les difficultés pour lesquelles les ergothérapeutes offraient de l’assistance. Des enjeux d’utilisabilité ont ensuite été documentés pendant les essais en laboratoire (étude 2) et en milieu réel (étude 3), particulièrement au niveau du système de sécurité autonome. Plusieurs besoins de bonifications technologiques ont aussi été identifiés par les participants (études 2, 3 et 4). Enfin, la quatrième étude a identifié divers facilitateurs (p.ex. les fonctionnalités disponibles dans COOK) et obstacles (p.ex. la logistique entourant l’installation, l’apprentissage et le soutien) à l’implantation de TAC comme COOK pour soutenir les personnes vivant dans la communauté avec un TCC grave. Ultimement, ces connaissances cliniques pourront soutenir le développement continu et l’implantation de TAC comme COOK pour qu’elles répondent aux besoins d’une plus grande population. / Defined as one of the main causes of disability, traumatic brain injury (TBI) is a chronic condition that can cause physical, cognitive, emotional, and behavioral deficits. These deficits may interfere with the person's ability to engage in daily activities, including complex activities such as meal preparation. To support this population during meal preparation, an assistive technology for cognition (ATC) called Cognitive Orthosis for coOKing (COOK) was recently developed in collaboration with an alternative residence for people with severe TBI. Following the installation of COOK, three residents were able to prepare meals safely and independently within their home. However, little is known about how COOK could meet the needs of people with TBI living in the community, or how it could provide personalized, minimal and contextualised assistance to support this population. This thesis aimed to develop a knowledge base to support the development of an improved version of COOK that would meet the varied needs of this new population, by meeting three objectives: 1) define the verbal assistance needs of people with moderate to severe TBI to enhance COOK's customization possibilities; 2) evaluate the usability and user experience of COOK in a laboratory setting and in a real-world environment; and 3) identify the facilitators and obstacles that may influence the implementation of COOK within the homes of people with TBI and in clinical settings. Integrated in a user-centered design process, four studies were conducted: (1) a study using conversion mixed design and video data analysis to document the verbal assistance provided to 45 participants with TBI during a meal preparation task; (2) a usability mixed-methods study during which 10 participants with TBI tested COOK in a laboratory setting; (3) a mixed-methods single-case study to assess the usability of COOK with a man with severe TBI living in the community; and (4) a qualitative descriptive study involving people with TBI, caregivers and healthcare professionals, to explore their perceptions of the facilitators and obstacles to the potential implementation of COOK in their respective settings. The first study identified nine types of cognitive assistance and one type of motivational assistance that were provided by occupational therapists to support people with TBI, and documented the difficulties for which these assistances were provided. Several usability issues were also documented when testing COOK in a laboratory setting (study 2) and in a real-world environment (study 3), particularly with the self-monitoring security system. Modification needs were also identified by the participants (studies 2, 3, and 4) to improve COOK. Finally, the fourth study highlighted many facilitators (e.g., the functionalities available in COOK) and obstacles (e.g., the logistics surrounding installation, learning and support of COOK) to consider before implementing ATCs like COOK. Ultimately, this knowledge base will support the continued development and the implementations of ATCs such as COOK to meets the needs of a larger population.

This paper investigates the potential of augmented reality (AR) as a navigational aid for individuals with Alzheimer’s disease (AD), offering innovative solutions to the evolving challenges of AD care. As the disease progresses, patients often require more assistance and may transition to care centers, resulting in reduced independence. Prior to this, home-based care aims to stimulate cognitive functions and preserve autonomy. To enhance their freedom and mobility, it is proposed to leverage AR technology to create a first-person navigational aid addressing the unique needs of AD patients. The research confronts two primary challenges: firstly, exploring the design of AR navigational aids customized for individuals with Alzheimer’s disease adapted to outdoor use. Then, it aims to develop an outdoor localization system for the HoloLens 2 and evaluate its performance. Despite limitations induced by the approximate positioning, various types of aids compatible with the technical constraints faced have been envisioned. A set of features was implemented using the optical see-through AR headset HoloLens 2. These features included two distinct types of holograms (Arrow and Wind) and the ability to catch user attention prior to turns, allowing us to explore the effectiveness of these design choices. They were evaluated through a user study involving 15 healthy participants. Usability and task load were measured with Nasa-TLX and SUS questionnaires. An approximate positioning for outdoor use of the HoloLens 2 was elaborated using a smartphone as a GPS receiver, and a Kalman filter for filtering and fusion with IMU data. This enables to reach positioning accuracy at the meter level. This research demonstrates the promising utility of AR in assisting navigation in outdoor environments. Despite few significant results, the Arrow hologram appears to be a better fit for usability and users’ personal preferences. Further research is needed to get significant results on the impact of adaptive aids. The outdoor use of AR navigational aids is still limited by the poor visibility of holograms outdoors and low positioning accuracy. / Denna artikel utforskar potentialen hos förstärkt verklighet (AR) som navigationshjälpmedel för personer med Alzheimers sjukdom (AD) och erbjuder innovativa lösningar inom AD-vård. När sjukdomen fortskrider behöver patienterna mer hjälp och kan övergå till vårdcentraler, vilket minskar deras självständighet. Hemvård strävar efter att stimulera kognitiva funktioner och bevara autonomi. Vi föreslår utnyttja AR-teknologi för en skräddarsydd navigeringshjälp i första person för AD-patienters behov. Forskningen möter två utmaningar: att utforska AR-navigeringshjälpmedel för personer med Alzheimers sjukdom och anpassade för utomhusanvändning. Vi strävar efter att utveckla utomhuslokaliseringssystem för HoloLens 2 och utvärdera prestanda. Trots begränsningar på grund av ungefärlig positionering kan vi föreställa oss hjälpmedel som är kompatibla med tekniska begränsningar. Vi använde HoloLens 2 med funktioner som två hologramtyper och användaruppmärksamhetsfångst före svängar, utvärderat med 15 deltagare. Vi skapade ungefärlig positionering för HoloLens 2 utomhus med en smartphone som GPS-mottagare, med Kalman-filtrering och IMU-fusion för meter-noggrannhet. Forskningen visar AR:s lovande nytta i utomhusnavigering. Trots få signifikanta resultat verkar pilhologrammet passa användbarhet och preferenser bättre. Mer forskning behövs för att bedöma adaptiva hjälpmedels effekter. Användningen av AR-navigeringshjälpmedel utomhus begränsas av dålig synlighet och låg positionsnoggrannhet. / Cet article explore le potentiel de la réalité augmentée (RA) comme aide à la navigation pour les personnes atteintes de la maladie d’Alzheimer (MA), offrant une solution novatrice aux défis en constante évolution des soins liés à la MA. À mesure que la maladie progresse, les patients ont souvent besoin d’une assistance accrue et sont transférés dans des centres de soins, ce qui diminue leur indépendance. Avant cela, les soins à domicile visent à stimuler leurs fonctions cognitives et à préserver leur autonomie. Dans cette optique, nous proposons d’utiliser la RA pour créer une aide à la navigation à la première personne adaptée aux besoins spécifiques des patients atteints de la MA. La recherche aborde deux défis principaux : la conception d’aides à la navigation en RA pour les personnes atteintes de la MA, adaptées à une utilisation en extérieur, et le développement d’un système de localisation en extérieur pour HoloLens 2, suivi de son évaluation. Malgré les limitations liées au positionnement approximatif, nous avons envisagé différents types d’aides compatibles avec ces contraintes techniques. Nous avons mis en place un ensemble de fonctionnalités en utilisant le casque de RA HoloLens 2. Ces fonctionnalités incluent deux types d’hologrammes (Flèche et Vent) et la capacité à attirer l’attention de l’utilisateur avant les virages, nous permettant d’explorer l’efficacité de ces choix de conception. Ils ont été évalués lors d’une étude avec 15 participants en bonne santé. Nous avons élaboré une méthode de positionnement approximatif pour une utilisation en extérieur de l’HoloLens 2 en utilisant un smartphone comme récepteur GPS, avec un filtre de Kalman pour le filtrage et la fusion avec des données inertielles, permettant d’atteindre une précision de positionnement au mètre. Cette recherche démontre l’utilité prometteuse de la RA dans l’assistance à la navigation en extérieur, bien que des recherches supplémentaires soient nécessaires pour obtenir des résultats significatifs sur l’impact des aides adaptatives. L’utilisation des aides à la navigation en RA en extérieur est encore limitée par la visibilité réduite des hologrammes en extérieur et la faible précision du positionnement.

Lower-limb exoskeletons are an emerging technology to provide walking assistance to people who have a spinal cord injury (SCI). Until now, exoskeletons have primarily been used in a clinical setting for a range of applications in rehabilitation, and there is potential for exoskeletons to be used by people with SCI at home. Daily walking with an exoskeleton contributes significantly to physical and mental health of the user, but previous work has concluded that further development is required before exoskeletons are broadly adopted for this purpose. ABLE Human Motion is currently working to create a lightweight and intuitive exoskeleton for home use. To understand how this exoskeleton must be designed differently from clinical rehabilitation exoskeletons, it is necessary to understand the user requirements of the device in depth. This thesis explored: 1) what methodology is appropriate for evaluating home use exoskeletons, 2) what users want to use a personal exoskeleton for, and 3) what design changes distinguish an exoskeleton for home use instead of rehabilitation. This was done using a combination of literature review, hazard analysis, user observations (n=7), user interviews (n=7), and physiotherapist interviews (n=3) to derive a detailed set of user requirements and product specifications for a personal exoskeleton for home use. Interviews were conducted face-to-face and analyzed using thematic analysis. Results of the study show that users primarily want to use a personal exoskeleton for daily exercise and wellness activities, in outdoor environments, and around the theme of “like-everyone-else”. Therapists added an additional theme of user trust in the device. These insights have been translated into a set of prioritized user requirements and product specifications for a lower-limb exoskeleton for walking assistance after SCI, which can be used in the future design and development of such a device. Future work will be to develop testing setups to further explore the product specifications, and to conduct observation studies of the exoskeleton being used in a home-like environment. / Exoskelett för de nedre extremiteterna är en framväxande teknik för att ge gångassistans till personer som har en ryggmärgsskada. Hittills har exoskelett främst använts i en klinisk miljö för en rad tillämpningar inom rehabilitering, men det finns potential för exoskelett att användas av personer med ryggmärgsskada för personligt bruk i hemmet. För att förstå hur personliga exoskelett måste utformas annorlunda än kliniska exoskelett är det nödvändigt att på djupet förstå användarens krav på enheten. Detta projekt använde en kombination av litteraturgranskning, riskanalys, användarobservationer, användarintervjuer och fysioterapeutintervjuer för att härleda en detaljerad uppsättning användarkrav och produktspecifikationer för ett personligt exoskelett för hemmabruk. Intervjuer analyserades med hjälp av tematisk analys. Resultaten av studien visar att användarna i första hand vill använda ett personligt exoskelett för dagliga tränings- och hälsoaktiviteter, i utomhusmiljöer och på temat ”som alla andra”. Andra viktiga teman för framtida utveckling var kring användarnas förtroende för enheten och bibehållande av motivation för daglig träning. Dessa teman har översatts till en uppsättning prioriterade användarkrav och produktspecifikationer för ett nedre extremitetsskelett för gångassistans efter en ryggmärgsskada som kan användas i framtida design och utveckling av en sådan enhet.

Au cours des dernières décennies, le Québec a connu une augmentation significative du nombre d’élèves ayant des défis particuliers dans les classes ordinaires du primaire. Cette diversification des profils d’apprentissage a complexifié l’enseignement, qui vise la réussite de tous les élèves indépendamment de leurs besoins spécifiques. Les pratiques pédagogiques et les ressources matérielles jouent un rôle crucial pour favoriser l’accès, la participation et la progression pour tous les élèves. Toutefois, les enseignants ne semblent pas suffisamment préparés, tant dans leur formation initiale que continue, pour mettre en place des pratiques dites accessibles dans la classe. Cette étude vise à mieux comprendre comment la formation courte s’appuyant sur le processus de planification universelle (PPU) peut soutenir les enseignants du primaire afin de planifier et mettre en œuvre la conception universelle de l’apprentissage (CUA) et les aides technologiques (AT) dans la classe. Plus spécifiquement, cette étude vise à concevoir un dispositif de formation à proposer aux enseignants, à documenter la réalisation des étapes du PPU par les enseignants et à décrire les apports et les limites du dispositif de formation quant au soutien apporté par ce dernier aux enseignants du primaire au Québec. À partir de la littérature recensée, un dispositif de formation a été élaboré et proposé à cinq enseignants du primaire. Les enseignants ont suivi une formation en ligne d’environ une heure de façon individuelle avant de participer à une rencontre de travail collectif. Les résultats de cette recherche, s’appuyant sur une méthodologie qualitative, montrent que le dispositif de formation courte offre un soutien prometteur aux enseignants. Celui-ci a contribué à changer les perceptions des enseignants en ce qui concerne les difficultés à apprendre orientant le regard vers l’identification des obstacles plutôt que des déficiences. De plus, le PPU a été utile pour soutenir la planification et la mise en œuvre de la CUA et des AT par les enseignants. Enfin, la collaboration, l’accompagnement et la conception des ressources de formation selon les principes de la CUA ont joué un rôle pour soutenir la compréhension et le développement d’habiletés au cours de cette formation. / Over the last few decades, Quebec has seen a significant increase in the number of students with special challenges in regular primary school classes. This diversification of learning profiles has complicated teaching, which aims at the success of all students regardless of their specific needs. Educational practices and material resources play a crucial role in promoting access, participation and progress for all students. However, teachers do not appear to be sufficiently prepared, both in their initial and continuing training, to implement so-called accessible practices in the classroom. This study aims to better understand how short training based on the Planning for all learners (PAL) can support primary school teachers in planning and implementing the Universal design of learning (UDL) and assistive technology (AT) in the classroom. More specifically, this study aims to design a training to be proposed to teachers, to document the achievement of the PAL stages by teachers and to describe the contributions and limits of the training system in terms of the support provided by the latter to primary school teachers in Quebec. Based on the literature collected, a training scheme was developed and proposed to five primary school teachers. Teachers took about an hour of online training individually before participating in a collective work meeting. The results of this research, based on a qualitative methodology, show that the short-term training system offers promising support to teachers. This has helped change teachers’ perceptions of learning difficulties by looking to identify obstacles rather than disabilities. Most of all, the PPU has been useful in supporting the planning and implementation of UDL and ATs by teachers. Finally, the collaboration, support and design of training resources in accordance with the UDL principles played a role in supporting understanding and skills development during this training.

The primary aim of the study is to investigate the effectiveness of professional teacher development for a group of teachers at full-service schools (FSSs), who are the implementers of inclusive education according to Education White Paper 6, the inclusive education policy in South Africa. The researcher used ontological and epistemological assumptions, as well as specific social research methodologies. This created a scientific grounding for the findings of the study. The methodology included a qualitative research approach and research design. Focus group interviews and observation were used for data collection. In this study purposive sampling was used. The participants in this study were chosen because of their teaching experience at full-service schools; sampling was therefore done with a purpose. Phenomenology is used in the study to decide what happens in the lived experiences of the focus group interviewees, who were teachers at full-service schools. This helped the researcher to better understand the needs and problems of the participants. During qualitative data analysis the information was organised, arranged and prepared systematically and classified into themes and categories and then coding followed. The analysis showed that in the absence of an appropriate model for professional teacher development for FSSs, the teachers at the schools were not in a position to implement inclusive education adequately. The researcher proposes a framework that is based on the ecological systems theory of Bronfenbrenner, taking the intervention collaborative framework designed by the researcher based on findings and recommendations into consideration. The collaboration among stakeholders in the different levels would encourage teamwork in the development of the FSS teacher. The full-service school teacher is influenced by various elements, the learner with diverse needs in the classroom, members of the management team, the school-based support team and colleagues at school. Members of the district-based support team, the school governing body, as well as members from the wider school community all have an influence on a teacher’s development as a professional person. / Inclusive Education / D. Ed. (Inclusive Education)

Indiana University-Purdue University Indianapolis (IUPUI) / Recent technological applications have made the life of people too much dependent on Science, Technology, Engineering, and Mathematics (STEM) and its applications. Understanding basic level science is a must in order to use and contribute to this technological revolution. Science education in middle and high school levels however depends heavily on visual representations such as models, diagrams, figures, animations and presentations etc. This leaves visually impaired students with very few options to learn science and secure a career in STEM related areas. Recent experiments have shown that small aural clues called Audemes are helpful in understanding and memorization of science concepts among visually impaired students. Audemes are non-verbal sound translations of a science concept. In order to facilitate science concepts as Audemes, for visually impaired students, this thesis presents an automatic system for audeme generation from STEM textbooks. This thesis describes the systematic application of multiple Natural Language Processing tools and techniques, such as dependency parser, POS tagger, Information Retrieval algorithm, Semantic mapping of aural words, machine learning etc., to transform the science concept into a combination of atomic-sounds, thus forming an audeme. We present a rule based classification method for all STEM related concepts. This work also presents a novel way of mapping and extracting most related sounds for the words being used in textbook. Additionally, machine learning methods are used in the system to guarantee the customization of output according to a user's perception. The system being presented is robust, scalable, fully automatic and dynamically adaptable for audeme generation.

[EN] The transgression of the boundaries between disciplines is one of the main consequences of the progress of the Knowledge Society, and the simultaneous role of technological innovation as a factor and transformation framework is evident. This has led to a metamorphosis in society itself, establishing new models of behavior in a stream of technological innovation that is plural, multicultural and multidisciplinary. In this propagative and faceted scenario, the engines of innovation are no longer confined exclusively to the intrinsic progress of the technology itself, but also come into play those deliberate changes in the meaning of the product. As a consequence, the design of intelligent products and solutions represents a complex activity, involving the coordinated push of elements belonging to different fields and different ways of understanding reality. In the analysis of this reality, the term "x-disciplinarity" is coined as a compromise between all possibilities of collaborative work, immersed until now in a terminological confusion of variants derived from the indistinct use of prefixes (multi-, inter-, cross-, trans-, among others). X-disciplinarity is studied as an obvious principle of innovation, but taking into account that bringing together professionals from different disciplines in the same process does not guarantee the achievement of a truly successful solution. An effective implementation of the collaborative philosophy has remarkable limitations, such as communication difficulties, devaluation or lack of trust between disciplines, ignorance of the overall process, conflicts of interest, or different motivations and responsibilities regarding the project. This doctoral thesis approaches the subject from a design perspective, proposing as hypothesis its strategic application as a means, facilitator and engine of synergies between disciplines, as well as its potential in all phases of the technological product design process. This dual hypothesis is based on two paradigms: on the one hand, the need for the application of the design to be the result of a reasoned and defined ad hoc strategy and on the other, the need to train x-disciplinary professionals from the academic base. The result is expressed through new models of design processes, in the form of methods, methodologies and design tools. Specifically, it presents the design, development and validation of four complete methodological proposals --getGo, Community, Maximum Common Scenario and Xassess - and two teaching proposals, one of which - Common Understanding Area - is later derived into a design tool. This has also led to reflection and the development of new theoretical concepts such as Relational Needs, which, through its transversality and adaptability to methodologies and contexts, also becomes a design tool in itself. We can talk about a total of eight individualized contributions, launched and evaluated - reproducing the subtitle of the thesis "surfing disciplines", with a total sample that includes 446 people, including professionals of different specialties and users. The thesis brings the value of new methodologies validated in highly relevant environments, as well as the formulation of new theory that advances in the knowledge of both x-disciplinarity -in terms of behavior, attitudes, strengths and weaknesses of disciplines-, as well as specific design segments associated with the themes of the projects -with new concepts associated with social networks, disability, evaluation, or service design, among others-. In addition, the potential of design thinking as a catalyzer and binder in x-disciplinary projects is evidenced and it is expected that the thesis will contribute to the promotion and dissemination of the value of design in technology, research and society in general; and in the same way, to the valuation of other disciplines within the scope of the design. / [ES] La transgresión de las fronteras entre disciplinas es una de las principales consecuencias que ha traído consigo el progreso de la Sociedad del Conocimiento, siendo evidente el papel simultáneo de la innovación tecnológica como factor y como marco de transformación. Este hecho ha provocado una metamorfosis en la propia sociedad, instaurado nuevos modelos de comportamiento en una corriente de innovación tecnológica que es plural, multicultural y multidisciplinar. En este escenario, los motores de innovación ya no se ciñen exclusivamente al progreso intrínseco de la propia tecnología, sino que también entran en juego aquellos cambios deliberados en el significado del producto. Como consecuencia, el diseño de productos y soluciones inteligentes representa una actividad compleja, que implica el empuje coordinado de un sistema de elementos pertenecientes a diversos campos y a diversos modos de entender la realidad. En el análisis de esta realidad, se acuña el término "x-disciplinaridad" como compromiso entre todas las posibilidades de trabajo colaborativo, inmersas hasta ahora en una confusión terminológica de variantes derivadas del uso indistinto de prefijos (multi-, inter-, cros-, trans-, entre otros). La x-disciplinaridad se estudia como un principio evidente de innovación, pero teniendo en cuenta que el hecho de reunir a profesionales de diferentes disciplinas en un mismo proceso no garantiza la consecución de una solución verdaderamente exitosa. Una implementación efectiva de la filosofía colaborativa no está exenta de limitaciones, debiendo considerar factores tales como las dificultades de comunicación, la desvalorización o falta de confianza entre disciplinas, el desconocimiento del proceso global, los conflictos de intereses, o las diferentes motivaciones y responsabilidades con respecto del proyecto. Esta tesis doctoral aborda el tema desde la perspectiva del diseño, planteando a modo de hipótesis su aplicación estratégica como medio, facilitador y motor de sinergias entre disciplinas, así como su potencial en todas las fases del proceso de diseño de producto tecnológico. Esta doble hipótesis se apoya, a su vez, en dos paradigmas: por un lado, la necesidad de que la aplicación del diseño sea fruto de una estrategia razonada y definida ad hoc y por otro la necesidad de formar profesionales x-disciplinares desde la base académica. El resultado se expresa a través de nuevos modelos de procesos de diseño, en forma de métodos, metodologías y herramientas de diseño. En concreto se presenta el diseño, desarrollo y validación de cuatro propuestas metodológicas completas -getGo, Community, Máximo Escenario Común y Xassess- y dos propuestas docentes, una de las cuales -Área de Entendimiento Común- deriva posteriormente en herramienta de diseño. Esto ha llevado asimismo aparejados la reflexión y el planteamiento de nuevos conceptos teóricos como Relational Needs, que por su transversalidad y adaptabilidad a metodologías y contextos, que se convierte asimismo como una herramienta de diseño en sí misma. La tesis aporta el valor de las nuevas metodologías validadas en entornos de gran relevancia, así como la formulación de nueva teoría que avanza en el conocimiento, tanto de la x-disciplinaridad -en cuanto al comportamiento, actitudes, fortalezas y debilidades de las disciplinas-, como de los segmentos de diseño específicos asociados a las temáticas de los proyectos -con nuevos conceptos asociados a las redes sociales, a la discapacidad, a la evaluación, o al diseño de servicios, entre otros-. Además de ello, se evidencia el potencial del pensamiento de diseño como catalizador y aglutinante en proyectos x-disciplinares tecnológicos y se espera, pues, que la tesis contribuya a la promoción y la difusión del valor del diseño en la tecnología, en la empresa, en la investigación y en la sociedad en general; y de igual forma, a la valoración de otras disciplinas / [CA] La transgressió de les fronteres entre disciplines és una de les principals conseqüències que ha portat aconseguisc el progrés de la Societat del Coneixement, sent evident el paper simultani de la innovació tecnològica com a factor i com a marc de transformació. Aquest fet ha provocat una metamorfosi en la pròpia societat, instaurat nous models de comportament en un corrent d'innovació tecnològica que és plural, multicultural i multidisciplinària. En aquest escenari, els motors d'innovació ja no se cenyeixen exclusivament al progrés intrínsec de la pròpia tecnologia, sinó que també entren en joc aquells canvis deliberats en el significat del producte. Com a conseqüència, el disseny de productes i solucions intel¿ligents representa una activitat complexa, que implica l'embranzida coordinada d'un sistema d'elements pertanyents a diversos camps i a diverses maneres d'entendre la realitat. En l'anàlisi d'aquesta realitat, s'encunya el terme "x-disciplinaridad" com a compromís entre totes les possibilitats de treball col¿laboratiu, immerses fins ara en una confusió terminològica de variants derivades de l'ús indistint de prefixos (multi-, inter-, cros-, trans-, entre uns altres). La x-disciplinaridad s'estudia com un principi evident d'innovació, però tenint en compte que el fet de reunir a professionals de diferents disciplines en un mateix procés no garanteix la consecució d'una solució veritablement reeixida. Una implementació efectiva de la filosofia col¿laborativa no està exempta de limitacions, havent de considerar factors tals com les dificultats de comunicació, la desvaloració o falta de confiança entre disciplines, el desconeixement del procés global, els conflictes d'interessos, o les diferents motivacions i responsabilitats respecte al projecte. Aquesta tesi doctoral aborda el tema des de la perspectiva del disseny, plantejant a manera d'hipòtesi la seua aplicació estratègica com a mitjà, motor de sinergies entre disciplines, així com el seu potencial en totes les fases del procés de disseny de producte tecnològic. Aquesta doble hipòtesi es recolza, al seu torn, en dos paradigmes: d'una banda, la necessitat que l'aplicació del disseny siga fruit d'una estratègia raonada i definida ad hoc i per un altre la necessitat de formar professionals x-disciplinessis des de la base acadèmica. El resultat s'expressa a través de nous models de processos de disseny, en forma de mètodes, metodologies i eines de disseny. En concret es presenta el disseny, desenvolupament i validació de quatre propostes metodològiques completes -getGo, Community, Màxim Escenari Comú i Xassess- i dues propostes docents, una de les quals -Àrea d'Enteniment Comú- deriva posteriorment en eina de disseny. Açò ha portat així mateix aparellats la reflexió i el plantejament de nous conceptes teòrics com Relational Needs, que per la seua transversalitat i adaptabilitat a metodologies i contextos, que es converteix així mateix com una eina de disseny en si mateixa. La tesi aporta el valor de les noves metodologies validades en entorns de gran rellevància, així com la formulació de nova teoria que avança en el coneixement, tant de la x-disciplinaridad -quant al comportament, actituds, fortaleses i febleses de les disciplines-, com dels segments de disseny específics associats a les temàtiques dels projectes -amb nous conceptes associats a les xarxes socials, a la discapacitat, a l'avaluació, o al disseny de serveis, entre uns altres-. A més d'açò, s'evidencia el potencial del pensament de disseny com a catalitzador i aglutinant en projectes x-disciplinessis tecnològics i s'espera, doncs, que la tesi contribuïsca a la promoció i la difusió del valor del disseny en la tecnologia, en l'empresa, en la recerca i en la societat en general; i d'igual forma, a la valoració d'altres disciplines dins de l'àmbit del disseny. / Blanco Bascuas, MT. (2016). Metodología de diseño como plataforma para la X-disciplinaridad en proyectos tecnológicos: surfing disciplines [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/77149

Abstract in English and Nyanja / According to the Department of Education White Paper 6 of 2001, all learners have the right to learn at any school of their choice without being discriminated because of their barriers to learning. The aim of this study was to investigate teachers’ experiences in implementing inclusive education in primary schools in Johannesburg East district, Gauteng Province. The study sought to establish the teachers’ experiences in the implementation of inclusive education in primary schools. The researcher used qualitative method to conduct the study to get in-depth information on the teachers’ experiences in the implementation of inclusive education in primary schools. Five level 1 teachers and five Heads of Departments (HODs) were purposively sampled for the study in five different schools in the Johannesburg East district, Gauteng. Data were collected through in-depth interviews as this allowed participants to elaborate on their responses. Participants were also observed in their respective classrooms. Data was analysed to identify recurring themes. It emerged from the study that many teachers have not been adequately trained on implementing inclusive education in primary school classrooms; many schools do not have adequate resources and there is very little support from the relevant stakeholders. The study makes recommendations for the Department of Basic Education (DBE) to workshop teachers more often on inclusive education, to supply more resources in schools and for relevant stakeholders to support teachers at schools. / U ya nga ha Nḓivhadzamulayotibe ya Muhasho wa Pfunzo ya vhu 6 ya 2001, vhagudiswa vhoṱhe vha na pfanelo ya u guda kha tshikolo tshiṅwe na tshiṅwe tshine vha funa vha sa khethululwi nga nṱhani ha zwithivhela ngudo zwavho. Ndivho ya ngudo iyi ho vha u sengulusa tshenzhelo dza vhadededzi kha u shumisa pfunzonyangaredzi zwikolo zwa phuraimari kha tshiṱiriki tsha Vhubvaḓuvha ha Johannesburg, Vundu ḽa Gauteng. Muṱoḓisisi o shumisa ngona yo khwaḽithethivi u ita ṱhoḓisiso u itela u wana mafhungo a vhudzivha nga ha tshenzhelo dza vhadededzi kha tshumiso ya pfunzonyangaredzi kha zwikolo zwa phuraimari. Vhadededzi vhaṱanu vha ḽevele 1 na ṱhoho dza muhasho (dzi HOD) ṱhanu vho nanguludzwa u ya nga vhukoni u itela ngudo kha zwikolo zwiṱanu zwo fhambanaho kha tshiṱiriki tsha Vhubvaḓuvha ha Johannesburg, Gauteng. Data yo kuvhanganyiwa nga kha inthaviwu dzo ṱanḓavhuwaho, saizwi zwi tshi tendela vhadzheneleli u ṱanḓavhudza phindulo dzavho. Vhadzheneleli vho lavheleswa hafhu kiḽasini dzavho dzo fhambanaho. Data yo saukanywa u itela u vhona thero dzi dovhololaho. Ho wanala u bva kha ngudo uri vhunzhi ha vhadededzi a vho ngo gudiswa zwavhuḓi kha kushumisele kwa pfunzonyangaredzi kiḽasini dza tshikolo tsha phuraimari; vhunzhi ha zwikolo a zwi na zwishumiswa zwo linganaho, nahone hu na thikhedzo ṱhukhu u bva kha vhadzhiamukovhe vho teaho. Ngudo dzo themendela Muhasho wa Pfunzo ya Mutheo (DBE) uri u pfumbudze vhadededzi tshifhinga tshoṱhe kha pfunzonyangaredzi, u ṋekedza zwishumiswa zwinzhi na u wana thikhedzo u bva kha vhadededzi na vhadzhiamukovhe vho teaho. / Inclusive Education / M. Ed. (Inclusive Education)