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Seat tilting wheelchair features can increase the comfort and safety of the user. Although many power wheelchairs have tilting mechanisms, they are often designed with a specific wheelchair model in mind. In this study, a design process for seat tilting mechanisms that can be applied to most rear-wheel drive wheelchair models is developed. Equations were developed to describe the geometrical and load constraints that were used to size the electric actuator that powers the system and define its position. Finally, the equations were used to create the seat tilting mechanism of a prototype wheelchair, which was then tested. The equations yielded coherent results which showed that advantageous actuator positions from a load minimization perspective usually require dimensions that cannot be found in commercial actuators. Also, there are positions in which the load increases exponentially, which should be avoided. The tests showed that the system was able to function properly on the prototype wheelchair and that the actuator position affected the time taken for the actuator to execute different parts of the tilting movement. The design process presented here was successful and modelled by general equations that can be applied to most front-wheel drive wheelchairs. It presents a low-cost option for the design of seat tilting systems, which can increase their accessibility. Developing new systems to provide improvements in assistive technologies is fundamental for social reintegration and quality of life improvement. Wheelchairs with a seat stabilization system for moving through inclined terrain can provide greater comfort and safety to the user. Adding low-cost functionalities to wheelchairs is essential to make them more accessible to people, therefore, this paper provides a design method of a new seat stabilization system applied to low-cost wheelchairs. [ABSTRACT FROM AUTHOR]

To design and develop a mobile application for pre-school readiness of children with autism and also to identify their learning pattern. Based on strong foundation of functional academics, we have developed a mobile application for providing an early educational intervention program to the children with autism. Three successive software trials have been conducted among 31 children with autism of age group of three to 10 years. The mobile app has been provided to educators and parents and they have been allowed to supervise the children during their learning phase for eight to 10 weeks. The imprint of learning pattern is recorded and learning progress profile is generated for individual child. Data analysis of learning progress profile shows that 90% of the participants preferred drag and drop or simple touch approach over conventional methods practised during classroom teachings. More than 84% of the children are found to adapt pre-requisite skills for writing like scribbling, tracing, dots joining, copying, etc. after using the app on their tablet who are reluctant to hold pencil and paper otherwise. Twenty-five percent of the participants are reported to reciprocate the greeting etiquettes in class such as greeting teachers and their peers. The mobile application made a valuable contribution to early intervention program for children with autism by imparting appropriate learning opportunities readily available to them. Performance metrics underlying each activity form a strong base of identification of learning patterns and formulation of revised individualized education plan (IEP). Children with autism need the mobile application as an educational intervention program for it is readily available and user friendly. Educators need the mobile application to quantify the performance parameters and there by monitor/evaluate the progress of the child. Overall, the present research has aimed to develop an easy reach app by which educating as well as handling challenging behaviour of the children with autism would be easier. [ABSTRACT FROM AUTHOR]

Nowadays, typing is considered as one of the highly important aspects of accessibility that the visually impaired and blinds struggle with the most as existing virtual keyboards are complex and slow. This paper proposes a new text entry method named SwingBoard for visually impaired and blind smartphone users to solve their accessibility problem. It supports a–z, 0–9, 7 punctuations, 12 symbols, and eight keyboard functionalities that are arranged in 8 zones (specific range of angles), four segments, two modes, and different gestures. The proposed keyboard is suitable for the either single-handed or both-handed operation that tracks swipe angle and length to trigger any of the 66 key events. The key triggering process is based on only swiping the finger at different angles with different lengths. Typing speed of SwingBoard is increased by including some effective features such as the quick alphabet and number mode shifting, haptic feedback feature, talkback on swipe to learn the map quickly, and customizable swipe length feature. At the end of 150 one-minute tests, seven blind participants reached an average of 19.89 words per minute (WPM) with an 88% accuracy rate which is one of the fastest-ever recorded average typing speeds for the blind. Almost all users found SwingBoard effective, easy to learn and want to keep using it. SwingBoard is a handy virtual keyboard for visually impaired people with amazing typing speed and accuracy. Rehabilitation would be easier for a visually impaired/disabled person who can adapt the current technology-oriented world and use communication tools easily. As visually impaired and blind people faced a lot of problems in their regular life because of their inability to see things, coping with the evolving world's demands from a person to do a certain task using smart devices would be easier for them with the proposed virtual keyboard topology. As the number of visually impaired and blind users of smartphones rises, faster typing becomes a vital aspect of the smartphone experience. Deaf-blind communities are expanding but solutions for them are not increasing at the same pace because of the limitation of implication. Research on a virtual keyboard with the proposed eyes-free swipe-based typing operation and ears-free reliability on haptic feedback would enable others to create new solutions. [ABSTRACT FROM AUTHOR]

Purpose: The home-based rehabilitation of elderly patients improves their autonomy, independence and reintegration into society. Hence, a suitable environment plays an important role in rehabilitation, as do different assistance technologies. The majority of accidents at home involving elderly people occur in the bathroom. Therefore, the planning of the layout of facilities is important in this potentially dangerous area. This paper proposes an approach towards designing and optimizing the layout of facilities in the bathroom, based on logistical and nonlogistical relationships.Methodology: A fuzzy-based analytical hierarchical process (fuzzy-AHP) is then proposed for a comprehensive evaluation of the alternatives for this layout plan. This approach was applied to the home of a 71 years old female patient, who was experiencing home-based rehabilitation. After the initial designing and optimizing of the layout of the facilities in her bathroom, a plan could then be created for her particular needs.Findings: The results of this research could then enable the home-based rehabilitation of elderly patients to be more effective.Value: This paper develops a new approach to design and optimize the layout of facilities in bathroom for the elderly. Implications for Rehabilitation Develop a new approach to design and optimize the layout of facilities in bathroom.Provide a mathematical and more scientific approach to home layout design for home-based rehabilitation.Provide new opportunities for research, for both the therapist and the patient to analyse the home facility layout. [ABSTRACT FROM AUTHOR]

Effective teaching and learning mathematics is important to achieve good results during an academic and professional career. This is especially difficult for visually impaired students because of difficulties in managing structural information included in maths formulae. The extended multimedia alternative method, including the problem of decomposition and knowledge vector, were presented and compared to the classical teaching method. A qualitative method to evaluate motivation during the process of teaching and learning maths for impaired students, which includes eleven detailed motivators, has been developed. The alternative teaching method offers statistically significant improvements in four of the eleven proposed assessment categories: success in progress – adjusting the difficulties of learning, presentation of the material, approval: group/individual and alternative presentation of mathematic materials. The experiments carried out allowed the authors to increase the knowledge about the limitations and challenges occurring in the process of maths education among visually impaired students and their motivation. Based on the experiments and research results, it can be concluded that applying the proposed method of decomposition together with evaluation procedure based on the vector of knowledge in the process of teaching and learning of mathematics by visually impaired may increase their motivation positively. The key aspects of the alternative method of presenting math formulae are included in the bellow points: • It increases the availability of materials containing structured information (mathematical formulae) for the blind. • It limits the importance of communication barriers in math education: the possibility of self-study, reducing costs – by reducing the number of individual tutorials. • It contributes to the development of universal rules for the structural presentation of information • It increases the independence of the student from the teacher. [ABSTRACT FROM AUTHOR]

The objective of the study is to build a mathematical model that will be used to determine the value of the propulsions torque required to drive a human–wheelchair system under varied conditions. To this end, the mechanics of the system's movement were described with equations taking into account forces acting on it. As a result forces acting on individual axles of the wheelchair's wheels were determined. This formed a basis for solving the developed model. In the next step experimental and literature based research was performed in order to determine values of the developed model's parameters. It was then introduced into the environment of numerical computation. As a result, we could carry out a number of simulations allowing us to trace propulsion torque curves for various driving conditions. This in turn was a basis on which a preliminary validation of the developed mathematical model was performed. Presented the mathematical model can be applied during work related to the design of manually propelled wheelchairs. Work related to development of innovative designs of manual wheelchairs is important because the physical activity associated with propelling is enriching the rehabilitation process. Wheelchairs equipped with electric drive do not have this advantage. The developed dependences and results of conducted work, described in this article, are an added value in the area of both, theoretical research and practical engineering design concerning wheelchairs and their drive systems. Therefore, they expand the design possibilities for better matching the wheelchair with the individual needs of the disabled people. The possibility of adjusting selected solutions to individual needs allows to increase the effectiveness of active rehabilitation, related for example, to the possibility of practicing sports and other physical activities. [ABSTRACT FROM AUTHOR]

Purpose: A number line consisting of Arabic numerals is a commonly used instructional tool for teaching price comparison. However, typical number lines lack concrete visual cues, which may benefit students with autism spectrum disorders (ASD) who have not yet mastered the representation of Arabic numerals. Method: This study investigated the effects of additional visual cues (i.e., dots) by comparing two types of app-based number line conditions: number lines with and without dots. A single-subject, alternating treatment design study was employed across five secondary students with ASD. Results: Both number line conditions were effective for four of the students in assisting them to select cheaper items and complete task analysis steps. The number line with dots was effective or slightly more effective in selecting smaller numbers for three of the students. Conclusions: The findings of this study support the literature on the use of number lines as an effective tool to assist students in price comparison. The benefits of adding concrete visual cues and other teaching strategies (e.g., the holistic and decomposition models) were discussed. This study investigated the effectiveness of concrete visual cues, such as dots, on a number line app for teaching students with ASD who had not yet developed the association of quantities with the numerals. We found that incorporation of a hybrid number comparison model – first holistic (for whole numbers) and then decomposition (for numbers after the decimal point) – is effective when teaching students how to compare prices with an uneven number of digits. This study provides an alternative for special education teachers to schedule practice, such as the use of simulated settings to achieve mastery, then transitioning to community-based settings to test skill generalization. [ABSTRACT FROM AUTHOR]

Purpose:To examine the reaction time when human subjects process information presented in the visual channel under both a direct vision and a virtual rehabilitation environment when walking was performed. Method:Visual stimulus included eight math problems displayed on the peripheral vision to seven healthy human subjects in a virtual rehabilitation training (computer-assisted rehabilitation environment (CAREN)) and a direct vision environment. Subjects were required to verbally report the results of these math calculations in a short period of time. Reaction time measured by Tobii Eye tracker and calculation accuracy were recorded and compared between the direct vision and virtual rehabilitation environment. Results:Performance outcomes measured for both groups included reaction time, reading time, answering time and the verbal answer score. A significant difference between the groups was only found for the reaction time (p = .004). Participants had more difficulty recognizing the first equation of the virtual environment. Conclusions:Participants reaction time was faster in the direct vision environment. This reaction time delay should be kept in mind when designing skill training scenarios in virtual environments. This was a pilot project to a series of studies assessing cognition ability of stroke patients who are undertaking a rehabilitation program with a virtual training environment.Implications for rehabilitationEye tracking is a reliable tool that can be employed in rehabilitation virtual environments.Reaction time changes between direct vision and virtual environment. [ABSTRACT FROM PUBLISHER]

Purpose:Youth with disabilities are under-represented in science, technology, engineering, and math (STEM) in school and in the workforce. One encouraging approach to engage youth’s interest in STEM is through robotics; however, such programs are mostly for typically developing youth. The purpose of this study was to understand the development and implementation of an adapted robotics program for children and youth with disabilities and their experiences within it. Method:Our mixed methods pilot study (pre- and post-workshop surveys, observations, and interviews) involved 41 participants including: 18 youth (aged 6–13), 12 parents and 11 key informants. The robotics program involved 6, two-hour workshops held at a paediatric hospital. Results:Our findings showed that several adaptations made to the robotics program helped to enhance the participation of children with disabilities. Adaptations addressed the educational/curriculum, cognitive and learning, physical and social needs of the children. In regards to experiences within the adapted hospital program, our findings highlight that children enjoyed the program and learned about computer programming and building robots. Conclusions:Clinicians and educators should consider engaging youth with disabilities in robotics to enhance learning and interest in STEM. Implications for RehabilitationClinicians and educators should consider adapting curriculum content and mode of delivery of LEGO® robotics programs to include youth with disabilities.Appropriate staffing including clinicians and educators who are knowledgeable about youth with disabilities and LEGO® robotics are needed.Clinicians should consider engaging youth with disabilities in LEGO® to enhance learning and interest in STEM. [ABSTRACT FROM PUBLISHER]

PurposeTo examine how using a Lego robot controlled via a speech-generating device (SGD) can contribute to how students with physical and communication impairments perform hands-on and communicative mathematics measurement activities. This study was a follow-up to a previous study.MethodThree students with cerebral palsy used the robot to measure objects using non-standard units, such as straws, and then compared and ordered the objects using the resulting measurement. Their performance was assessed, and the manipulation and communication events were observed. Teachers and education assistants were interviewed regarding robot use.ResultsSimilar benefits to the previous study were found in this study. Gaps in student procedural knowledge were identified such as knowing to place measurement units tip-to-tip, and students’ reporting revealed gaps in conceptual understanding. However, performance improved with repeated practice. Stakeholders identified that some robot tasks took too long or were too difficult to perform.ConclusionsHaving access to both their SGD and a robot gave the students multiple ways to show their understanding of the measurement concepts. Though they could participate actively in the new mathematics activities, robot use is most appropriate in short tasks requiring reasonable operational skill.Implications for RehabilitationLego robots controlled via speech-generating devices (SGDs) can help students to engage in the mathematics pedagogy of performing hands-on activities while communicating about concepts.Students can “show what they know” using the Lego robots, and report and reflect on concepts using the SGD.Level 1 and Level 2 mathematics measurement activities have been adapted to be accomplished by the Lego robot. Other activities can likely be accomplished with similar robot adaptations (e.g., gripper, pen).It is not recommended to use the robot to measure items that are long, or perform measurements that require high operational competence in order to be successful. [ABSTRACT FROM PUBLISHER]

Purpose: A 12-year-old girl, Emily, with complex communication needs and severe physical limitations, controlled a Lego robot from a speech-generating device (SGD) to do various “hands-on” academic activities. Emily’s teacher and assistive technology (AT) team thought that controlling a robot would motivate Emily to “use her SGD more”.Method: A descriptive case study was used because the integration of communication and manipulation technologies is not yet understood. Target activities and goals were chosen by Emily’s teacher and AT team. Emily performed several manipulative math activities and engaged in an “acting” activity aimed at increasing her message length. The competency skills needed to control a robot from the SGD were examined, as well as stakeholder satisfaction with the robot system.Results: Emily generated up to 0.4 communication events and 7 robot commands per minute in the activities. Her length of utterance was usually one-word long, but she generated two- and three-word utterances during some activities. Observations of Emily informed a framework to describe the competency skills needed to use SGDs to control robots. Emily and her teacher expressed satisfaction with robot use.Conclusion: Robot use could motivate students to build SGD operational skills and learn educational concepts.Implications for RehabilitationControlling a robot from a speech-generating device (SGD) could increase students’ motivation, engagement and understanding in learning educational concepts, because of the hands-on enactive approach.The robot and SGD system was acceptable to the participant and teacher and elicited positive comments from classmates. Thus, it may provide a way for children with disabilities to link with the curriculum and with other students in the classroom.Controlling a robot via SGD presents opportunities to improve augmentative and alternative communication operational, linguistic, social and strategic skills.Careful choice of activities will ensure that the activity requirements focus on the desired target skill, e.g. drawing or playing board games could be helpful to build operational skills and acting out stories could be helpful for building linguistic skills. [ABSTRACT FROM PUBLISHER]

Purpose: To investigate the feasibility of using tablet device as user interface for students with upper extremity disabilities to input mathematics efficiently into computer. Methods: A touch-input system using tablet device as user interface was proposed to assist these students to write mathematics. User-switchable and context-specific keyboard layouts were designed to streamline the input process. The system could be integrated with conventional computer systems only with minor software setup. A two-week pre-post test study involving five participants was conducted to evaluate the performance of the system and collect user feedback. Results: The mathematics input efficiency of the participants was found to improve during the experiment sessions. In particular, their performance in entering trigonometric expressions by using the touch-input system was significantly better than that by using conventional mathematics editing software with keyboard and mouse. The participants rated the touch-input system positively and were confident that they could operate at ease with more practice. Conclusions: The proposed touch-input system provides a convenient way for the students with hand impairment to write mathematics and has the potential to facilitate their mathematics learning. [ABSTRACT FROM AUTHOR]

Purpose: To examine how using a robot controlled via a speech generating device (SGD) influences the ways students with physical and communication limitations can demonstrate their knowledge in math measurement activities. Method: Three children with severe physical disabilities and complex communication needs used the robot and SGD system to perform four math measurement lessons in comparing, sorting and ordering objects. The performance of the participants was measured and the process of using the system was described in terms of manipulation and communication events. Stakeholder opinions were solicited regarding robot use. Results: Robot use revealed some gaps in the procedural knowledge of the participants. Access to both the robot and SGD was shown to provide several benefits. Stakeholders thought the intervention was important and feasible for a classroom environment. Conclusions: The participants were able to participate actively in the hands-on and communicative measurement activities and thus meet the demands of current math instruction methods. [ABSTRACT FROM AUTHOR]

Purpose. MathSpeak is a set of rules for non speaking of mathematical expressions. These rules have been incorporated into a computerised module that translates printed mathematics into the non-ambiguous MathSpeak form for synthetic speech rendering. Differences between individual utterances produced with the translator module are difficult to discern because of insufficient pausing between utterances; hence, the purpose of this study was to develop an algorithm for improving the synthetic speech rendering of MathSpeak. Method. To improve synthetic speech renderings, an algorithm for inserting pauses was developed based upon recordings of middle and high school math teachers speaking mathematic expressions. Efficacy testing of this algorithm was conducted with college students without disabilities and high school/college students with visual impairments. Parameters measured included reception accuracy, short-term memory retention, MathSpeak processing capacity and various rankings concerning the quality of synthetic speech renderings. Results. All parameters measured showed statistically significant improvements when the algorithm was used. Conclusion. The algorithm improves the quality and information processing capacity of synthetic speech renderings of MathSpeak. This increases the capacity of individuals with print disabilities to perform mathematical activities and to successfully fulfill science, technology, engineering and mathematics academic and career objectives. [ABSTRACT FROM AUTHOR]