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In the contemporary educational scenario, heterogeneous classrooms have students with different communication needs. Whether we consider the inclusive education area, one of the most relevant drawbacks is that deaf children have needs that are normally ignored for not fitting with the pattern of other students. Furthermore, a few works have performed scientific researches that deeply investigate the application of models and technologies to tackle differences between deaf and hearing children. Therefore, this work proposes a bilingual literacy model based on Peirce's semiotics for inclusive education that utilizes software technology to improve the communication process between deaf and hearing children in classrooms. An experiment was conducted to observe the level of communication during games played in class and to investigate the quality of interaction by considering the presence of the Portuguese and the Brazilian Signs Language. We also identified three communication categories between deaf and hearing children: (i) Sign Communication; (ii) Common Vocabulary; and (iii) Formal Signaled Communication. We developed and implemented a semiotic model that supports the learning of Portuguese and Libras alphabets, as well as the process of communication between deaf and hearing children. [ABSTRACT FROM AUTHOR]

To explain the low employment rates of people with disabilities (PwDs), emerging debates have revealed an unexploited potential impact of assistive technology (AT) on human talent and the inclusion process. This article provides a systematic review to critically evaluate the current trends in the literature on AT. A systematic review was performed according to the inclusion criteria of the PRISMA-S guidelines, followed by a thematic analysis identifying the main themes by which the literature on the subject is organized. Finally, the Human Activity Assistive Technology (HAAT) model was used to deepen the contents taken into consideration in the scientific literature and to discuss the concept of workplace inclusion and its use. Forty-one studies fully met the eligibility criteria of the systematic review. The thematic analysis produced four clusters related to the impact and characteristics of AT in the workplace. Overall, the use of the HAAT model highlighted a lack of studies on the affective and socio-cultural dimensions that characterize the use of AT in the workplace. It is concluded that the deployment of AT can and should work on multiple levels to shape the workplace experiences of PwDs. [ABSTRACT FROM AUTHOR]

Purpose: Assistive technology (AT) is like the eyes of visually impaired users (VIUs) and plays a vital role in making them independent in accessing a wide range of library resources and services. It is a revolutionary way to improve the academic performance of VIUs and amalgamate them into mainstream library services. This paper aims to explore the familiarity and understanding of AT among VIUs in accessing library resources and services of three special institutes of Haryana state, India. Design/methodology/approach: The study used a survey method, and data were collected using an online questionnaire. The questionnaire consisted of closed-ended questions focused on participants' familiarity, understanding and key barriers VIUs face in accessing existing AT facilities. Scope of the study is to include three special institutions' libraries serving to VIUs in Haryana (India). Purposive sampling technique was adopted for data collection. The data are tabulated and analyzed with descriptive statistics methods using Statistical Package for Social Sciences (SPSS) software version 20.0, and the results are presented in tables, diagrams and graphs. Findings: The study found that most of the VIUs are highly familiar and reported an expert understanding of Daisy player and digital voice recorder, whereas refreshable Braille display, Braille printer/embosser and scanning and reading devices are least familiar with and reported poor understanding. In the software category, it is noted that VIUs are more familiar with screen reading and speech synthesizer software than other software, and participants confirmed a good understanding of the said software. Practical implications: The literature review revealed that the majority of library staff in the institutions being investigated had limited knowledge about the availability of the most suitable AT tools. So, the study will be beneficial for them to select the most popular AT tools for their libraries to amalgamate VIUs. The study also highlights some barriers VIUs face in using the existing AT facility of their respective libraries that may be helpful for librarians to understand the root cause of low utilization of available AT tools and how to address this problem effectively. The study can also help policymakers in formulating AT policies for academic libraries. Findings will also help to develop a cost-effective AT workstation suiting the needs of VIUs. Originality/value: This study will provide an idea to library professionals about which AT hardware and software are more popular among VIUs and useful for developing/improving cutting-edge AT facilities in their libraries to amalgamate VIUs in the mainstream of the library. [ABSTRACT FROM AUTHOR]

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Copyright of Collegium Antropologicum is the property of Croatian Anthropological Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ProCare is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background In severe conditions of limited motor abilities, frequent position changes for work or passive and active rest are essential bedside activities to prevent further health complications. We aimed to develop a system using eye movements for bed positioning and to verify its functionality in a control group and a group of patients with significant motor limitation caused by multiple sclerosis. Methods The eye-tracking system utilized an innovative digital-to-analog converter module to control the positioning bed via a novel graphical user interface. We verified the ergonomics and usability of the system by performing a fixed sequence of positioning tasks, in which the leg and head support was repeatedly raised and then lowered. Fifteen women and eleven men aged 42.7 ± 15.9 years in the control group and nine women and eight men aged 60.3 ± 9.14 years in the patient group participated in the experiment. The degree of disability, according to the Expanded Disability Status Scale (EDSS), ranged from 7 to 9.5 points in the patients. We assessed the speed and efficiency of the bed control and the improvement during testing. In a questionnaire, we evaluated satisfaction with the system. Results The control group mastered the task in 40.2 s (median) with an interquartile interval from 34.5 to 45.5 s, and patients mastered the task in in 56.5 (median) with an interquartile interval from 46.5 to 64.9 s. The efficiency of solving the task (100% corresponds to an optimal performance) was 86.3 (81.6; 91.0) % for the control group and 72.1 (63.0; 75.2) % for the patient group. Throughout testing, the patients learned to communicate with the system, and their efficiency and task time improved. A correlation analysis showed a negative relationship (rho = − 0.587) between efficiency improvement and the degree of impairment (EDSS). In the control group, the learning was not significant. On the questionnaire survey, sixteen patients reported gaining confidence in bed control. Seven patients preferred the offered form of bed control, and in six cases, they would choose another form of interface. Conclusions The proposed system and communication through eye movements are reliable for positioning the bed in people affected by advanced multiple sclerosis. Seven of 17 patients indicated that they would choose this system for bed control and wished to extend it for another application.

The development of new technologies and their expanding use in a wide range of educational environments are driving the transformation of higher education. Assistive technologies are cutting-edge technologies that can help students learn more effectively and make education accessible to everyone. Assistive technologies can enhance, maintain, or improve the capacities of students with learning difficulties. Students with learning difficulties will be greatly benefited from the use of assistive technologies. If these technologies are used effectively, students with learning difficulties can compete with their peers and complete their academic tasks. The aim of this review is to better understand the role of assistive technologies in providing inclusive higher education for students with learning difficulties. The review begins with the introduction of learning difficulties and their causes; inclusive education and the need for assistive technologies; the motivation behind this review; and a summary of related reviews on assistive technologies for students with learning difficulties in inclusive higher education. Then, we discuss the preliminaries of the types of learning difficulties and assistive technologies. Later, we discuss the effects of assistive technologies on inclusive higher education for students with learning difficulties. Additionally, we discuss supporting tools and related projects available in inclusive higher education for students with learning difficulties. We also explore the challenges and potential solutions related to using assistive technologies in higher education to provide inclusive education for students with learning difficulties. We conclude the review with a discussion on promising future directions.

Joystick is the most common wheelchair controlling interface, however, it might not be applicable for cases of severely disabled people, for example quadriplegic users. The few solutions currently available on the market, such as the four switches on the headrest, the sip-n-puff, or the tongue drive system, can be cumbersome to use, while they offer limited control to the user. For such cases, a vision-based head-controlled wheelchair is a unique alternative solution, which despite its benefits, has not been equally well studied. In this work, we propose and evaluate a novel method for operating an Electric Powered Wheelchair (EPW) via head movements in a non-invasive way. This is based on computer vision techniques and Deep Learning to estimate accurately the orientation of the user’s head. It allows calibration for individual users and driving in a continuous navigation space as opposed to the discrete commands imposed by alternatives such as head switches. Our approach enables the design of an efficient and cost-effective solution utilising a simple RGB camera that captures the user’s face orientation. Our system is implemented and tested real-time on an EPW using its existing commercial controller, while it can work with any commercial controller the manufacturer allows interfacing with (i.e., a direct plugin). Performance is evaluated through trials conducted with healthy participants. The results (96% successful track completion) show that our head driving system can be reliably used as an alternative solution to the conventional joystick interface, with only a small trade-off in travelling time and distance (reduction by 9.4% and 21% respectively). The participants’ experience in terms of mental and physical load, subjectively assessed following the trials, suggests relatively low mental and physical demand imposed by our system. Users also expressed high confidence in the system’s performance indicating trust to the safety aspects of our implementation. Analysis of our findings and experimental observations provide a new knowledge base for potential system improvements and future designs.

According to the U.S. Department of Health and Human Services, Applied Behavior Analysis (ABA) is regarded as the gold standard for treating autism. However, it requires a significant time commitment of 20 to 40 hours per week, which can be expensive for families who may not be able to afford the treatment. ABA therapists emphasize the importance of practicing therapeutic techniques in the child’s natural environment to maintain their effectiveness. Therefore, there is a need to supplement therapy in the home environment where the children spend most of their time. If a parent or caregiver assumes the role of co-therapist and practices with the child, it can result in faster skills improvement. However, many parents lack knowledge about therapeutic protocols. To address this gap, we conducted research and developed educational software for therapeutic interventions for Romanian children diagnosed with Autism Spectrum Disorder (ASD) in a home-based setting. We followed the Double Diamond Model, emphasizing the core principle of Human-Centered Design (HCD) methodology, to design the software with a focus on the special needs of end-users. This involved developing proto-personas, wireframes, and interactive prototypes, exploring the latest technologies, and incorporating feedback from experienced ABA therapists. Based on these inputs, we developed the Autism Assistant platform, which includes a mobile application built with Unity and a web application developed with React and Ruby on Rails. The platform underwent evaluation using the Quantitative Evaluation Framework (QEF) based on ISO 9126, and it was considered suitable as educational software for special education.

This literature review examines the use of text-to-speech (TTS) software as an accommodation for students with learning disabilities and its impact on improving reading comprehension. As the development and availability of TTS tools and assistive technologies have increased over the past decade, it is significant to explore how they are used to accommodate students at all levels of education to promote a universal design of learning. Based on a review of the current literature and utilizing self-regulated learning theory as a framework, four significant themes have emerged: (a) TTS being seen as a compensatory tool; (b) improving reading abilities and comprehension; (c) increasing student motivation and self-efficacy; and (d) the need for training for students, educators, and parents. Findings of this literature review revealed that overall, TTS software is commonly used as a compensatory tool (mainly at the postsecondary level), has assisted in students improving reading speed, fluency, and content retention, resulted in increased student self-efficacy in reading abilities and independent learning, and that there is a significant need to allocate training and technological resources to support students. As there are various directions for future research, exploring this area can contribute to schools promoting inclusive and accommodating learning environments.

Background: Children with communication disorders experience difficulty in one or more areas of articulation and speech, language, fluency, voice and social communication, and they work with speech‐language pathologists (SLPs) to improve their communication. With the rise of adoption and use for mobile applications among special education and healthcare service providers, SLPs also have implemented, and for some, contributed to the design of, mobile applications (apps) during clinical practice. However, how these mobile apps are designed and implemented for clinicians to facilitate their clients' communication and learning experiences during therapy remains underinvestigated. Aims: This qualitative research study investigated how mobile apps were designed for clinicians to target assessment and intervention goals. Additionally, it focused on how clinicians adopted these apps while integrating therapy techniques to facilitate their clients' learning. Methods and Procedures: Informed by the Research, Practice, and Design for iPad Apps (iRPD) framework and the Consolidated Framework for Implementation Research (CFIR), semi‐structured interviews were conducted with 37 licensed pediatric SLPs, including 23 SLPs who have used apps and 14 SLPs who have contributed to the design of their own mobile apps. Two rounds of qualitative coding via template analysis and thematic analysis were then used to analyse client and clinician characteristics, clinical practice, therapy tools, app characteristics, influential factors and app design and use recommendations. Outcomes and Results: Results showed SLPs utilise different genres of assistive, educational and recreational game apps to support children's communication development when working with children who have diverse disorders and therapy needs across different age groups. SLPs who have designed their own apps emphasised the importance of following evidence‐based practice, well‐researched teaching methods and learning theories. Additionally, multiple financial, sociocultural, political and ethical factors contributed to the design, adoption and implementation of mobile apps during services. Conclusions and Implications: By understanding the clinician's app use practices situated in various therapy activities and techniques, we specified a list of design recommendations for app designers who are interested in creating mobile apps for supporting children's speech and language development. By bringing insights from both clinical practitioners as well as those with additional technical design backgrounds, this study contributes to the understanding of clinical practice needs and strategies and will lead to the most optimal app design and adoption practice to support the well‐being of children with communication disorders. WHAT THIS PAPER ADDS: What is already known on the subject: Speech language pathologist (SLPs) implement mobile apps for clients with diverse therapy needs, and their app adoption and use are influenced by multifaceted factors. Although prior studies have reported SLPs' mobile app use, additional information is still needed. For example, the research literature does not include how specific technology is used during therapy practice, or specific details about challenges and needs in implementing and utilising the technology. Additional research also needs to include influential factors (e.g., financial, sociocultural, political, ethical) that are considered when selecting, implementing, assessing and designing an app. The lack of research in these areas directly affects the understanding of clinical mobile technology practices and further hinders clinicians' abilities to advocate for better clinical and design decisions towards identifying and implementing effective mobile apps that facilitate children's communication. What this study adds to existing knowledge: This qualitative study is the first known empirical research that interviewed pediatric speech‐language pathologists who have used and designed mobile apps for children who receive speech‐language therapy across different clinical settings. By investigating experiences from clinician stakeholders to illustrate a holistic overview of app design and development to deployment, this study reported finding on (1) how clinicians use mobile apps to help children to participate in different therapy activities, and (2) a list of recommended design and development guidelines that informs the design and use of mobile apps that best support and motivate children to engage in therapy. What are the potential or actual clinical implications of this work?: This study disseminates clinician‐reported practices of app design and use with pediatric clients across different speech‐language disorders, and identifies gaps and needs for clinicians and researchers who are interested in understanding the role of mobile technology in relationship to human communication and interaction. Additionally, the paper demonstrates that SLPs have instrumental roles rather than passive users in influencing the design and implementation of different genres of mobile apps through evidence‐based clinical practice, and call for partnerships across clinicians, special educators and technologists to support children's communication development. [ABSTRACT FROM AUTHOR]

The occurrence of unknown words in texts significantly hinders reading comprehension. To improve accessibility for specific target populations, computational modeling has been applied to identify complex words in texts and substitute them for simpler alternatives. In this article, we present an overview of computational approaches to lexical complexity prediction focusing on the work carried out on English data. We survey relevant approaches to this problem which include traditional machine learning classifiers (e.g., SVMs, logistic regression) and deep neural networks as well as a variety of features, such as those inspired by literature in psycholinguistics as well as word frequency, word length, and many others. Furthermore, we introduce readers to past competitions and available datasets created on this topic. Finally, we include brief sections on applications of lexical complexity prediction, such as readability and text simplification, together with related studies on languages other than English. [ABSTRACT FROM AUTHOR]

Objective: To investigate the impact of interface display modalities and human-in-the-loop presence on the awareness, workload, performance, and user strategies of humans interacting with teleoperated robotic systems while conducting inspection tasks onboard spacecraft. Background: Due to recent advancements in robotic technology, free-flying teleoperated robot inspectors are a viable alternative to extravehicular activity inspection operations. Teleoperation depends on the user's situation awareness; consequently, a key to successful operations is practical bi-directional communication between human and robot agents. Method: Participants (n = 19) performed telerobotic inspection of a virtual spacecraft during two degrees of temporal communication, a Synchronous Inspection task and an Asynchronous Inspection task. Participants executed the two tasks while using three distinct visual displays (2D, 3D, AR) and accompanying control systems. Results: Anomaly detection performance was better during Synchronous Inspection than the Asynchronous Inspection of previously captured imagery. Users' detection accuracy reduced when given interactive exocentric 3D viewpoints to accompany the egocentric robot view. The results provide evidence that 3D projections, either demonstrated on a 2D interface or augmented reality hologram, do not affect the mean clearance violation time (local guidance performance), even though the subjects perceived a benefit. Conclusion: In the current implementation, the addition of augmented reality to a classical egocentric robot view for exterior inspection of spacecraft is unnecessary, as its margin of performance enhancement is limited in comparison. Application: Results are presented to inform future human–robot interfaces to support crew autonomy for deep space missions. [ABSTRACT FROM AUTHOR]

This paper presents the "Actional Model of Older people´s Coping with Health-Related Declines" to explain the use of a broad range of action alternatives of older persons for dealing with current or anticipated diseases, functional declines, activity limitations and participation restrictions. The general background is the action-theoretical model of intentional self-regulation of human development (e.g., Brandtstädter, 2006; Rothermund & Brandtstädter, 2019). Yet, our model provides an increased specification of major model components toward the situation of older people coping with current or anticipated health-related declines. The model development follows an adapted theory construction methodology (TCM) by Borsboom et al. (Perspectives on Psychological Science, 16(4), 756-766, 2021) and adapted principles for constructing practically useful theories by Berkman & Wilson (Perspectives on Psychological Science, 16(4), 864-874, 2021). Regarding content, we further draw on models of the use of assistive technologies (ATs) and medical services, qualitative studies on reasons for using ATs, and quantitative studies on health-related goals. The resulting model includes these components: (1) Discrepancies between perceived or anticipated and desired health-related development, (2) health-related discrepancy reduction and prevention goals, (3) action possibilities for reducing or preventing health-related discrepancies, (4) further motivating and demotivating goals, (5) beliefs about effective means for reaching the goals (2) and (4), (6) generation of the particular coping actions by goals (2) and (4) in combination with beliefs about effective means, (7) external context factors, and (8) modes of joint decision-making and decision-making on behalf of older people. The explanatory and practical value of the model are discussed as well as its implications for future research and geropsychology teaching. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Alternative methods of presenting the information contained in mathematical images, which are adapted to the needs of blind people, are significant challenges in modern education. This article presents an alternative multimodal method that substitutes the sense of sight with the sense of touch and hearing to convey graphical information. The developed method was evaluated at a center specializing in the education of the blind in Poland, on a group of 46 students aged 15–19. They solved a set of 60 high school-level problems on geometry, mathematical analysis, and various types of graphs. We assessed the mechanisms introduced for the sense of touch and hearing, as well as the overall impression of the users. The system usability scale and the NASA task load index tests were used in the evaluation. The results obtained indicate an overall increase in user satisfaction and usefulness of the proposed approach and a reduction in the workload during exercise solving. The results also show a significant impact of the proposed navigation modes on the average time to reach objects in the drawing. Therefore, the presented method could significantly contribute to the development of systems supporting multimodal education for people with blindness. [ABSTRACT FROM AUTHOR]

Objective: Assessing violinists' motor and musical performance adaptations to dynamic assistive support (DAS) provided by a passive device, using a force-field adaptation paradigm. Background: Up to 93% of instrumentalists are affected by musculoskeletal injuries and particularly violinists. The repetitive nature of their work may lead to muscle fatigue, an injury risk factor. DAS has been used in occupational settings to minimize muscle activations and limit fatigue accumulation. DAS may however affect motor and musical performance. Method: Fifteen expert violinists were equipped with reflective markers and surface and intramuscular electromyography (EMG) sensors. Movements, muscle activations, and sound were recorded while participants completed three experimental conditions for which they continuously played a 13-s musical excerpt: Control (no DAS), Adaptation (DAS), and Washout (no DAS). DAS was applied at the left elbow (violin-holding side). Conditions were repeated 1 week later. Participants later listened to their own audio recordings playing with and without DAS and blindly assessed their performances. Linear mixed models were used to compare DAS and no-DAS conditions' kinematic, EMG, and musical performance data. Results: DAS perturbed user kinematics but reduced mean activations of left medial deltoid and superior trapezius. Joint kinematic and muscle activation patterns between DAS and no DAS conditions however remained similar. Musical performance was unchanged with DAS. Conclusion: Though DAS modified violinists' upper-limb configurations, resulting kinematics were not detrimental to musical performance. Reduced muscle activations with DAS could contribute to lessening muscle fatigue. Application: Although its effect on muscle fatigue should be further investigated, DAS might be useful in preventing violinists' injuries. [ABSTRACT FROM AUTHOR]

For greater efficiency, human–machine and human–robot interactions must be designed with the idea of multimodality in mind. To allow the use of several interaction modalities, such as the use of voice, touch, gaze tracking, on several different devices (computer, smartphone, tablets, etc.) and to integrate possible connected objects, it is necessary to have an effective and secure means of communication between the different parts of the system. This is even more important with the use of a collaborative robot (cobot) sharing the same space and very close to the human during their tasks. This study present research work in the field of multimodal interaction for a cobot using the MQTT protocol, in virtual (Webots) and real worlds (ESP microcontrollers, Arduino, IOT2040). We show how MQTT can be used efficiently, with a common publish/subscribe mechanism for several entities of the system, in order to interact with connected objects (like LEDs and conveyor belts), robotic arms (like the Ned Niryo), or mobile robots. We compare the use of MQTT with that of the Firebase Realtime Database used in several of our previous research works. We show how a "pick–wait–choose–and place" task can be carried out jointly by a cobot and a human, and what this implies in terms of communication and ergonomic rules, via health or industrial concerns (people with disabilities, and teleoperation). [ABSTRACT FROM AUTHOR]

Communication is integral to every human's life, allowing individuals to express themselves and understand each other. This process can be challenging for the hearing-impaired population, who rely on sign language for communication due to the limited number of individuals proficient in sign language. Image classification models can be used to create assistive systems to address this communication barrier. This paper conducts a comprehensive literature review and experiments to find the state of the art in sign language recognition. It identifies a lack of research in Norwegian Sign Language (NSL). To address this gap, we created a dataset from scratch containing 24,300 images of 27 NSL alphabet signs and performed a comparative analysis of various machine learning models, including the Support Vector Machine (SVM), K-Nearest Neighbor (KNN), and Convolutional Neural Network (CNN) on the dataset. The evaluation of these models was based on accuracy and computational efficiency. Based on these metrics, our findings indicate that SVM and CNN were the most effective models, achieving accuracies of 99.9% with high computational efficiency. Consequently, the research conducted in this report aims to contribute to the field of NSL recognition and serve as a foundation for future studies in this area. [ABSTRACT FROM AUTHOR]

Sustainable Development Goal 4 from the United Nations 2030 Agenda, focus on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Inclusive education is a key component of sustainable development goal 4, and assistive technology is a critical factor in achieving it. In this context, this paper introduces the development of an immersive virtual reality system with conversational skills for inclusive learning processes. The idea of this work is to provide an assistive technology to motivate, educate, and train students with disabilities in a more inclusive way. In order to improve the user experience, the system was developed to work in a CAVE-like immersive environment using Natural Language Processing through a Semantic Embodied Conversational Agent. This work highlights that assistive technology can promote educational, psychological, and social benefits for students with disabilities. The use of assistive technology can enable academic engagement and social participation and be transformative from a psychological perspective. A case study was conducted on children with autism, which showed encouraging results of the system as an assistive technology for teaching and learning.

The role of the surgical care practitioner (SCP) is common in UK surgical centres. The SCP curriculum is robust and well developed in multiple specialties since it was first developed in 1989. The SCP role can often concentrate on technical skills, developing a skillset that is highly effective during traditional open surgical procedures. This skillset requires further investigation because technology-assisted surgeries are becoming more common, including the use of novel approaches to developing non-technical skills. To effectively develop this skillset, analysis of robust advanced practice frameworks is necessary, alongside clear alignment to the advanced practitioners' professional regulations. This article examines the interpretation of the advanced practice concept within technology-assisted surgeries, which is potentially guiding the evolution of advanced practice within operating theatres and improving patient care. [ABSTRACT FROM AUTHOR]

The loss of or impairment in vision makes it challenging for blind and visually impaired people (BVIP) to navigate easily in their surroundings. Several solutions were proposed to address this challenge and assist BVIP in navigation by exploiting existing technologies. However, their reliance on pre-installed infrastructure and costly dedicated hardware made them less practical. As an alternative, pedestrian dead reckoning techniques were proposed. However, the slow walking pace of BVIP, the required contact with un-intended obstacles, and the false recognition of activities increase error accumulation, making these techniques less applicable. Therefore, solutions are needed to accurately recognize the walking patterns of BVIP so that efficient navigation solutions can be developed. This article fills this research gap by extending traditional white cane with smartphone sensors. Specifically, a smartphone is used with a conventional white cane to collect data through its sensors on a time-based data window. For smooth recording, a revolving tire is attached at the bottom of the white cane. The collected data is processed by employing the computational resources of the smartphone using our designed app, which identifies the user's walking patterns such as walking, stairs up/down, sit/stand, and collision. As a case study, these activities were classified using Naïve Bayes, Random Forests, J48, Decision Table, and LibSVM. Among these, Random Forests gave a higher accuracy. These results suggest that the proposed solution is more practical in designing navigation applications for BVIP and may yield better accuracy if tested with more advanced classifiers. [ABSTRACT FROM AUTHOR]

This article replicates a prior study of student perceptions of captions in a specialized learning context to understand the extent to which captions are useful for students learning specialized vocabulary. It describes the results of a conceptual replication (Christensen et al., Technology, Knowledge and Learning, 2021) of a nationwide study by Linder (2016) that surveyed undergraduate students regarding their use and perceptions of closed captions and transcripts. In Linder (2016). Student Uses and Perceptions of Closed Captions and Transcripts: Results from a national study. Oregon State University Ecampus Research Unit.) study, a broad range of undergraduate student populations reported that they used closed captions and transcripts as a learning aid to help with accuracy, comprehension, retention, and engagement. This study surveys a smaller group of graduate students in legal education whose academic challenges include mastering a highly specific terminology. Experimental studies have provided evidence that closed captions can help students learn challenging new vocabulary in areas such as foreign language Winke et al. Language Learning & Technology, 14(1), 65–86 (2010) and science (Marino et al., Journal of Computers in Mathematics and Science Teaching 29:31–49, 2010). This article reports on student perceptions of the helpfulness of captions and transcripts, why they found them helpful or not, and how they used them to support their learning. Results indicate that provided captions and transcripts were accurate, students found them helpful with understanding instructors, concentrating, comprehending lectures, learning new vocabulary, and note-taking. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Learning & Technology is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, the effect of technology use on reading comprehension skills of students with moderate ASD was examined. Male students who are attending the first grade and have an intermediate level ASD were determined as participants. All three students are reading by swinging. In the research, one of the single-subject research methods, the multiple-probe design across participants was used. The stories used in the training are written in such a way that they consist of 40-45 words. The story difficulty level is 1. It is determined in accordance with the grade level. The level of initiation in the analysis of the data, the ability to understand reading data in the intervention, generalization and maintenance sessions were collected using the data registration form. The reading comprehension a skill was first examined while preparing the form, based on the correct responses supplied to the reading comprehension questions. The research was conducted out by a special education teacher who graduated from the Department of Special Education. In the application of the multiple-probe design across participants as a research model, firstly, the data were gathered in order to decipher the participants' performance in terms of reading comprehension skills by using the data registration form which was prepared for each student. The data were collected in individual sessions and recorded in the relevant sections. While the baseline level data was taken by the practitioner, the related stories were presented in the form of a pen and paper study and the data were collected. In the intervention, generalization and continuity data, the iPad-mediated application was used. The participant opens the story and reads it himself. The teacher shows the questions about the story on the iPad. The reading comprehension data of the participant were performed through multiple choice questions. Consequently, it was found that all participants exhibited appropriate behaviors in keeping on task and completing tasks during the reading comprehension studies process. It has been determined that students with ASD have higher performance when using iPad only compared to traditional books when more than one experiment is performed. The content is one of the most significant aspects in reading comprehension. In this study, the stories were developed by selecting from among the content preferences of children with ASD. Although popular contents were used for children during the baseline phase like other phases, it was determined that pencil and paper works were not preferred. Furthermore, it was discovered that when students began at the most basic level of reading comprehension, their motivation increased when they could answer the questions, and this situation increased the on-task processes and positively affected the comprehension success. [ABSTRACT FROM AUTHOR]

Brain computer interface (BCI) is a system that directly uses brain neural activities to communicate with the outside world. Recently, the decoding of the human upper limb based on electroencephalogram (EEG) signals has become an important research branch of BCI. Even though existing research models are capable of decoding upper limb trajectories, the performance needs to be improved to make them more practical for real-world applications. This study is attempt to reconstruct the continuous and nonlinear multi-directional upper limb trajectory based on Chinese sign language. Here, to reconstruct the upper limb motion trajectory effectively, we propose a novel Motion Trajectory Reconstruction Transformer (MTRT) neural network that utilizes the geometric information of human joint points and EEG neural activity signals to decode the upper limb trajectory. Specifically, we use human upper limb bone geometry properties as reconstruction constraints to obtain more accurate trajectory information of the human upper limbs. Furthermore, we propose a MTRT neural network based on this constraint, which uses the shoulder, elbow, and wrist joint point information and EEG signals of brain neural activity during upper limb movement to train its parameters. To validate the model, we collected the synchronization information of EEG signals and upper limb motion joint points of 20 subjects. The experimental results show that the reconstruction model can accurately reconstruct the motion trajectory of the shoulder, elbow, and wrist of the upper limb, achieving superior performance than the compared methods. This research is very meaningful to decode the limb motion parameters for BCI, and it is inspiring for the motion decoding of other limbs and other joints. [ABSTRACT FROM AUTHOR]

In 2019, the Goldey-Beacom College library served its first 100% blind student. To become more familiar with accessibility efforts at other colleges and universities, the authors compiled a brief literature review that discusses state statutes for accessibility, university policies on accessibility, and librarians' audits on web accessibility and vendor supplied databases. To determine the accessibility of the library's subscribed tools and services, the director of the office of institutional research & training and the director of the library, archives, and learning center used the WAVE online accessibility checker to audit the main library electronic resources: Gale Power Search, ProQuest, Yewno, EBSCO, LibGuides, SpringShare A–Z Database List, JSTOR, Adam Matthew, SAGE Research Methods, and Encyclopedia Britannica. WAVE results indicate that there are errors with 9 out of 10 electronic resources reviewed and alerts with 10 out of 10 of the audited electronic resources. [ABSTRACT FROM AUTHOR]