Emerging issues and current trends in assistive technology use 2007–2010: practising, assisting and enabling learning for all

Abstract

Following an earlier review in 2007, a further review of the academic literature relating to the uses of assistive technology (AT) by children and young people was completed, covering the period 2007-2011. As in the earlier review, a tripartite taxonomy: technology uses to train or practise, technology uses to assist learning and technology uses to enable learning, was used in order to structure the findings. The key markers for research in this field and during these three years were user involvement, AT on mobile mainstream devices, the visibility of AT, technology for interaction and collaboration, new and developing interfaces and inclusive design principles. The paper concludes by locating these developments within the broader framework of the Digital Divide.

Using mobile applications in the process of enhancing and restoring abilities in individuals with intellectual disability and other disabilities – a literature review

“…The reason seems to be the dynamic development of mobile applications on smart devices. This has been verified by several studies which focus has been on the evolution of mobile applications and increase of their popularity [6][7][8].…”

Investigating Interactions between Students with Mild Mental Retardation and Humanoid Robot in Terms of Feedback Types

“…Zihinsel engelli öğrencilere yönelik yapılan teknoloji destekli eğitim çalışmaları genellikle bilgisayar ve internet destekli yazılımlar olarak yaygınlaşmıştır (Alessi ve Trollip, 2001;Kuzu, 2007;Yanpar, 2006;Erişen ve Çeliköz, 2009;Wu, Chen, Yeh, Wang ve Chang, 2014). Ancak teknolojinin ilerlemesiyle birlikte özellikle tabletler, dizüstü bilgisayarlar, akıllı telefonlar, sanal dünyalar, artırılmış gerçeklik (augmented reality), bulut teknolojisi (cloud computing), ve oyun tabanlı uygulamalar yardımcı teknolojiler arasında yer bulmuştur (Abbott, Brown, Evett ve Standen, 2014;Carmien ve Wohldman, 2008;Chiang ve Jacobs, 2010;Everhart, Alber-Morgan ve Park, 2011;Fernández-López, Rodríguez-Fórtiz, Rodríguez-Almendros ve Martínez-Segura, 2013;Filgueiras, Prietch ve Preti, 2015;Gudanescu, 2010;Lin vd., 2016;Pennington, 2010). Bu çalışmalar öğrenme güçlüğü çeken farklı zihinsel engel kategorilerinde yer alan öğrencilere yönelik yapılmış çalışmalardır.…”

Preference-Enhanced Communication Intervention and Development of Social Communicative Functions in a Child With Autism Spectrum Disorder

“…Results of our preference-enhanced communication intervention provide an efficient method for clinicians to assess choice and indicate that giving students the opportunity to select their most preferred AAC system positively influences progress in learning to communicate and maintain these newly acquired AAC skills (van der Meer, Didden, et al, 2012; van der Meer, Kagohara, et al, 2012; van der Meer et al, 2013; van der Meer, Sutherland, et al, 2012). Furthermore, we expect that by using the child’s preferred AAC system there will be less chance of device abandonment at the conclusion of initial interventions, a common issue in the field of AAC (Abbott, Brown, Evett, Standen, & Wright, 2011; Johnson, Inglebret, Jones, & Ray, 2006). However, if new technologies, such as the iPad®-based SGD, are indicated as preferred by students, then parents, teachers, and clinicians need to gain confidence in programming and maintaining the hardware and software to meet each individual’s increasing communication demands (McNaughton & Light, 2013).…”