Eye gaze technology: a South African perspective

Abstract

Purpose: Based on the bioecological model by Bronfenbrenner, this paper will provide a broad perspective on factors that need to be taken into account in order to facilitate communication and participation in preliterate children making use of electronic AAC systems accessed through eye gaze.Method: Two case studies of children who have been provided with the technology described are presented. The case studies were analysed using the four nested systems of the ecology as a framework to describe not only the environment, but also the processes and interactions between the persons and their context.Results: Risk and opportunity factors are evident at all levels of the ecology.Conclusions: While a good fit between the person and the technology is an essential starting point, additional factors pertaining to the partner, the immediate environment as well as meso-, exo-and macrosystemic issues (such as societal attitudes and funding sources) have a significant influence on benefits derived. In resource-limited environments, the lack of support at more distal levels of the ecology (meso-, exo and marosystemic levels) seems to be a factor that differentiates these environments from more resourced ones. Page 2 Eye gaze technology: A South African Perspective KeywordsAugmentative and alternative communication, children with severe physical disabilities, eye gaze access, graphic symbols, little or no functional speech. Implications for Rehabilitation: Within resource-limited environments lack of support from wider ecological systems pose a risk to the implementation of eye gaze technology. Attempts to improve collaboration between all role players could provide the opportunity for the establishment of an integrated plan for intervention and set the stage for information sharing and multiskilling between role players. Intervention should not only be aimed at addressing the needs of the individual client and their family, but also focus on building community capacity that could provide support to others.

Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation

“…Teachers seem to acknowledge that students' intrinsic characteristics (i.e., body functions and structures, personal factors) may be quite stable and resistant to change. Focusing exclusively on these aspects reflects a deficitbased approach, situating the problem explanation within the individual rather than within the environment (Raghavendra et al, 2007;Van Niekerk & Tönsing, 2015;WHO, 2001). AAC and other role players), while one theme (student characteristics) incorporates both body functions and personal factors (WHO, 2001).…”

Augmentative and alternative communication practices: a descriptive study of the perceptions of South African speech-language therapists

“…The availability and affordability of assistive technology such as aided AAC systems also influences AAC practice (Van Niekerk & Tönsing, 2015). Nonelectronic AAC systems are more frequently used in South African special schools than electronic AAC devices (Tönsing & Dada, 2016).…”

Eye-Gaze Control Technology as Early Intervention for a Non-Verbal Young Child with High Spinal Cord Injury: A Case Report

“…Earlier research has shown that involving key persons such as parents and providing them with the knowledge and skills needed is in the long run essential to a sustained use of assistive technology [18,19]. The parents in this study received education on eye-gaze control technology and on how to support their child.…”