Assistive Technology最新文献

Education is rapidly evolving, especially with the growth of online learning during the pandemic. As this transformation continues, it's crucial to ensure that students with visual disabilities are not left behind due to accessibility barriers. The lack of built in accessibility features in web pages and applications underscores the importance of integrating such considerations into their design. This paper presents a web application designed to assist individuals with visual disabilities and low vision by transliterating Indian languages, including Bengali, Odia, Hindi, English, and Telugu, into their respective Braille scripts. The key features of the application include text based input, voice based navigation, multilingual voice input, shortcut keys for major functionalities, low vision support, and compatibility with Braille embossing. We also reviewed existing Braille transliteration tools and highlighted the interactive accessibility features integrated into our web application. We have also shared insights from initial cross browser compatibility tests, user testing, and preliminary user evaluations. Our goal is to empower individuals with visual disabilities to access online educational content in Braille across multiple Indian languages, thereby fostering inclusivity in learning environments and supporting special educators in delivering accessible resources.

The purpose of this RESNA position paper on assistive technology for lying posture care management (LPCM) serves to align academic research and clinical best practices. Lying posture, although critical in postural care, is under-addressed in both policy and clinical settings to assist practitioners in decision-making and justification of LPCM recommendations. The Position Paper frames LPCM within the 24-hour posture care management (PCM) model, highlighting its role in preventing body shape distortions, reducing health complications, and enhancing participation for individuals with limited mobility.

There are no existing guidelines for healthcare teams to evaluate rehabilitation technology and maximize its use in neurologic rehabilitation. By incorporating rehabilitation technologies into neurorehabilitation, therapists can bridge the gap between research and feasible client-centered interventions. Technology use can facilitate evidence-based practice that reflects recent trends in neurorehabilitation. Integration of rehabilitation technology is heavily dependent on the consideration of the barriers to technological adoption at both the organizational level and clinical level. The purpose of this commentary is to describe a theory-driven, systematic process with consideration of facilitators and barriers to technological uptake in neurorehabilitation. This process considers the views of multiple stakeholders to evaluate technology in rehabilitation and make cost-effective decisions, maximize available interventions, prevent technological abandonment, and integrate evidenced-based interventions for neurorehabilitation best practice.

Assistive technology(AT) presents potential for the improvement of public health and the achievement of fundamental human rights, however the use and access to AT, especially in Latin American Countries is still a neglected field of research and practice. This study aims to systematically review the evidence on access to Assistive Technology and related services in Latin American Countries. Literature was searched in 5 web-based databases (EMBASE, CINAHL, Web of Science, LILACS and PUDMED). Studies carried out in Latin American countries addressing AT and its related services were included. The 33 included articles were primarily focused on service delivery, assistive device outcome and satisfaction, with only a few projects focusing on AT design, evaluation, provision and training. While some assistive devices (e.g. hearing aids, mobility aids, vision aids) are available in Latin American Countries, other aids designed to prevent impairment, disability, and other health outcomes, such as cognitive and augmentative communication devices, have received little attention. Despite the availability of some assistive devices, significant barriers to access persist, including limited awareness, insufficient training for professionals, and a lack of systematic, equitable approaches to provision.

Previous research found that occupational therapy practitioners desired more training in assistive technology. This study provides further evidence on which assistive technology categories should be included in the education of occupational therapists in the United States, based on the practice setting. Participants were recruited through snowball sampling and were included if they were certified occupational therapists practicing in the United States. A quantitative survey method was utilized, and 392 participant responses were captured through Likert-scale, multiple-choice, and ordinal ranking-scale questions. Of the 12 settings included in the study, eight practice settings reported that wheelchair seating and mobility were the most used assistive technology. Regarding the remaining four practice settings, occupational therapists working in early intervention with children aged 0-3 years reported using communication devices; outpatient hand therapy reported home modifications; mental health professionals reported using cognitive aids; and occupational therapists in the school setting reported using technology for learning disabilities. All participants reported that assistive technology is used "sometimes" to "always," regardless of setting. The need for occupational therapists to have an established knowledge base in assistive technology is crucial. This study highlights the association between the practice setting and the use and frequency of assistive technology.

Many studies have been carried out to measure the effectiveness of Bluetooth Low Energy (BLE) Beacons, Ultra Wideband (UWB) Beacons, and GPS for the purposes of deploying Real-time Localisation Systems (RTLS) for user interactions in Museums and other public areas. However, rural areas are often neglected from these studies. This study looks to investigate the effectiveness of these three technologies for the purposes of developing a modular, robust, scalable Real-Time Localization System for facilitating accessible interactive Cultural Heritage (CH) experiences, particularly in rural areas. Recommendations are made as to how government bodies might best support accessible technology for CH applications going forward.

In Brazil, despite the availability of services for the provision of assistive products, various barriers still hinder their acquisition. Aligned with the objectives of the Sustainable Development Goals (SDGs), the TeiA website prototype was developed. The purpose of this website is to improve accessibility to assistive products through donations and to facilitate communication between users, the community, and healthcare services nationwide. The aim of this study is to describe the development of the TeiA website prototype using a prototyping method based on the principles of universal design and web accessibility. The development process comprised three stages: (1) defining the website's purpose, (2) incorporating content, and (3) developing the functional structure and implementing access pages. The TeiA website prototype (http://www.teiabrasil.com/) includes eight access pages designed to facilitate the donation of assistive products and provide related information. The pages feature a high-contrast background to enhance the visibility of videos in Brazilian Sign Language (Libras), which include translations of the site's content. The TeiA website has the potential to significantly promote opportunities for people with disabilities by providing accessible information and facilitating access to assistive products. Future studies will conduct validation testing with information technology specialists and users.

There is need for innovative approaches in the production of assistive devices. This study aimed to examine the effects of a Three-Dimensional (3D) Printed Assistive Technology Intervention. Twelve older adults (mean age of 67.83 ± 2.72 years) participated in the study. Assistive devices were designed using a 3D printer. The participants completed the Canadian Occupational Performance Measure (COPM), the Functional Independence Measure (FIM), and the Lawton-Brody IADL scale. Also they completed the Visual Analog Scale (VAS) to evaluate their satisfaction with the 3D printed assistive device. The participants' mean satisfaction score with the assistive devices was found to be 7.00 ± 1.12. After the intervention, significant improvements were observed in the COPM performance subscale (p = 0.016), the FIM motor subscale (p = 0.012), the FIM total score (p = 0.018), and the Lawton-Brody IADL Index (p = 0.024). However, no significant changes were detected in the COPM satisfaction subscale (p = 0.094) or the FIM cognitive subscale (p = 0.069). This study suggest that economically feasible and easily accessible 3D printed assistive devices may serve as an effective alternative to enhance the occupational performance and independence of older adults.

Meeting rehabilitation intensity goals in an inpatient stroke rehabilitation unit is a constant challenge due to staffing and budget constraints, a situation further exacerbated by the COVID-19 pandemic. To bridge the gap, speech-language pathologists often provide independent practice (traditionally paper and pen exercises and more recently tablet-based); however, patients can have trouble completing these programs independently. Caregivers can help but may be overwhelmed during the inpatient rehabilitation process. In this case study, we enlisted student volunteers from a local health-related program to offer individualized supplemental tablet-based aphasia practice as an adjunct to standard therapy with a speech-language pathologist for people with aphasia. Five adults with aphasia (2 women and 3 men; aged 37 to 80, mean age 58.2) were admitted to an inpatient stroke rehabilitation unit and received supervised sessions during off-therapy hours. Participants attended 57/62 (91.9%) of available sessions, ranging from 5 to 24 sessions per participant. Mean session duration per participant ranged from 56 to 92 minutes. All student volunteers remained engaged over 5 months with no attrition. This program shows that volunteers can support the delivery of a tablet-based program as an adjunct to conventional aphasia therapy to boost rehabilitation intensity during an inpatient stroke rehabilitation admission. [198 words].