Basic smartphone-aided communication and leisure for people with extensive neuro-motor impairment and absence of speech

A simple smartphone-aided program to support meaningful occupation in people with severe neuro-motor and speech disabilities

We assessed a simple smartphone-aided program to help three participants with severe neuro-motor and speech disabilities access preferred songs, call or send messages to distant partners, and call the caregiver. The program relied on the use of a smartphone, five cards with identification tags, and a mini speaker. The participants could select one of the cards (engagement options) by touching it with the smartphone. Using the program, all participants managed to access songs, reach partners, and call the caregiver independently and engaged in the related forms of leisure and communication/interaction throughout the 10-min sessions available. The results suggest that the program might be a valuable aid for people with severe neuro-motor and speech disabilities.

Everyday technology to support basic communication and leisure of individuals with extensive neuro-motor and speech impairments

Purpose

The study was to develop and test a new technology-aided program to support basic communication and leisure of people with extensive neuro-motor and speech impairments.

Design/methodology/approach

The study was carried out according to a non-concurrent multiple baseline design across three participants. During the intervention, the participants used the new program. This relied on a smartphone, a tablet, and radio frequency identification tags, and allowed the participants to make communication and leisure choices via small hand movements. Communication choices involved the possibility of sending messages or making telephone calls to preferred persons. Leisure choices involved the possibility of accessing preferred music, comedy, and sport or television shows.

Findings

During the intervention, the participants were highly successful in activating communication and leisure events independently. They had mean cumulative engagement times of about 7–8.5 min per 10-min session.

Originality/value

The new program is easily accessible and affordable in terms of the technology components involved and appears highly suitable and friendly for individuals who have only limited hand movement.

Teachers' use of assistive technology in Saudi special education schools: A mixed-methods enquiry

The aim of the study was to examine assistive technology (AT) use, elements teachers take into consideration when selecting AT, and barriers from the standpoint of teachers of students with severe intellectual and developmental disabilities. To answer the research questions, the researcher employed a sequential explanatory mixed-methods design. A self-administered online survey and interviews were conducted to collect data. A total of 92 special education teachers from four special education institutes were surveyed, and five teachers were interviewed to provide interpretations for the analysed quantitative data. Results demonstrated there were cultural factors that could influence AT use with students. Findings revealed there was a lack of AT use, with teachers reporting higher use of low-tech than mid-tech and high-tech. The most reported barriers were lack of AT devices and lack of training. The results also revealed there were statistical differences in AT use between the four special education institutes and between teachers with previous AT training. Four major themes and several sub-themes emerged from the interviews. The themes were (a) AT use, (b) considerations, (c) barriers, and (d) professional development. These themes made it possible to interpret and elaborate on the quantitative data. The findings suggest the necessity of professional development for teachers, an increase in financial support, and provision of appropriate curriculum for successfully using AT in classrooms.