Your search found 1718 results.

Descriptors:
Assistive Technology; Personality Traits; Student Attitudes; Interpersonal Relationship; Altruism; Statistical Analysis; Intimacy; Photography; White Students; Misconceptions; Ethnicity; Gender Differences; Human Body; Biographies; Undergraduate Students; Surveys; Hispanic American Students; Dating (Social); Marriage; Friendship; Attitudes toward Disabilities; Intelligence; Humor; Sexuality; Diseases; Role Playing; Social Attitudes

Abstract:
Student attitudes toward having a relationship with a wheelchair user were explored. Participants initially selected one of six opposite gender head shots and subsequently viewed their selection's whole body photograph in a wheelchair along with reading a short biography. Primarily undergraduate Hispanic and Caucasian students (N = 810) were surveyed regarding their interest in potentially being friends, dating, or marrying a wheelchair user, with 66% indicating they would have no problem dating or marrying a wheelchair user. Chi-square tests of pairwise association, logistical regression, and test of proportional odds revealed significant differences, p = 0.001, between ethnicity, gender, type of relationship, and having had a prior disability relationship. Personal traits of intelligence, humor, kindness, and physical appearance were rated most highly. Those unwilling to date or marry their selection perceived the partner would require too much caregiving, social interaction awkwardness, inability to sexually perform, and the partner being sick often. Counselors can benefit from informing clients about intimacy misconceptions by role-playing and providing clients with insights regarding societal beliefs. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Deafness; Children; Animals; Assistive Technology; Auditory Stimuli; Stimulation; Age; Lateral Dominance

Abstract:
Unilateral deafness has a high incidence in children. In addition to children who are born without hearing in one ear, children with bilateral deafness are frequently equipped only with one cochlear implant, leaving the other ear deaf. The present study investigates the effects of such single-sided deafness during development in the congenitally deaf cat. The investigated animals were either born with unilateral deafness or received a cochlear implant in one ear and were subjected to chronic monaural stimulation. In chronically stimulated animals, implantation ages were at the following three critical developmental points: "early" during the peak of functional cortical synaptogenesis in deaf animals; "intermediate" at the age when synaptic activity in the deaf cats dropped to the level of hearing control cats and finally, "late" at the age when the evoked synaptic activity fell below the level of hearing control cats. After periods of unilateral hearing, local field potentials were recorded from the cortical surface using a microelectrode at approximately 100 recording positions. Stimulation was with cochlear implants at both ears. The measures evaluated were dependent only on the symmetry of aural input: paired differences of onset latencies and paired relations of peak amplitudes of local field potentials. A massive reorganization of aural preference in favour of the hearing ear was found in these measures if the onset of unilateral hearing was early (before or around the peak of functional synaptogenesis). The effect was reduced if onset of unilateral hearing was in the intermediate period, and it disappeared if the onset was late. In early onset of unilateral deafness, the used ear became functionally dominant with respect to local field potential onset latency and amplitude. This explains the inferior outcome of implantations at the second-implanted ear compared with first-implanted ear in children. However, despite a central disadvantage for the deaf ear, it still remained capable of activating the auditory cortex. Appropriate training may thus help to improve the performance at the second-implanted ear. In conclusion, periods of monaural stimulation should be kept as short as possible, and training focused on the deaf ear should be introduced after delayed second implantation in children. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Visual Impairments; Children; Assistive Technology; Incidence; Demography; Age; Sex; Adventitious Impairments; Genetic Disorders; Congenital Impairments; Etiology

Abstract:
A retrospective study was carried out to evaluate the paediatric visual impaired population attending the Low Vision Clinic at Sheffield Teaching Hospitals NHS Foundation Trust, over a period of 14 years. Data were collected and analysed for children less than 17 years for prevalence, demographics, registration status, aetiologies, and types of low vision aids issued. The total number of children identified was 204. Of these, 19 percent of the children were registered blind, 45 percent were registered partially sighted, and 36 percent were not registered. The four diagnostic groups were genetic (29%), prenatal (36%), perinatal (23%), and childhood (12%). Describing local characteristics of paediatric visual impairment is a useful measure of current low vision service provision. This information can further inform educational, social, and health needs for the visually impaired children to ensure adequate service provision. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Mental Retardation; Mass Media Use; Information Technology; Accessibility (for Disabled); Access to Information; Influence of Technology; Normalization (Disabilities); Assistive Technology; Youth Agencies; Observation; Visual Aids; Interviews; Photography; Diaries; Social Networks; Individual Activities; Youth Opportunities; Adults; Intergenerational Programs; Daily Living Skills

Abstract:
This study introduces how technology and humans are part of relationships that influence agency among people with disabilities. It aims to focus attention on the use of, and access to, information and communication technology (ICT), and agency among youths and adults with intellectual disabilities. The study draws on empirical research conducted with youths and adults with intellectual disabilities, as well as staff at a day centre. It shows that by drawing upon interests, previous experiences, and cooperating in ICT activities the participants' agency changed. Also, it shows how disability is relational and how it can be influenced by ICT. An interdisciplinary approach is adopted to interpret the findings and to explore: How do people of different ages with intellectual disabilities experience the use of ICT in their everyday lives? Are people with intellectual disabilities able to influence their level of activity by using ICT? And if so, in what ways? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Assistive Technology; Foreign Countries; Adapted Physical Education; Accessibility (for Disabled); Housing Needs; Athletics; Social Justice; Physical Mobility; Phenomenology; Public Policy; Competition

Abstract:
The golden summer of sport is now over, but what is the legacy of London 2012 for disabled people? Nadia Ahmed, a disabled student, discusses the difficulties she has faced in finding accessible accommodation in London. She argues that while the Games are over, the United Kingdom still has lots of hurdles to leap when it comes to disability. The article focuses on her own personal experience of not being able to get wheelchair-accessible accommodation in Tower Hamlets, a London borough that is a close neighbour of Stratford where the Olympic and Paralympic games were held. The article raises questions about disability equality following the Paralympics. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mothers; Parent Child Relationship; Linguistic Input; Profiles; Assistive Technology; Indo European Languages; Linguistics; Sign Language; Speech; Video Technology; Language Acquisition; Monolingualism; Infants; Measures (Individuals); Hearing Impairments; Attribution Theory; Bilingualism; Code Switching (Language)

Abstract:
Hearing parents of deaf or partially deaf infants are confronted with the complex question of communication with their child. This question is complicated further by conflicting advice on how to address the child: in spoken language only, in spoken language supported by signs, or in signed language. This paper studies the linguistic environment created by one such mother (language input and parental behavior) and her child's language production longitudinally during the first 2 years of life of the infant to discover possible relationships. The mother-child dyad was observed when the child was 7, 9, 12, 18, and 24 months old. Changes in the mother's approach to communication with her child and their consequent effects on the child's language development will be highlighted. The infant concerned has a hearing loss of more than 90 dB on both ears, which qualified her for cochlear implantation. At the age of 10 months she was implanted on her left side (30/04/2010). Five months later she received a second implant (24/09/2010). By means of several assessments instruments the created linguistic environment, the language development of the infant in question and possible causal relationships were investigated before and after implantation. These instruments include: Pragmatics Profile of Everyday Communication; Profile of Actual Linguistic Skills; video-images of interaction analyzed in ELAN; MacArthur-Bates Communicative Development Inventory for spoken Dutch and Flemish Sign Language (from 9 months onwards). Results for each individual assessment moment are given as well as an overarching interpretation of evolution in the language development. The child seems to be profiting from a bimodal/bilingual approach to communication up to 9 months of age. She is progressing considerably in both spoken Dutch and Flemish Sign Language, with a possible onset of functional code-switch. However, a setback is evidenced in the child's language development, mirrored in a setback in the mother's sensitive behavior as she moves to a more monolingual approach after cochlear implantation. (Contains 7 figures and 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Strategies; Visual Impairments; Foreign Countries; College Students; College Faculty; Teacher Attitudes; Student Participation; Intervention; Qualitative Research; Statistical Analysis; Interviews; Deans; Department Heads; Assistive Technology; Teacher Role; Student Role; Measures (Individuals)

Abstract:
This article presents the attitude of lecturers towards the visually impaired students in one of the universities in the Limpopo Province. First, it is argued that the experience of a visual impairment by a student has a greater effect on the strategies and methodologies used for instruction than on the curricular content to which the student is exposed. Specialized instructional strategies facilitate the visually impaired students' successful participation within regular education classrooms. The degree of specialized intervention needed depends upon the intensity of the students' impairments. Despite the fact that the university has each year been registering students who are visually impaired, there is no indication that staff members are being trained to handle these students. Both qualitative and quantitative findings from interviews with visually impaired students, HODs (heads of departments), and deans/directors of centers suggest that lecturers found teaching visually impaired students is a problem, because they were never trained to teach visually impaired students and that the institution should employ a permanent specialist in teaching visually impaired students and create a resource centre for them. This paper examines some of the concerns that the visually impaired students encounter and raises questions about how they learn and how they are being taught. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Assistive Technology; Experiential Learning; Older Adults; Medical Education; Research Methodology; Nonverbal Communication; Nursing Homes; Clinical Diagnosis; Student Attitudes; Longitudinal Studies; Patients; Barriers; Medical Students; Outcomes of Education; Educational Gerontology

Abstract:
The University of New England College of Osteopathic Medicine Learning by Living Project (referred to as Learning by Living) was piloted in 2006 as an experiential medical education learning model. Since its inception, medical and other health professions students have been "admitted" into nursing homes to live the life of an older adult nursing home resident for approximately 2 weeks--24 hours a day/7 days a week--complete with a medical diagnosis and "standard" procedures of care. The Learning by Living Project applies qualitative ethnographic/autobiographic research methods to collect students' perspectives and experiences about life lived as an older adult with functional challenges in a residential setting. To date, all students have completed their extended stay successfully and felt that this experiential learning project provided life-altering medical education. Longitudinal data reveals that students' maintain patient-centered attitudes and skills such as the use of eye contact, touch, body position, and voice cadence. Barriers to working with older adults are decreased; understanding is gained by "wheeling a mile in an older person's wheelchair." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Phonemes; Language Acquisition; Assistive Technology; Deafness; Children; Articulation (Speech)

Abstract:
This study provided a yearly record of consonant development for the initial 4 years of cochlear implant (CI) use and established a precedent for using a standardized articulation test, the "Goldman-Fristoe Test of Articulation--2" (Goldman, R., & Fristoe, M. [2000]. Goldman-Fristoe Test of Articulation--2. Circle Pines, MN: American Guidance Services). The study used CI age as a referent for 32 children who received their CI before 30 months of age. Consonants produced by 70% of the children were listed, as were the most common error types, which were consonant omissions and substitutions. Using consonant repertoire lists and standard scores, the study revealed that children with CIs had acquisition patterns that were similar to their peers when the duration of CI experience was similar to the chronological age norms of typically developing children. The results revealed that CI users need time to coordinate their articulatory organizing principles with the input they receive from their CI. It is appropriate to use length of CI use as a proxy for chronological age during the first 4 years when comparing articulation development with hearing peers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Augmentative and Alternative Communication; Expressive Language; Delayed Speech; Program Implementation; Severe Disabilities; Developmental Disabilities; Developmental Delays; Assistive Technology; Agency Cooperation; Partnerships in Education; Pretests Posttests; Interviews; Participant Satisfaction; Protocol Analysis; Protocol Materials; Speech Language Pathology; Program Effectiveness; Grade 2

Abstract:
This study grew from a need identified by professionals working in the same community to explore interagency support for augmentative and alternative communication device implementation with students, families, and professionals involving the local school system and university. A case study was used to document intervention with a second-grade student who had developmental and severe expressive language delays. Based on the collaboration that was initiated between university and school corporation during the device acquisition process, it was determined that an interagency support system for this student would provide the best long-term solution for training, implementation, and maintenance related to her device. The participant's intervention progress before and after intervention was described using tests and video interactions. Interviews with the principal collaborators (two speech and language pathologists) and the parent were conducted post intervention. Findings revealed positive changes in performance on the receptive and expressive vocabulary testing and scores on communication functions used based on video analyses before and after intervention. Spontaneous device use at home and school was, however, limited. As the study represented one case, no further statistical analysis was conducted. Finally, some reflections on the process were provided by the two main interagency collaborators as well as the mother of the participant, and implications for future intervention were discussed. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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