Global Perspectives on Assistive Technology Global Perspectives on Proceedings of the Great Consultation 2019 Assistive Technology
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8364 Licensed Charities As of 3/10/2020 MICS 24404 MICS 52720 T
8364 Licensed Charities as of 3/10/2020 MICS 24404 MICS 52720 T. Rowe Price Program for Charitable Giving, Inc. The David Sheldrick Wildlife Trust USA, Inc. 100 E. Pratt St 25283 Cabot Road, Ste. 101 Baltimore MD 21202 Laguna Hills CA 92653 Phone: (410)345-3457 Phone: (949)305-3785 Expiration Date: 10/31/2020 Expiration Date: 10/31/2020 MICS 52752 MICS 60851 1 For 2 Education Foundation 1 Michigan for the Global Majority 4337 E. Grand River, Ste. 198 1920 Scotten St. Howell MI 48843 Detroit MI 48209 Phone: (425)299-4484 Phone: (313)338-9397 Expiration Date: 07/31/2020 Expiration Date: 07/31/2020 MICS 46501 MICS 60769 1 Voice Can Help 10 Thousand Windows, Inc. 3290 Palm Aire Drive 348 N Canyons Pkwy Rochester Hills MI 48309 Livermore CA 94551 Phone: (248)703-3088 Phone: (571)263-2035 Expiration Date: 07/31/2021 Expiration Date: 03/31/2020 MICS 56240 MICS 10978 10/40 Connections, Inc. 100 Black Men of Greater Detroit, Inc 2120 Northgate Park Lane Suite 400 Attn: Donald Ferguson Chattanooga TN 37415 1432 Oakmont Ct. Phone: (423)468-4871 Lake Orion MI 48362 Expiration Date: 07/31/2020 Phone: (313)874-4811 Expiration Date: 07/31/2020 MICS 25388 MICS 43928 100 Club of Saginaw County 100 Women Strong, Inc. 5195 Hampton Place 2807 S. State Street Saginaw MI 48604 Saint Joseph MI 49085 Phone: (989)790-3900 Phone: (888)982-1400 Expiration Date: 07/31/2020 Expiration Date: 07/31/2020 MICS 58897 MICS 60079 1888 Message Study Committee, Inc. -
Assistive Technology
Teachers’ Desk Reference: Practical Information for Pennsylvania’s Teachers Assistive Technology As a teacher, you have the responsibility to Assistive technology, as defined by the federal design learning environments that are respon- law, may also be a service - any service that sive to diverse student needs and to foster directly assists a child with a disability in the participation and achievement. You may have selection, acquisition, or use of an assistive students in your class or school who need technology device. AT services may include assistive technology (AT) to communicate or to evaluating a student’s need for assistive tech- help them access, participate, and/or respond nology; selecting or adapting AT devices; or to instruction within the general education coordinating AT services such as training for the classroom. This Teachers’ Desk Reference pro- student, the student’s family, and educational vides an overview of what assistive technology team members. is and how it can benefit students both in school and in their everyday lives. Who uses assistive technology? What is assistive technology? IDEA – and Pennsylvania Assistive technology devices and services may be used by stu- An assistive technology device, as Chapters 14 and 711 – require dents with disabilities to increase defined by IDEA 2004, isany item, that teams consider assistive access to the general curriculum piece of equipment, or product and help these students make system, whether acquired com- technology needs (also referred progress toward attaining their mercially off the shelf, modified, Individualized Education Program or customized, that is used to to as assistive devices) for every (IEP) goals. -
Health, Wellness, and Society Health and Wellness in the Age of Big Data
Fifth International Conference on Health, Wellness, and Society Health and Wellness in the Age of Big Data 3-4 SEPTEMBER 2015 | UNIVERSIDAD DE ALCALÁ | ALCALÁ DE HENARES, MADRID, SPAIN HEALTHANDSOCIETY.COM Fifth International Conference on Health, Wellness & Society “Health and Wellness in the Age of Big Data” Universidad de Alcalá | Alcalá de Henares, Madrid, Spain | 3-4 September 2015 www.healthandsociety.com www.facebook.com/HealthAndSociety.CG @healthnsociety | #CGHealth International Conference on Health, Wellness, and Society www.healthandsociety.com First published in 2015 in Champaign, Illinois, USA by Common Ground Publishing, LLC www.commongroundpublishing.com © 2015 Common Ground Publishing All rights reserved. Apart from fair dealing for the purpose of study, research, criticism or review as permitted under the applicable copyright legislation, no part of this work may be reproduced by any process without written permission from the publisher. For permissions and other inquiries, please contact [email protected]. Designed by Ebony Jackson Cover image by Phillip Kalantzis-Cope Health, Wellness & Society healthandsociety.com Dear Delegate, Welcome to the Fifth International Conference on Health, Wellness & Society. The conference and its companion journal were created to examine the concept of health as a positive aspect of a global world and society, while bringing together scholarly, research, and practice-based participants. The conference explores the full range of what health and wellness means while taking -
510 & 510-1/2 Oak Street
510 & 510-1/2 Oak Street 510 & 510-1/2 Oak Street Located between Third and Fourth Street on the east side of and fronting on In 1857, Ransom Jones had a tin shop at this address. Jones Oak Street. died at the county infirmary on Thursday, October 17, 1895 at the age Block 26, lot 7 & 8 of eighty-six. He was once a leading and influential citizen of Baraboo. Sanborn map location 710 Oak Street He conducted a Tin Shop and Hardware Store on Oak as early as 1857 where D. S. Holcombe had a livery and feed barn in 1895. This was probably in the 600 Block. Afterwards he was in partnership with another gentleman and the firm was near where C. E. Ryan had his jewelry store in 1895. He eventually met with financial failure and lost his property. In 1857, H. A. Peck & R. A. Orvis kept a Drug Store at approximately this address, probably moving from 133 Third Avenue. In 1861 Peck increased the depth of the building to 70 feet. It is believed that Peck was still here in 1864. In May of 1864, George H. Hall & H. T. Savage opened a clothing store formerly occupied by Peck & Orvis. In September of 1864, Mrs. J. Kennedy announced to the ladies of Baraboo and the vicinity that she had opened a Ladies Furnishing Store just north of Ryan’s Jewelry Store. In May of 1866, Doane & Barstow were busy remodeling the Oak Street circa 1903 building north of Ryan’s Jewelry Store. When completed they planned on stocking the store with dry goods and groceries. -
Accessibility in an on Demand Era
IBM Accessibility Center March 2004 www.ibm.com/able Question and Answer Document Accessibility in an on demand era Q1: What is the IBM Accessibility Center? A1: Stemming from the IBM Special Needs Systems group, the IBM Accessibility Center was created in 2000 to apply research technologies to solve problems experienced by people with disabilities. In 2002, the Accessibility Center team expanded its focus to include access to information by virtually anyone under virtually any circumstances. IBM Accessibility Center locations are in the United States, Europe, Japan and Australia. Key initiatives include: y Driving accessibility as a worldwide IBM strategic initiative. y Driving accessibility of IBM products. y Developing or licensing key assistive technologies. y Pursuing partnerships to co-market accessibility solutions. y Creating comprehensive accessibility architectures and leading cross-IBM implementation. y Guiding and participating in external regulations, standards and technology organizations. Q2: What does accessibility mean to information technology (IT) providers? A2: Accessibility means enabling IT hardware, software and services to be used by more people, either directly or in combination with assistive technology products. IBM is taking the lead in making IT accessible to many people, including those with disabilities. Helping more people benefit from computing and information resources is part of IBM’s larger vision of on demand computing. e-business on demand™ promises to make a wide range of affordable business services readily accessible and easy to use. Accessibility features will be embedded in on demand technology as a benefit that can easily be activated if needed to support employees with temporary or chronic disabilities or simply adjusting to characteristics associated with aging. -
Interdependence As a Frame for Assistive Technology Research and Design Cynthia L
Interdependence as a Frame for Assistive Technology Research and Design Cynthia L. Bennett Erin Brady Stacy M. Branham University of Washington Indiana University (IUPUI) University of California, Irvine Seattle, WA Indianapolis, IN Irvine, CA [email protected] [email protected] [email protected] ABSTRACT In this paper, we describe interdependence for assistive technology design, a frame developed to complement the traditional focus on independence in the Assistive Technology field. Interdependence emphasizes collaborative access and people with disabilities’ important and often understated contribution in these efforts. We lay the foundation of this frame with literature from the academic discipline of Disability Studies and popular media contributed by contemporary disability justice activists. Then, drawing on cases from our own work, we show how the interdependence frame (1) synthesizes findings from a growing body of research in the Assistive Technology field and (2) helps us orient to additional technology design opportunities. We position interdependence as one possible orientation to, not a prescription for, research and design practice––one that opens new design possibilities and Figure 1. An independence frame (left) emphasizes an affirms our commitment to equal access for people with disabilities. individual’s relationship with the environment. Assistive technology (AT) devices are meant to bridge a perceived gap CCS Concepts between disabled bodies and environments designed for non- • Human-centered design and evaluation methods. disabled people. An interdependence frame (right) emphasizes the relationships between people, ATs, and environments, Keywords drawing out the roles of those with disabilities during Interdependence; assistive technology design. collective work they do to create access. 1. INTRODUCTION “independence” really mean, especially in the context of “No one is actually independent; we are all actually AT? To our knowledge, there has yet to be an exploration of interdependent. -
Adaptive Devices in Young People with Upper Limb Reduction Deficiencies: Use and Satisfaction
J Rehabil Med 2015; 47: 346–355 ORIGINAL REPORT ADAPTIVE DEVICES IN YOUNG PEOPLE WITH UPPER LIMB REDUCTION DEFICIENCIES: USE AND SATISFACTION Ecaterina Vasluian, MSc1, Iris van Wijk, MD, PhD2, Pieter U. Dijkstra, PhD1,3, Heleen A. Reinders-Messelink, PhD1,4 and Corry K. van der Sluis, MD, PhD1 From the 1Department of Rehabilitation Medicine, University of Groningen, University Medical Center Groningen, Groningen, 2Rehabilitation Center De Hoogstraat, Utrecht, 3Department of Oral and Maxillofacial Surgery, University of Groningen, University Medical Center Groningen, Groningen and 4Rehabilitation Center “Revalidatie Friesland”, Beetsterzwaag, The Netherlands Objective: To evaluate use of, satisfaction with, and social ad- INTRODUCTION justment with adaptive devices compared with prostheses in young people with upper limb reduction deficiencies. Young people with an upper limb reduction deficiency (ULRD) Methods: Cross-sectional study of 218 young people with are generally able to perform activities of daily living (ADL) upper limb reduction deficiencies (age range 2–20 years) (1–3) by finding solutions to facilitate difficulties in activities and their parents. A questionnaire was used to evaluate and participation (2). However, some ADL pose more functional participants’ characteristics, difficulties encountered, and limitations; for example, lifting heavy objects, engaging in preferred solutions for activities, use satisfaction, and social sports, cycling or driving (3, 4). Although prostheses are usu- adjustment with adaptive devices vs prostheses. The Quebec ally prescribed for activity limitations (5–7), they are rejected User Evaluation of Satisfaction with assistive Technology by 35–45% of young people with ULRD (8) due to the weight, and a subscale of Trinity Amputation and Prosthesis Experi- lack of functional gain and loss of or reduced sensory feedback, ence Scales were used. -
For Individuals With
ASSISTIVE TECHNOLOGY FOR INDIVIDU A LS WITH COGNITIVE IMP A IRMENTS A Handbook for Idahoans with Cognitive Impairments and the People Who Care for Them Promoting greater access to technology for ASSISTIVE TECHNOLOGYIdahoans FOR INDIVIDU withA LS WITHcognitive COGNITIVE IimpairmentsMP A IRMENTS 1 Acknowledgements A number of people need to be thanked for their assistance in making this handbook a reality. First, a big thank you goes to the staff of the Idaho Assistive Technology Project for their help in conceptualizing, editing, and proof-reading the handbook. A special thank you to the North Dakota Interagency Program for Assistive Technology (IPAT), and especially to Judy Lee, for allowing the use of their materials related to assistive technology and people with cogni- tive disabilities. A special thank you also goes to Edmund Frank LoPresti, Alex Mihailidis, and Ned Kirsch for allowing the use of their materials connected to assistive technology and cognitive rehabilitation. Illustrations by Sarah Moore, Martha Perske, and Sue House Design by Jane Fredrickson Statement of Purpose This handbook is designed as a guide for individuals, families, and professionals in Idaho who are involved with persons who experience cognitive disabilities. The application of assistive technology for meeting the needs of individuals with cognitive disabilities is still in its infancy in Idaho. This handbook was developed to increase knowledge and expertise about the use of assistive technology for this population. The handbook also provides information about how to locate funding for needed devices and lists a broad array of resources related to this topic. The handbook is designed to provide information that can be used by persons of all ages. -
Youth Workers in Europe Associations, Networks and Support Working Paper
Youth workers in Europe Associations, networks and support Working paper James O’Donovan 1 Contents 1. Introduction .................................................................................................................................... 4 2. Context ............................................................................................................................................ 4 3. Associations of youth workers ........................................................................................................ 5 4. Networks of youth workers ............................................................................................................ 7 5. Support bodies and organisations .................................................................................................. 8 6. European associations and networks ............................................................................................. 9 7. Examples of associations, networks and support from across Europe ........................................ 10 7.1 Maltese Association of Youth Workers (MAY) ........................................................................... 10 7.2 National Association of Youth Workers in Serbia (NAPOR) ........................................................ 11 7.3 Youth and Sports Experts Association (NUOLI) in Finland .......................................................... 13 7.4 Youth Network MaMa in Slovenia ............................................................................................. -
Halliwick-Based Aquatic Assessments : Reliability and Validity
International Journal of Aquatic Research and Education Volume 2 Number 3 Article 4 8-1-2008 Halliwick-Based Aquatic Assessments : Reliability and Validity Ruthy Tirosh Alyn Hospital Pediatric and Adolescent Rehabilitation Center, Jerusalem, Israel, [email protected] Michal Katz-Leurer Alyn Hospital Pediatric and Adolescent Rehabilitation Center, Jerusalem, Israel Miriam D. Getz Kibuzzim College of Education Follow this and additional works at: https://scholarworks.bgsu.edu/ijare Recommended Citation Tirosh, Ruthy; Katz-Leurer, Michal; and Getz, Miriam D. (2008) "Halliwick-Based Aquatic Assessments : Reliability and Validity," International Journal of Aquatic Research and Education: Vol. 2 : No. 3 , Article 4. DOI: https://doi.org/10.25035/ijare.02.03.04 Available at: https://scholarworks.bgsu.edu/ijare/vol2/iss3/4 This Research Article is brought to you for free and open access by the Journals at ScholarWorks@BGSU. It has been accepted for inclusion in International Journal of Aquatic Research and Education by an authorized editor of ScholarWorks@BGSU. Tirosh et al.: Halliwick-Based Aquatic Assessments : Reliability and Validity International Journal of Aquatic Research and Education, 2008, 2, 224-236 © 2008 Human Kinetics, Inc. Halliwick-Based Aquatic Assessments: Reliability and Validity Ruthy Tirosh, Michal Katz-Leurer, and Miriam D. Getz Purpose: To investigate the reliability and validity of 2 aquatic functional- assessment tests (Water Orientation Test of Alyn 1 and 2: WOTA1, WOTA2) for evaluating adjustment and functional ability in the aquatic environment based on the Halliwick concept. Methods: Thirty-two children with disabilities participated in the reliability study. Thirty-three other children participated in the validity study, which tested the correlations between the WOTA total score and motor performance on land. -
How to Get Assistive Technology on Your Child's Iep
HOW TO GET ASSISTIVE TECHNOLOGY ON YOUR CHILD'S IEP Assistive Technology A FAMILY GUIDE New York City Department of Education Division of Specialized Instruction and Student Support Center for Assistive Technology and Tech Solutions Corinne Rello-Anselmi, Deputy Chancellor Spring 2016 CONTENTS Section I: Introduction – The Purpose of this Guide ..................................................................................... 2 Section II: Definition of Assistive Technology (AT) ....................................................................................... 2 Section III: Evaluating the Need for AT ......................................................................................................... 3 Determining What AT Equipment and/or Services are Needed ............................................................... 3 The AT Evaluation Process – Requesting an Evaluation ........................................................................... 4 Timeline for Processing an AT Evaluation Request ................................................................................... 4 Section IV: Formalizing the AT Recommendation on the IEP ....................................................................... 5 AT Consideration AT the IEP Meeting ....................................................................................................... 5 Best Practices in Adding AT to the IEP ...................................................................................................... 5 How AT Needs are Reflected on -
GLOBAL REPORT on ASSISTIVE TECHNOLOGY (Great) CONSULTATION
` GLOBAL REPORT ON ASSISTIVE TECHNOLOGY (GReAT) CONSULTATION Thursday, 22 August 2019 OPENING SESSION (venue: Executive Board [EB] Room) Chairs: Mac MacLachlan and Rosangela Berman-Bieler 09:00-10:00 Welcome and opening remarks Mariângela Simão, Assistant Director-General, Medicines and Health Products Division, WHO Ana Lucia Arellano, Chair, International Disability Alliance Balram Bhargava, Director General, Indian Council of Medical Research Silvia Perel-Levin, Chair, Geneva NGO Committee on Ageing, International Longevity Centre Global Alliance representative to the UN Faatino Utumapu and Mataiti Mataiti, Pacific Disability Forum and Cook Islands National Disability Council Chief Guest, Her Exellency Samina Alvi, The First Lady of the Islamic Republic of Pakistan 10:00-10:30 Setting the scene Soumya Swaminathan, Chief Scientist, WHO Samira Asma, Assistant Director-General, Data Analytics and Delivery for Impact, WHO Johan Borg, Lead Editor, Global Report on Assistive Technology 10:30-11:00 Tea/coffee & Audiovisual displays SESSION 1 (venue: Executive Board [EB] Room) Moderator: Arne Eide 11:00-12.30 Assistive technology needs and supply Ali Khan Shazad. Rapid Assistive Technology Assessment (rATA) survey on the use and demand for assistive products in Pakistan Lindsay Lee. Assistive product use and demand: MDS survey with Gallup in Tajikistan, India and Laos Tifenn Humbert, Rana Al-Tayar, Alice Guo. A rapid assessment on access to assistive technology in the WHO European Region Cecilia Nleya. Measuring met and unmet assistive technology needs at the national level: Comparing national database collection tools 1 Program Complete as of 12:00 20 August 2019 ` GLOBAL REPORT ON ASSISTIVE TECHNOLOGY (GReAT) CONSULTATION across eight case countries Arne Eide.