Towards a Model for the Transfer of Technology-Driven Innovation in Accessible and Inclusive Public Transport.

This article reports on work undertaken by AAATE researchers in the framework of the EU-funded TRIPS Project. The project (2021-2023) has aimed to contribute to transforming public transport in Europe and beyond toward more inclusive models, leaving no one behind. The reported findings refer to a specific aspect of the transformation process that has been investigated by the authors, namely the factors that impact the transfer of innovation in accessibility by the public transport providers. A framework model was created due to a process of factor extraction from existing literature and their validation by a sample of decision-makers in the public transport sector.

Building Policies and Initiatives for Inclusive Educational Contexts: The GLIC Italian Experience.

Inclusive education has emerged as a global priority, and the integration of assistive technology (AT) is recognized as a crucial component for creating inclusive educational environments. However, the successful implementation of AT hinges on supportive policies and initiatives. This article delves into the experience of the GLIC Association in collaboration with the Italian Ministry of Education, exploring their efforts in developing policies and initiatives to facilitate the introduction of AT in educational contexts. The GLIC Association has devised a service provisioning model in state schools that ensures adequate support for the integration of AT, thus promoting inclusive education.

I'm in Tales MOOC on Tangible User Interfaces and the UDL Model: A Case Study Design.

This paper presents the design and implementation of a Massive Open Online Course (MOOC) developed on Universal Design for Learning (UDL) principles within the I'm in Tales Erasmus Project, focused on Tangible User Interfaces (TUIs) and their potential in enhancing storytelling for inclusive education. The MOOC aims to equip educators with the knowledge and skills necessary to design and implement TUIs in educational settings, promoting their understanding of TUIs as tools for creating accessible and engaging storytelling experiences for all learners. The course follows a self-paced and independent learning approach, incorporating active, contextual, social, and reflective learning methods. Preliminary evaluation results are discussed, and further evaluation methods are planned to assess the MOOC's impact on educators' understanding of TUIs and their potential for inclusive education. The use case presented illustrates the practical application of TUIs in universally designed learning experiences. The study concludes that the MOOC provides a valuable resource for educators and learners interested in TUIs and their role in enhancing inclusive education.

'Touching' Stories: Towards the Development of Tangible User Interfaces Story-Building Authoring Tool for Inclusive Education.

Tangible User Interfaces (hereafter, TUIs) are novel forms of human-computer interactions based on the physical manipulation of any kind of object/artifact. A great potential of TUIs technologies is the possibility to personalize objects and interaction between the user and the system. The high level of platform flexibility allows, for example, a multisensory approach, that is crucial for children that have sensory limitations and disabilities. This contribution aims at presenting and discussing the development of an authoring tool for creating TUI-supported activities for inclusive digital storytelling. The authoring tool is a product of collaboration and consultation with researchers and teachers involved in the ERASMUS+ project I'M IN TALES. A preliminary usability validation study using a mixed-method approach has been conducted involving 50 educators and assistive technology professionals. The results indicate an overall acceptance of the system. The feedback provided by the participants involved will be used for the future refinement of the tool.

Adapting the World Health Organization rapid Assistive Technology Assessment (rATA) to the Italian context: implementation of a TRAPD-based approach.

BACKGROUND: Measuring access to assistive technology (AT) has become a global priority. Recently, the World Health Organization (WHO) has developed the rapid assistive technology assessment (rATA), a population-based household survey that measures the use, need, unmet need, and barriers to accessing AT. OBJECTIVE: The aim of this paper is to report on the translation and adaptation process undertaken to implement the rATA survey in the Italian context. METHOD: The Translate, Review, Adjudicate, Pretest, and Document (TRAPD) approach was used to translate and adapt the rATA from English to Italian. Eleven independent reviewers and 23 AT users were involved to validate the Italian translation of the rATA and pilot the survey, respectively. RESULTS: The feedback provided by the first users of the rATA indicate that the data collected are reliable and well reflect the state of AT provision in Italy. CONCLUSION: This study confirmed the applicability of the rATA survey to the Italian context. The Italian version of the rATA can be used to support the government, the health system as well as the civil society to monitor the current state of AT access (and abandonment) in the country.

Tele-rehabilitation: present and future.

SUMMARY: During the last decade we assisted to relevant progress in rehabilitation studies and in technological development. From the combination of these issues rises the tele-rehabilitation--a subfield of telemedicine consisting of a system to control rehabilitation "at distance"--as an actual possibility of application and a promising development in the future. The present paper offers a short review of the state of the art in the field of tele-rehabilitation, with a special focus on upper limb tele-rehabilitation. The experience is also briefly reported of the preliminary application of the H-CAD (home care activity desk) system and the HELLODOC (Healthcare service linking tele-rehabilitation to disabled people and clinicians) tele-rehabilitation service, conducted by the authors within two European projects in the period 2003-2005 and 2005-2007 respectively.

Technical assessment of the HELLODOC service.

SUMMARY: A technical assessment activity has been conducted by Istituto Superiore di Sanità (ISS) in the European project HELLODOC (Healthcare service linking tele-rehabilitation to disabled people and clinicians) for evaluating the tele-rehabilitation service. The activity was mainly focussed on architectural aspects and a step by step monitoring of the service. It was mainly related to the following aspects: service implementation, service performances, service integration and fault management. The technical assessment analysis demonstrated that the service worked in a quite satisfactory way, also considering the pioneering aspect of the project; the set of malfunctioning occurred, which had a low impact on the service continuity, are typical of a post-debug phase.

Tele-rehabilitation and e-learning: the HELLODOC educational experience.

SUMMARY: A web-based learning activity in the field of tele-rehabilitation was conducted by Istituto Superiore di Sanità (ISS), the Italian National Institute of Health, within the EU project HELLODOC. The activity aimed at training professionals to effectively manage the tele-rehabilitation service. ISS adapted the Moodle e-learning platform and implemented the problem-based learning (PBL) methodology. One clinical and one technical module were prepared by using traditional learning sources as well as interactive tools. Each module included 4 units; each unit was based on a 5-days cycle. The courses remained open from January to October 2006. Fifty percent of the registered students attended the courses. Traditional and interactive learning resources were equally used. Overall feedback was positive, unless for the amount of time requested for the study and the lack of an official certificate of attendance. Both modules are now in the process of being revised, improved and generalised, in order to be integrated into the ISS Rehabilitation website.

Measurement of physical quantities in upper-limb tele-rehabilitation.

A total of 50 patients (affected by traumatic brain injury, stroke or multiple sclerosis) were treated for one month using a rehabilitation protocol. Rehabilitation could be monitored using a Portable Unit (PU) which could be installed in a patient's home allowing the measurement of kinetic and kinematic variables during exercise. In a preliminary analysis, the variables related to four rehabilitation exercises were examined for two patients at baseline and at the end of the one-month treatment. The exercises involved movement of checkers, a pencil, a jar and a key. The results suggest that, even if the overall duration of exercise execution is an important aspect of the rehabilitation process, other variables acquired by the PU might deliver useful information for assessing the patient's status. In order to integrate such variables into the assessment process, further studies are needed to investigate their eventual correlation with traditional rehabilitation scales and variables.

Feasibility of a home-based telerehabilitation system compared to usual care: arm/hand function in patients with stroke, traumatic brain injury and multiple sclerosis.

We conducted a randomized controlled multicentre trial to investigate the feasibility of a telerehabilitation intervention for arm/hand function (the Home Care Activity Desk [HCAD] training) in a home setting. Usual care was compared to HCAD training. The hypothesis was that the clinical outcomes of the HCAD intervention would be at least the same as those measured after a period of usual care for patients with stroke, traumatic brain injury (TBI) and multiple sclerosis (MS) with respect to their arm/hand function. Eighty-one patients with affected arm/hand function resulting from either stroke, MS or TBI were recruited in Italy, Spain and Belgium; 11 were lost during follow-up (14%). The outcome measures were the Action Research Arm Test (ARAT) and the Nine Hole Peg Test (NHPT). There were no significant differences between the two groups on the outcome measures (ARAT and NHPT); in both groups, patients maintained or even improved their arm/hand function. The HCAD training was found to be as feasible as usual care in terms of clinical outcomes, and both therapists and patients were satisfied with the HCAD intervention. A telerehabilitation intervention using HCAD may increase the efficiency of care.