Development of BrailleBunny: a device to enhance braille learning.

PURPOSE: Braille use has been linked to higher rates of employment, education, financial self-sufficiency, and self-esteem. One area of the world particularly impacted by braille illiteracy is the Philippines. In 2016, Digital Learning for Development and All Children Reading released a "Grand Challenge for Development" that challenged researchers to address the need for assistive technologies to help children with sensory disabilities learn to read in the Philippines. The purpose of this research was to identify technical specifications, and then co-design and test a device that could be used both in developed and developing countries, specifically Canada and the Philippines. METHODS: An iterative, co-design process was undertaken to develop a prototypical device, BrailleBunny. The extent to which the device fulfilled the design criteria and directions for future development were determined through a series of case studies with 25 end-users. RESULTS: The prototypical device requires improvement in financial accessibility, durability and reliability. All other criteria were met. CONCLUSIONS: Despite identified areas for improvement, the user feedback was positive, with the majority of users identifying that this device could provide transferrable learning to standard-size braille. With improvements, BrailleBunny, could be a valuable tool to increase the uptake of learning braille in the Philippines.Implications for RehabilitationAn inexpensive device, BrailleBunny was developed to promote transferable braille literacy skills including writing with a slate and stylus for children learning to read.The BrailleBunny provides real-time auditory and tactile feedback, and functions in either English or Tagalog (the languages which are taught in the Filipino curriculum).Feedback from 25 children and adults indicated the potential for use within schools in both Canada and the Philippines.

On the road again! Tricycle adaptation with the design of a universal rig.

Cerebral palsy is the most common childhood disability impacting motor function. The International Classification of Functioning, Disability and Health defines outcomes that should be achieveable within the Activities and Participation domain. However, many children with cerebral palsy have significant difficulties in achieving activity goals within a typical recreational environment. Despite the well documented benefits of cycling for persons with cerebral palsy for example, it is often difficult to access commercially available adaptive tricycles due to prohibitive costs and varying needs. Even commercially available adaptive tricycles sometimes need to be customized. This paper outlines the design and implementation of a custom tricycle adaptation for a teenager with cerebral palsy, who was previously unable to complete a pedal rotation on any of the many adaptive tricycles she tried. The first phase of the project was the design and implementation of a "test rig" system that allowed different tricycle adaptations to be tested with the client, and could be used with any client. The second stage included two iterations of the design and implementation of adaptations to the tricycle. The final modifications enabled the client to ride independently. Challenges, successes, and recommendations for helping similar clients gain access to cycling are highlighted.

Effectiveness of technology for braille literacy education for children: a systematic review.

PURPOSE: Despite the well-documented importance of braille for people who are blind or visually impaired, few studies explore technology for facilitating braille literacy education. Evaluations of the impact of using assistive devices on academics for children and youth who are blind or visually impaired are needed. This systematic review aimed to evaluate the effectiveness of technology used to support braille literacy education for children and youth. MATERIALS AND METHODS: The population of interest was defined as children and youth aged 0-21 years who were blind or visually impaired, learning literacy through braille as their primary medium, and had not previously learned to read through sighted methods. Sixteen academic education, health sciences, multidisciplinary, rehabilitation, and engineering databases were searched. RESULTS: Twelve peer-reviewed, English-language articles were included in the review evaluating a total of 176 participants. In general, the quality of research was low with little evidence to support the use of current technology for braille literacy education. CONCLUSIONS: Standards of technology evaluation for braille literacy must be developed. Furthermore, assistive technologies for braille literacy education for children and youth should provide real-time auditory and tactile feedback, enable independent study/practice and editing of work, and be easy to use, motivational, and engaging. IMPLICATIONS FOR REHABILITATIONStandards must be developed to ensure technology evaluation is consistent among researchers and clinicians to achieve the best outcomes.Technologies for braille literacy education for children and youth should provide real-time auditory and tactile feedback, enable independent study/practice and editing of work, and be easy to use, motivational, and engaging.

A systematic review investigating outcome measures and uptake barriers when children and youth with complex disabilities use eye gaze assistive technology.

Children with complex disabilities sometimes have difficulty communicating with their parents, caregivers, and teachers. For these children, eye gaze assistive technology can be used to facilitate communication. Eye gaze assistive technology outcomes for children and youth were analyzed in this systematic review. Database and hand-searches yielded 4412 unduplicated results, of which 11 articles were eligible for this review. Outcome measures, as well as environmental and personal factors, were mapped to the World Health Organization's International Classification of Functioning, Disability and Health framework. Communication outcomes were most prevalent and co-occurred with outcomes in all reported activities and participation domains. Environmental and personal factors were classified as either facilitators or as barriers in relation to device uptake and success. Although comprehensive professional and caregiver support was the primary facilitator for success, barriers could lead to rejection of the technology even when children were successful using the system.