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Affirmative legislative action in many countries now requires that public spaces and services be made accessible to disabled people. Although this is often interpreted as access for people with mobility impairments, such legislation also covers those who are hearing or vision impaired. In these cases, it is often the provision of advanced technological devices and aids which enables people with sensory impairments to enjoy the theatre, cinema or a public meeting to the full. Assistive Technology for the Hearin-impaired, Deaf and Deafblind shows the student of rehabilitation technology how this growing technical provision can be used to support those with varying reductions in auditory ability and the deafblind in modern society. Features: instruction in the physiology of the ear together with methods of measurement of hearing levels and loss; the principles of electrical engineering used in assistive technology for the hearing impaired; description and demonstration of electrical engineering used in hearing aids and other communications enhancement technologies; explanation of many devices designed for every-day living in terms of generic electrical engineering; sections of practical projects and investigations which will give the reader ideas for student work and for self teaching. The contributors are internationally recognised experts from the fields of audiology, electrical engineering, signal processing, telephony and assistive technology. Their combined expertise makes Assistive Technology for the Hearing-impaired, Deaf and Deafblind an excellent text for advanced students in assistive and rehabilitation technology and to professional engineers and medics working in assistive technology who wish to maintain an up-to-date knowledge of current engineering advances.
Affirmative legislative action in many countries now requires that public spaces and services be made accessible to disabled people. Although this is often interpreted as access for people with mobility impairments, such legislation also covers those who are hearing or vision impaired. In these cases, it is often the provision of advanced technological devices and aids which enables people with sensory impairments to enjoy the theatre, cinema or a public meeting to the full. Assistive Technology for the Hearin-impaired, Deaf and Deafblind shows the student of rehabilitation technology how this growing technical provision can be used to support those with varying reductions in auditory ability and the deafblind in modern society. Features: instruction in the physiology of the ear together with methods of measurement of hearing levels and loss; the principles of electrical engineering used in assistive technology for the hearing impaired; description and demonstration of electrical engineering used in hearing aids and other communications enhancement technologies; explanation of many devices designed for every-day living in terms of generic electrical engineering; sections of practical projects and investigations which will give the reader ideas for student work and for self teaching. The contributors are internationally recognised experts from the fields of audiology, electrical engineering, signal processing, telephony and assistive technology. Their combined expertise makes Assistive Technology for the Hearing-impaired, Deaf and Deafblind an excellent text for advanced students in assistive and rehabilitation technology and to professional engineers and medics working in assistive technology who wish to maintain an up-to-date knowledge of current engineering advances.
Equal accessibility to public places and services is now required by law in many countries. For the vision-impaired, specialised technology often can provide a fuller enjoyment of the facilities of society, from large scale meetings and public entertainments to reading a book or making music. This volume explores the engineering and design principles and techniques used in assistive technology for blind and vision-impaired people. This book maintains the currency of knowledge for engineers and health workers who develop devices and services for people with sight loss, and is an excellent source of reference for students of assistive technology and rehabilitation.
The incredible life story of Haben Girma, the first Deafblind graduate of Harvard Law School, and her amazing journey from isolation to the world stage. Haben grew up spending summers with her family in the enchanting Eritrean city of Asmara. There, she discovered courage as she faced off against a bull she couldn't see, and found in herself an abiding strength as she absorbed her parents' harrowing experiences during Eritrea's thirty-year war with Ethiopia. Their refugee story inspired her to embark on a quest for knowledge, traveling the world in search of the secret to belonging. She explored numerous fascinating places, including Mali, where she helped build a school under the scorching Saharan sun. Her many adventures over the years range from the hair-raising to the hilarious. Haben defines disability as an opportunity for innovation. She learned non-visual techniques for everything from dancing salsa to handling an electric saw. She developed a text-to-braille communication system that created an exciting new way to connect with people. Haben pioneered her way through obstacles, graduated from Harvard Law, and now uses her talents to advocate for people with disabilities. Haben takes readers through a thrilling game of blind hide-and-seek in Louisiana, a treacherous climb up an iceberg in Alaska, and a magical moment with President Obama at The White House. Warm, funny, thoughtful, and uplifting, this captivating memoir is a testament to one woman's determination to find the keys to connection. "This autobiography by a millennial Helen Keller teems with grace and grit." -- O Magazine "A profoundly important memoir." -- The Times ** As featured in The Wall Street Journal, People, and on The TODAY Show ** A New York Times "New & Noteworthy" Pick ** An O Magazine "Book of the Month" Pick ** A Publishers Weekly Bestseller **
Welcome to the proceedings of ICCHP 2008. We were proud to welcome participants from more than 40 countries from all con- nents to ICCHP. The International Programme Committee, encompassing 102 experts form all over the world, selected 150 full and 40 short papers out of 360 abstracts submitted to ICCHP. Our acceptance rate of about half of the submissions, demonstrates the scientific quality of the programme and in particular the proceedings you have in your hands. An impressive group of experts agreed to organize “Special Thematic Sessions” (STS) for ICCHP 2008. The existence of these STS sessions helped to bring the me- ing into sharper focus in several key areas of assistive technology. In turn, this deeper level of focus helped to bring together the state-of-the-art and mainstream technical, social, cultural and political developments. Our keynote speaker, Jim Fruchterman from BeneTech, USA highlighted the - portance of giving access to ICT and AT at a global level. In another keynote by H- old Thimbleby, Swansea University, UK, the role of user-centred design and usability engineering in assistive technology and accessibility was addressed. And finally, a combination keynote and panel discussion was reserved for WAI/WCAG2.0, which we expect to be the new reference point for Web accessibility from the summer of 2008 and beyond.
The U.S. Census Bureau has reported that 56.7 million Americans had some type of disability in 2010, which represents 18.7 percent of the civilian noninstitutionalized population included in the 2010 Survey of Income and Program Participation. The U.S. Social Security Administration (SSA) provides disability benefits through the Social Security Disability Insurance (SSDI) program and the Supplemental Security Income (SSI) program. As of December 2015, approximately 11 million individuals were SSDI beneficiaries, and about 8 million were SSI beneficiaries. SSA currently considers assistive devices in the nonmedical and medical areas of its program guidelines. During determinations of substantial gainful activity and income eligibility for SSI benefits, the reasonable cost of items, devices, or services applicants need to enable them to work with their impairment is subtracted from eligible earnings, even if those items or services are used for activities of daily living in addition to work. In addition, SSA considers assistive devices in its medical disability determination process and assessment of work capacity. The Promise of Assistive Technology to Enhance Activity and Work Participation provides an analysis of selected assistive products and technologies, including wheeled and seated mobility devices, upper-extremity prostheses, and products and technologies selected by the committee that pertain to hearing and to communication and speech in adults.
This book is dedicated to wearable and autonomous systems, including devices, offers to variety of users, namely, master degree students, researchers and practitioners, An opportunity of a dedicated and a deep approach in order to improve their knowledge in this specific field. The book draws the attention about interesting aspects, as for instance, advanced wearable sensors for enabling applications, solutions for arthritic patients in their limited and conditioned movements, wearable gate analysis, energy harvesting, physiological parameter monitoring, communication, pathology detection , etc..
The blind photographer cannot see a butterfly perched perfectly still on a flower, a bowl of sweet-smelling fruit, or a child's rattle on a darkened floor, but the mind's eye is sharply focused. How then, do blind or partially sighted people capture such extraordinary images? The photographs in this revelatory book suggest a deeper truth: that blindness is itself a kind of seeing, and that those who can see are often blind to the strangeness and beauty of the world around them. As the blind photographer Evgen Bavcar writes, "Photography must belong to the blind, who in their daily existence have learned to become the masters of camera obscura." Through the photographs of more than fifty blind or partially sighted people from around the world, this exhilarating book—the first to explore this phenomenon in all its vibrancy and diversity—will make you see differently.
For more than a quarter of a century, Ildefonso, a Mexican Indian, lived in total isolation, set apart from the rest of the world. He wasn't a political prisoner or a social recluse, he was simply born deaf and had never been taught even the most basic language. Susan Schaller, then a twenty-four-year-old graduate student, encountered him in a class for the deaf where she had been sent as an interpreter and where he sat isolated, since he knew no sign language. She found him obviously intelligent and sharply observant but unable to communicate, and she felt compelled to bring him to a comprehension of words. The book vividly conveys the challenge, the frustrations, and the exhilaration of opening the mind of a congenitally deaf person to the concept of language. This second edition includes a new chapter and afterword.
This important new book draws lessons from a large-scale initiative to bring about the improvement of an urban education system. Written from an insider perspective by an internationally recognized researcher, it presents a new way of thinking about system change. This builds on the idea that there are untapped resources within schools and the communities they serve that can be mobilized in order to transform schools from places that do well for some children so that they can do well for many more. Towards Self-improving School Systems presents a strategic framework that can help to foster new, more fruitful working relationships: between national and local government; within and between schools; and between schools and their local communities. What is distinctive in the approach is that this is mainly led from within schools, with senior staff having a central role as system leaders. The book will be relevant to a wide range of readers throughout the world who are concerned with the strengthening of their national educational systems, including teachers, school leaders, policy makers and researchers. The argument it presents is particularly important for the growing number of countries where increased emphasis on school autonomy, competition and choice is leading to fragmentation within education provision. Foreword by Andy Hargreaves, Thomas More Brennan Chair in Education, Boston College, USA