Game Changer

2011 ◽  
Vol 20 (1) ◽  
pp. 17-18 ◽  
Author(s):  
Lateef McLeod
Keyword(s):  
San Francisco ◽  
Mobile Technology ◽  
Technology Tools ◽  
Communication Challenges ◽  
Communication Needs ◽  
Game Changer

Abstract Individuals with significant communication challenges need to communicate across many different venues. The author, from the perspective of an individual who uses AAC, discusses the strengths and weaknesses of both traditional AAC technologies and new mobile AAC technologies. He describes how access to AAC has allowed him to fulfill his dreams as a presenter and writer. He successfully manages a blog in San Francisco, writes grants, and has published his first book of poetry. Not one AAC device fits all of his communication needs; however, access to mobile technology tools has increased his flexibility across environments and given him another successful tool for communication.

scholarly journals Communication and cross-examination in court for children and adults with intellectual disabilities: A systematic review

2019 ◽  
Vol 23 (4) ◽  
pp. 366-398 ◽  
Author(s):  
Joanne Morrison ◽  
Rachel Forrester-Jones ◽  
Jill Bradshaw ◽  
Glynis Murphy
Keyword(s):  
Intellectual Disabilities ◽  
Empirical Studies ◽  
Experimental Methodology ◽  
English Court ◽  
Communication Challenges ◽  
Adults With Intellectual Disabilities ◽  
Communication Needs ◽  
The Impact ◽  
Court Of Appeal ◽  
Examination Process

Courts in England, Wales and Northern Ireland have identified children and adults with intellectual disabilities (ID) as vulnerable witnesses. The call from the English Court of Appeal is for advocates to adjust questioning during cross-examination according to individual needs. This review systematically examined previous empirical studies with the aim of delineating the particular communication needs of children and adults with ID during cross-examination. Studies utilising experimental methodology similar to examination/cross-examination processes, or which assessed the communication of actual cross-examinations in court were included. A range of communication challenges were highlighted, including: suggestibility to leading questions and negative feedback; acquiescence; accuracy; memory and understanding of court language. In addition, a number of influencing factors were identified, including: age; IQ level; question styles used. This review highlights the need for further research using cross-examination methodology and live practice, that take into consideration the impact on communication of the unique environment and situation of the cross-examination process.

Working with Randolph-Sheppard Entrepreneurs who Are Deafblind: A Qualitative Analysis

2017 ◽  
Vol 111 (1) ◽  
pp. 61-71 ◽  
Author(s):  
Anne C. Hierholzer ◽  
Jacquelyn Bybee
Keyword(s):  
The United States ◽  
Sampling Procedure ◽  
Program Improvement ◽  
Business Enterprise ◽  
Snowball Sampling ◽  
Important Approach ◽  
Communication Challenges ◽  
Communication Needs ◽  
E Mail ◽  
And Training

Introduction The purpose of the study was to explore challenges facing deafblind entrepreneurs and the staff who work with them through the Randolph-Sheppard Business Enterprise Program. Methods Interviews were conducted with 41 Randolph-Sheppard staff and deafblind entrepreneurs across the United States. Participants were selected using a snowball sampling procedure. Interviews were conducted by telephone or e-mail, and results were coded to identify overarching themes. Results The top challenge identified among all staff was helping deafblind entrepreneurs interact effectively with customers. Common communication challenges included reliance on third parties and communication that was characterized by repetition and slowness. Although challenges surrounding communication were commonly cited by staff, problems with technology were the most important concerns for the entrepreneurs themselves. Over one-third of respondents (36%) felt deafblindness did not create any unique communication challenges. Common suggestions for program improvement were expanding access to interpreters and training in sign language and tactile interpreting. Discussion Entrepreneurs and staff agreed that many challenges relating to deaf-blindness can be overcome with creativity and determination. One important approach for improving communication is proactively informing customers about the entrepreneur's deafblindness and describing communication strategies. Further research to determine the extent of hearing loss among entrepreneurs in the Randolph-Sheppard program would be beneficial. Implications for practitioners Individuals with deafblindness have demonstrated the ability to take part in the workplace, but challenges remain. Staff who work with these entrepreneurs need to help them address their unique communication needs in a proactive, positive manner.

Communication Vulnerability within Singapore’s Healthcare Environment

2021 ◽  
pp. 201010582110686
Author(s):  
Teck W. William Go ◽  
Hoi T. Mok ◽  
Sanchalika Acharyya ◽  
Darlin C. Suelo ◽  
Eu C. Ho
Keyword(s):  
Healthcare Providers ◽  
Improve Patient Care ◽  
Tertiary Hospital ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Healthcare Needs ◽  
Communication Difficulties ◽  
Communication Challenges ◽  
Communication Needs ◽  
Outpatient Settings

Communication difficulties can, and often do, create barriers between patients and healthcare workers (HCWs). We examined the perceptual differences between patients and caregivers; and HCWs with regards to their perceived communication vulnerabilities and identified communication needs in a tertiary hospital. A survey was conducted in selected outpatient settings among patients, their caregivers and HCWs, in a cross-sectional study. Respondents rated the reasons and frequency of encountering the communication difficulties during a hospital visit. Fifty-four percent of patients and caregivers cited poor hearing in the presence of noise, while HCWs cited patient’s poor vision (87%) as their primary communication barrier that requires improvement. Majority of HCWs (90%) had encountered patients who presented multiple communication barriers a quarter of the time. A third of HCWs felt that such encounters were especially challenging during communication, with very limited strategies available to deal with such communication vulnerable individuals. Patients, caregivers and HCWs universally experience communication challenges, even if their perceived barriers to communication happen to differ. Such perceptual difference between patients and HCWs may lead to inconsistent use of communication strategies by HCWs, potentially compromising patient’s healthcare needs. Nonetheless, the onus is on healthcare providers to bridge this communication gap to improve patient care.

Preparing Teachers for Mobile Learning Applications Grounded in Research and Pedagogical Frameworks

2018 ◽  
pp. 103-114
Author(s):  
Selma Koç ◽  
Joanne E. Goodell
Keyword(s):  
Higher Education ◽  
Teacher Preparation ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Research And Practice ◽  
Technology Tools ◽  
K 12 ◽  
Pedagogical Frameworks

Contrary to the benefits and opportunities mobile learning may provide, “Teacher preparation programs are often devoid of opportunities to teach with mobiles” (Herro, Kiger, & Owens, 2013, p. 31). Educators need to understand the pedagogical affordances and limitations of mobile technology tools and develop materials and lessons based on frameworks or models grounded in research and practice. This article presents an overview of research and mobile learning integration frameworks in order to provide a theoretical and practical basis for app selection and integration in the K-12 and higher education classroom. Educators need to understand the pedagogical affordances and limitations of mobile technology tools and develop materials and lessons based on frameworks or models grounded in research and practice. This article presents an overview of research and mobile learning integration frameworks in order to provide a theoretical and practical basis for app selection and integration in the K-12 and higher education classroom.

Propagating the Ideal

2008 ◽  
pp. 3475-3488
Author(s):  
Imar de Vries
Keyword(s):  
Communication Technology ◽  
Mobile Technology ◽  
Mobile Communication ◽  
Media History ◽  
Exact Nature ◽  
Wireless Technology ◽  
Human Communication ◽  
Communication Needs ◽  
The Ideal

In this chapter, visions of mobile communication are explored by focussing on idealised concepts surrounding wireless technology. By examining sources on the development, marketing, and use of wireless technology, I contextualise these visions within earlier accounts of ideal communication found in media history and isolate the regularities that are part of these accounts. On close examination, a paradox reveals itself in these regularities, one that can be described as resulting from an uneasiness in the human communication psyche: an unfulfilled desire for divine togetherness that clashes with individual communication needs. While the exact nature of this paradox—innate and hardwired into our brains, or culturally fostered—remains unknown, however, I assert that the paradox will continue to fuel idealised ideas about future communication technology. I conclude with the observation that not all use of mobile technology can immediately be interpreted as transcendental, and that built-in locational awareness balances the mobile communication act.

Teaching Adolescents With Autism to Text Message Requests Using Video Prompting

2019 ◽  
pp. 016264341989024 ◽  
Author(s):  
Kelly M. Carrero ◽  
Marcus C. Fuller
Keyword(s):  
Mobile Technology ◽  
Text Messaging ◽  
Text Message ◽  
Autism Spectrum ◽  
Video Prompting ◽  
Adolescents With Autism ◽  
Close Proximity ◽  
Oral Expression ◽  
Spectrum Disorders ◽  
Communication Needs

Mobile technology provides increasingly accessible and normative tools for communication that does not require intelligible oral expression. For adolescents with autism spectrum disorders (ASD) and complex communication needs, mobile technology presents opportunities for inclusive social experiences and additional modalities for communicating with communicative partners (e.g., making a request to a partner who may or may not be within close proximity). This study examines using video prompting to teach four adolescent males with ASD, intellectual disability, and limited verbal expression of how to emit pictures to communication partners using text messaging technology. Results indicate acquisition was achieved and maintained when presented under the same conditions for three of the four participants. Attentional concerns were observed in the intervention sessions and warrant future investigation.

Using Mobile Technology for Communication in the Educational Setting

2015 ◽  
Vol 24 (2) ◽  
pp. 45-50 ◽  
Author(s):  
Meghan O'Brien
Keyword(s):  
Case Studies ◽  
Mobile Technology ◽  
Feature Matching ◽  
School Setting ◽  
Educational Setting ◽  
Complex Communication Needs ◽  
Matching Process ◽  
Communication Needs ◽  
Technology Systems

This article is intended to emphasize the importance of using a feature-matching process when identifying mobile technology systems for students with complex communication needs. The reader will be able to apply features of the needs and abilities of the student to the features of a mobile tech system (commercially available system with application) to determine if it is a match for the student. Case studies are used to illustrate the feature matching process in the school setting.

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