School Activities With Educational Robot to Facilitate Student Learning

The teaching of programming and its basic concepts even to young children has a crucial influence on the development of their cognitive functions and blends the lessons in the class with real life. In this chapter, school activities with educational robotics performed at both the special-needs education school and general public school were described. The students with mild intellectual disabilities and physically handicapped at the special needs school could build the robots nicely using small blocks and move them as they wanted through coding. The intellectual disabled students usually do not have enough long-term memory and are weak in abstraction but could develop the ability to actually understand logical thinking through hands-on learning with educational robotics. Through the present activities, the students including the public school could become aware of various goods around them programmed with coding and connect the learning in class to the real world.

Learners with Special Needs: Problems faced by Students and Teachers at University Level

Every person in this world has the right to be educated and by every person means every single person, yes, the persons of special needs as well. About 15 percent of the world’s population has suffered various forms of disabilities such as visual and hearing impairment, physically handicapped, or mental retardation. Literature provides pieces of evidence that this area of education is often neglected and therefore this qualitative research aimed to highlight the importance of inclusive education in Pakistan. As there were limited researches available and most of them are based on document analysis so, the 1st purpose of this research was to find out the problems that a teacher faced while teaching a special learner at a higher education level. 2nd to find out the student’s perspective of studying in an inclusive setting at the university level. For this purpose, a phenomenological design was used and both teachers and their students took interviews. Both teachers and students that obstruct teaching and learning in inclusive classrooms identified the following four zones. (a) Insufficient knowledge of teachers and lack of awareness about inclusion in the classroom. (b) Lack of training employed in inclusive or regular classrooms with differently-abled students; (c) Lack of examination to choose the most suitable aids which helpful for the teaching in the inclusive regular classroom. (d). Learning difficulty and psychological issues in the classroom.

Learners with Special Needs: Problems faced by Students and Teachers at University Level

Purpose: Every person in this world has the right to be educated and by every person means every single person, yes, the persons of special needs as well. About 15 percent of the world’s population has suffered various forms of disabilities such as visual and hearing impairment, physically handicapped, or mental retardation. The 1st purpose of this research was to find out the problems that a teacher faced while teaching a special learner at a higher education level. 2nd to find out the student’s perspective of studying in an inclusive setting at the university level. Design/Methodology/Approach: A phenomenological design was used and both teachers and their students took interviews. Qualitative theme analysis method was used in this study to analyze the teachers and students’ perceptions. Findings: The study’s findings provide an understanding of the experiences of teachers as well as perspectives regarding disabilities of learners in the regular classroom. They both recognized four zones that obstruct their capability to efficiently teach in a mixed ability classroom and the regular classroom. (a) Insufficient knowledge of teachers and lack of awareness about inclusion in the classroom. (b) Lack of training employed in inclusive or regular classrooms with differently-abled students; (c) Lack of examination to choose the most suitable aids which helpful for the teaching in the inclusive regular classroom. (d). Learning difficulty and psychological issues in the classroom. Implications/Originality/Value: From This research everyone will be benefited: students, as per their learning will be improved by it; educators as it will improve their teaching and efficiency in the classroom and parents, as their children will more likely to have a positive environment in the university. It will provide them an opportunity to learn from each other at the university level.

The post-primary education of non-academic boys

This thesis is an attempt to examine what is probably the greatest single problem in New Zealand education; the problem of the non-academic child in the New Zealand post-primary school. It is an urgent problem, on the solution of which depends the welfare of a large section of our post-primary population. Our post-primary schools have gradually ceased to be selective and must now cater for an adolescent age group which omits only the most mentally defective and the most physically handicapped. This movement towards "secondary education for all" received fresh impetus in 1944 when the minimum school leaving age was raised to fifteen years. During the last eight years, post-primary schools have been faced with an increasing number of new entrants of a wide range of intelligence and .ability. Among these are found pupils who, under an earlier education system, would never have entered the door of a secondary school. The requirements of the Proficiency examination would have eliminated some, economic factors would have debarred others. Many would have found in a job the success and satisfaction which they had never achieved in a school. Now, as a result of educational and economic changes, these pupils are legally compelled to remain at school until they reach the age of fifteen years. The practice of social promotion in the primary school has resulted in most of these adolescents entering a post-primary school at thirteen, fourteen or fifteen years of age. These are the pupils wbo have been commonly labelled "non-academic".

The post-primary education of non-academic boys

This thesis is an attempt to examine what is probably the greatest single problem in New Zealand education; the problem of the non-academic child in the New Zealand post-primary school. It is an urgent problem, on the solution of which depends the welfare of a large section of our post-primary population. Our post-primary schools have gradually ceased to be selective and must now cater for an adolescent age group which omits only the most mentally defective and the most physically handicapped. This movement towards "secondary education for all" received fresh impetus in 1944 when the minimum school leaving age was raised to fifteen years. During the last eight years, post-primary schools have been faced with an increasing number of new entrants of a wide range of intelligence and .ability. Among these are found pupils who, under an earlier education system, would never have entered the door of a secondary school. The requirements of the Proficiency examination would have eliminated some, economic factors would have debarred others. Many would have found in a job the success and satisfaction which they had never achieved in a school. Now, as a result of educational and economic changes, these pupils are legally compelled to remain at school until they reach the age of fifteen years. The practice of social promotion in the primary school has resulted in most of these adolescents entering a post-primary school at thirteen, fourteen or fifteen years of age. These are the pupils wbo have been commonly labelled "non-academic".

Smart Wheelchair with Voice Control for Physically Challenged People

A wheel chair is a mechanically operated device that allows the user to move about independently. This minimizes the user's personal effort and force required to move the wheelchair wheels. Furthermore, it allows visually or physically handicapped people to go from one location to another. Voice commands and button controls can be used to operate wheelchairs. In recent years, there has been a lot of interest in smart wheelchairs. These gadgets are very handy while traveling from one location to another. The devices can also be utilized in nursing homes where the elderly have difficulties moving about. For individuals who have lost their mobility, the gadgets are a godsend. Different types of smart wheelchairs have been created in the past, but new generations of wheelchairs are being developed and utilized that incorporate the use of artificial intelligence and therefore leave the user with a little to tamper with. The project also intends to develop a comparable wheel chair that has some intelligence and so assists the user in his or her mobility.

Special Issue on Nursing Robots and Support Systems for Welfare Sites

Japan’s population is aging at a speed unprecedented in the world, and its shortage of caregivers has become a major issue. At the same time, the Internet of Things (IoT) is expected to create unprecedented new value by connecting all people and things, allowing them to share various kinds of knowledge and information. In addition, as artificial intelligence (AI) and big data are undergoing a transformation that is changing the value of human labor, robots incorporating these innovative technologies are expected to solve the problems of the aging society. On the other hand, in the field of nursing care, the relationship between the caregiver and the care-receiver is basically a person-to-person connection. There is a question of how people and technology can coexist and produce new creations in such fields. This special issue on Nursing Robots and Support Systems for Welfare Sites includes one review paper and 23 other interesting papers that cover the following topics: ı Research on independence support and systems to watch over the elderly. ı Research on support systems for diet, recreation, medication, etc. for people with dementia. ı Research on control and sensor systems for vital signs and excretion. ı Research on rehabilitation equipment for the physically handicapped. ı Research on assistive technologies for mobility support. ı Research on upper and lower limb power assistance devices and robots. We thank all authors and reviewers of the papers as well as the Editorial Board of the Journal of Robotics and Mechatronics for their help with this special issue.

Communication difficulties in Children Aged 3-13 Years with Down Syndrome attending Kampala School for Physically Handicapped in Kampala district.

Background: Communication difficulties among children with Down syndrome are not only a problem in Uganda, but it’s a worldwide problem. Such difficulties affect the child’s ability to comprehend, detect or apply language and speech to engage in discourse effectively with others. Therefore this study was done to assess the communication difficulties in children aged 3-13 Years with Down Syndrome Attending Kampala School for Physically Handicapped in Kampala District Methodology: The study was a descriptive cross-sectional study where quantitative and qualitative methods were employed in data collection. The study involved 25 respondents who consisted of male and female children aged 3-13 years who were selected by a non-probability Sampling design Results: A total of 25 children aged 3-13 years with Down syndrome were assessed in June 2016. 18 (72 %) children had communication difficulties and 7(28%) did not have any communication difficulties. 56 were males and 44 were females. The common communication difficulties in school-going children aged 3-13 with Down syndrome at Kampala School for Physically Handicapped included intelligible speech (25, 100%) and inability to perceive objects and communicate with others in their environment 14 (56 %) among others. Conclusion and recommendations: The prevalence of communication difficulties was high and such difficulties impended children to communicate hence affecting their learning process. It was recommended that the government through the Ministry of Education should equip schools with more skilled manpower especially special needs teachers, speech and language therapists, and other multidisciplinary school team professionals, and school administration should design speech and language treatment programs for each child based on his/her communication pattern and needs.

Semi-autonomous Grasping System Based on Eye Movement and EEG to Assist the Interaction Between the Disabled and Environment

<div>Patients physically handicapped can't take care of </div><div>themselves. Helping them easily control the objects around them will reduce their psychological burden and social pressure. In this article, a semi-autonomous grasping system based on eye movement and EEG is presented to achieve this goal. Patient just needs to gaze the target object and keep focused, the manipulator will automatically move to its position and grasp it. Experimental results verify the reliability of the system. This system promotes the development of human-computer interaction system based on multi-sensor fusion.</div>