Recently, there has been an increase in the use of Information and Communication Technologies (ICT) in the field of education. Most studies have underlined that ICT use plays an important role in supporting students with intellectual disability. The main focus of this paper is on the potential benefits of the use of ICT to facilitate and promote communication for patients with Rett syndrome (RTT). As known, some patients with RTT show spontaneous forms of non-verbal behaviour on request such as eye orientation towards a target stimulus, some may be able to access a target symbol directly, using perhaps a finger or an optical head pointer, others may rely on using switches to scan and select particular symbols This work firstly reports the most representative studies about the inclusion of ICT applications for the girls with RTT and, secondly, aims to derive practical guidelines on this aspect by presenting four empirical studies that evaluate: 1. Augmentative alternative communication (ACC) software 2. Eye-tracker technology 3. Vocal Output Communication Aids 4. Assistive technology devices 5. Dynamic display devices The results of these empirical studies consider the complexity of factors that may critically influence communication experiences and discusses some of these factors that account for the unique needs of users with specific learning disabilities.

New technologies in communication in RTT

Fabio R. A.
2017-01-01

Abstract

Recently, there has been an increase in the use of Information and Communication Technologies (ICT) in the field of education. Most studies have underlined that ICT use plays an important role in supporting students with intellectual disability. The main focus of this paper is on the potential benefits of the use of ICT to facilitate and promote communication for patients with Rett syndrome (RTT). As known, some patients with RTT show spontaneous forms of non-verbal behaviour on request such as eye orientation towards a target stimulus, some may be able to access a target symbol directly, using perhaps a finger or an optical head pointer, others may rely on using switches to scan and select particular symbols This work firstly reports the most representative studies about the inclusion of ICT applications for the girls with RTT and, secondly, aims to derive practical guidelines on this aspect by presenting four empirical studies that evaluate: 1. Augmentative alternative communication (ACC) software 2. Eye-tracker technology 3. Vocal Output Communication Aids 4. Assistive technology devices 5. Dynamic display devices The results of these empirical studies consider the complexity of factors that may critically influence communication experiences and discusses some of these factors that account for the unique needs of users with specific learning disabilities.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11570/3120483
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