Accessible learning, accessible analytics
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A short presentation given at the Accessible Learning, Accessible Analytics VIrtual Evidence Café at the Learning Analytics and Knowledge conference (LAK21) in April 2021
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ALTRUISTIC ASD (AUTISM SPECTRUM DISORDER) VIRTUAL REALITY GAME
Autism spectrum disorder is a developmental disability that can cause significant social, communication
and behavioural challenges. Parents of children on the spectrum find it difficult for their kids to
communicate with them and other people, which makes it challenging for social interactions. Researchers
have introduced different solutions such as Therapy Robot that Teaches Social Skills to Children with
Autism. Additionally, Virtual reality was used to teach emotional and social skills to children with autism
spectrum disorder. However, these solutions focus only on the person on the spectrum, neglecting the fact
that the social challenges that people on the spectrum face are partly due to the lack of understanding on
the neurotypicals' end. In this study, the solution introduced focuses on the neurotypical perspective; An
advanced and interactive intelligent technology that can educate neurotypical people on how to
communicate with people on the spectrum in different scenarios and environments. It also allows the
learner to see the consequences of the different interactions from the point of view of a person on the
spectrum, be aware of their actions, and fully engage in the scenarios through Virtual Reality (VR). Virtual
Reality is a technology that simulates experiences that can be similar to the real world. The project aim
was achieved by implementing a storyline game that is VR-based.
Altruistic ASD (Autism Spectrum Disorder) Virtual Reality Game
Autism spectrum disorder is a developmental disability that can cause significant social, communication and behavioural challenges. Parents of children on the spectrum find it difficult for their kids to communicate with them and other people, which makes it challenging for social interactions. Researchers have introduced different solutions such as Therapy Robot that Teaches Social Skills to Children with Autism. Additionally, Virtual reality was used to teach emotional and social skills to children with autism spectrum disorder. However, these solutions focus only on the person on the spectrum, neglecting the fact that the social challenges that people on the spectrum face are partly due to the lack of understanding on the neurotypicals' end. In this study, the solution introduced focuses on the neurotypical perspective; An advanced and interactive intelligent technology that can educate neurotypical people on how to communicate with people on the spectrum in different scenarios and environments. It also allows the learner to see the consequences of the different interactions from the point of view of a person on the spectrum, be aware of their actions, and fully engage in the scenarios through Virtual Reality (VR). Virtual Reality is a technology that simulates experiences that can be similar to the real world. The project aim was achieved by implementing a storyline game that is VR-based.
Applied Epidemiology - A Full-Subject Self-Directed Computer-Based Problem-So...
Essay Writing Service
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Assistive Technologies for Students with Learning Disabilities and Special Needs
Assistive Technologies for students
Capacity Building through a Collaborative Health Network: The African Health ...
Capacity Building through a Collaborative Health Network: The African Health ...Kathleen Ludewig Omollo
On October 7, 2011, Kathleen Ludewig Omollo (University of Michigan) and Nadia Tagoe (Kwame Nkrumah University of Science and Technology) presented to the University of Michigan students in the SI 575 Community Informatics Seminar.
The mission of the African Health OER Network is to advance health education in Africa by using open educational resources (OER) developed by and targeted toward Africans in order to share knowledge, address curriculum gaps, and support communities around health education. The project began in 2008 with five institutions in Ghana and South Africa but we continue to draw in more African participants with the goal of building a continent-wide Network. This presentation will explore the rationale for harnessing OER in the health sector, the motivations for forming the Network, the services and activities of the Network, and the initial outcomes and lessons learned. Guest Nadia Tagoe will speak about the health OER project at Kwame Nkrumah University of Science and Technology in Ghana, one of the founding institutional partners.It is estimated that 8 million Americans have an eating dis.docx
“It is estimated that 8 million Americans have an eating disorder – seven million women and
one million men,” and that “[o]ne in 200 American women suffers from anorexia” (DMH). In
2013, anorexia is a highly known issue. It is no secret that anorexia is on the rise in society.
Since statistics have increasingly soared through the last decade, more people are becoming
concerned with the dangerous issue, including Dorothy Grice, MD. She states that anorexia is a
disease that can be passed down through generations (Grice 39). On the other hand, Sharlene
Nagy Hesse- Biber, a professor of Women’s Studies at Boston College, argues: “Anorexia is a
self-inflicted eating disorder” (233). There are several different approaches when considering
how to label anorexia ultimately showing that “anorexia nervosa” should be categorized as a
type of an eating disorder, not as a disease.
Student 1
Good Student
Professor
English 1
February 22, 2017
Argument Essay
A Technological Approach
“Few individuals in the world are untouched by some form of technology; they wear it
on their wrists, carry it in their pockets or purses, go to sleep and wake up to it, and may even
depend on it to keep their heart beating at the right pace” (Odom et al. 3805). There is nothing
that technology cannot do. So why not use this technology to create more opportunities for
people with disabilities? The topic of disabilities has been around for hundreds of years ranging
further back than the Middle Ages where people with disabilities were pushed away from
society and thought to have demons inside of them and that the only option was to kill them
(Mackelprang 5). Since then, studies have continued to develop new ideas, the biggest
progression being in 1990 with the passing of the Americans with Disabilities Act (an anti-
discrimination law based on disability). This opened windows for people with disabilities to get
the help they need, doctors to develop new treatment plans, and researchers to develop new
technology. The biggest obstacle regarding the use of technology is the cost, however the overall
outcomes from it grossly outweighs the initial price for the devices. Also, an important thought
to keep in mind is that not every child or adult is capable of properly handling devices
(Darewych 100). It is clear that recent developments in technology have drastically increased the
health and wellness of people with cognitive disabilities through empowerment, stimulation, and
community access.
Student 2
There are several different ways to interpret certain subject matters. For the purpose of
the current argument, the following terms will be defined: cognitive- “the action or process of
knowing” (OED), disability- “a physical or mental condition that limits a person’s
movements, senses, or activities” (OED), independence - “the fact of not depending on
another…[or] individual liberty of th.
Recommended
ALTRUISTIC ASD (AUTISM SPECTRUM DISORDER) VIRTUAL REALITY GAME
Autism spectrum disorder is a developmental disability that can cause significant social, communication
and behavioural challenges. Parents of children on the spectrum find it difficult for their kids to
communicate with them and other people, which makes it challenging for social interactions. Researchers
have introduced different solutions such as Therapy Robot that Teaches Social Skills to Children with
Autism. Additionally, Virtual reality was used to teach emotional and social skills to children with autism
spectrum disorder. However, these solutions focus only on the person on the spectrum, neglecting the fact
that the social challenges that people on the spectrum face are partly due to the lack of understanding on
the neurotypicals' end. In this study, the solution introduced focuses on the neurotypical perspective; An
advanced and interactive intelligent technology that can educate neurotypical people on how to
communicate with people on the spectrum in different scenarios and environments. It also allows the
learner to see the consequences of the different interactions from the point of view of a person on the
spectrum, be aware of their actions, and fully engage in the scenarios through Virtual Reality (VR). Virtual
Reality is a technology that simulates experiences that can be similar to the real world. The project aim
was achieved by implementing a storyline game that is VR-based.
Altruistic ASD (Autism Spectrum Disorder) Virtual Reality Game
Autism spectrum disorder is a developmental disability that can cause significant social, communication and behavioural challenges. Parents of children on the spectrum find it difficult for their kids to communicate with them and other people, which makes it challenging for social interactions. Researchers have introduced different solutions such as Therapy Robot that Teaches Social Skills to Children with Autism. Additionally, Virtual reality was used to teach emotional and social skills to children with autism spectrum disorder. However, these solutions focus only on the person on the spectrum, neglecting the fact that the social challenges that people on the spectrum face are partly due to the lack of understanding on the neurotypicals' end. In this study, the solution introduced focuses on the neurotypical perspective; An advanced and interactive intelligent technology that can educate neurotypical people on how to communicate with people on the spectrum in different scenarios and environments. It also allows the learner to see the consequences of the different interactions from the point of view of a person on the spectrum, be aware of their actions, and fully engage in the scenarios through Virtual Reality (VR). Virtual Reality is a technology that simulates experiences that can be similar to the real world. The project aim was achieved by implementing a storyline game that is VR-based.
Applied Epidemiology - A Full-Subject Self-Directed Computer-Based Problem-So...
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Assistive Technologies for Students with Learning Disabilities and Special Needs
Assistive Technologies for students
Capacity Building through a Collaborative Health Network: The African Health ...
Capacity Building through a Collaborative Health Network: The African Health ...Kathleen Ludewig Omollo
On October 7, 2011, Kathleen Ludewig Omollo (University of Michigan) and Nadia Tagoe (Kwame Nkrumah University of Science and Technology) presented to the University of Michigan students in the SI 575 Community Informatics Seminar.
The mission of the African Health OER Network is to advance health education in Africa by using open educational resources (OER) developed by and targeted toward Africans in order to share knowledge, address curriculum gaps, and support communities around health education. The project began in 2008 with five institutions in Ghana and South Africa but we continue to draw in more African participants with the goal of building a continent-wide Network. This presentation will explore the rationale for harnessing OER in the health sector, the motivations for forming the Network, the services and activities of the Network, and the initial outcomes and lessons learned. Guest Nadia Tagoe will speak about the health OER project at Kwame Nkrumah University of Science and Technology in Ghana, one of the founding institutional partners.It is estimated that 8 million Americans have an eating dis.docx
“It is estimated that 8 million Americans have an eating disorder – seven million women and
one million men,” and that “[o]ne in 200 American women suffers from anorexia” (DMH). In
2013, anorexia is a highly known issue. It is no secret that anorexia is on the rise in society.
Since statistics have increasingly soared through the last decade, more people are becoming
concerned with the dangerous issue, including Dorothy Grice, MD. She states that anorexia is a
disease that can be passed down through generations (Grice 39). On the other hand, Sharlene
Nagy Hesse- Biber, a professor of Women’s Studies at Boston College, argues: “Anorexia is a
self-inflicted eating disorder” (233). There are several different approaches when considering
how to label anorexia ultimately showing that “anorexia nervosa” should be categorized as a
type of an eating disorder, not as a disease.
Student 1
Good Student
Professor
English 1
February 22, 2017
Argument Essay
A Technological Approach
“Few individuals in the world are untouched by some form of technology; they wear it
on their wrists, carry it in their pockets or purses, go to sleep and wake up to it, and may even
depend on it to keep their heart beating at the right pace” (Odom et al. 3805). There is nothing
that technology cannot do. So why not use this technology to create more opportunities for
people with disabilities? The topic of disabilities has been around for hundreds of years ranging
further back than the Middle Ages where people with disabilities were pushed away from
society and thought to have demons inside of them and that the only option was to kill them
(Mackelprang 5). Since then, studies have continued to develop new ideas, the biggest
progression being in 1990 with the passing of the Americans with Disabilities Act (an anti-
discrimination law based on disability). This opened windows for people with disabilities to get
the help they need, doctors to develop new treatment plans, and researchers to develop new
technology. The biggest obstacle regarding the use of technology is the cost, however the overall
outcomes from it grossly outweighs the initial price for the devices. Also, an important thought
to keep in mind is that not every child or adult is capable of properly handling devices
(Darewych 100). It is clear that recent developments in technology have drastically increased the
health and wellness of people with cognitive disabilities through empowerment, stimulation, and
community access.
Student 2
There are several different ways to interpret certain subject matters. For the purpose of
the current argument, the following terms will be defined: cognitive- “the action or process of
knowing” (OED), disability- “a physical or mental condition that limits a person’s
movements, senses, or activities” (OED), independence - “the fact of not depending on
another…[or] individual liberty of th.
write 150-300 words what you think about the article.Is Techno.docx
write 150-300 words what you think about the article.
Is Technology Ruining Our Ability to Read Emotions? Study Says Yes
We’ve all heard it before, “Kids don’t know grammar anymore because all they do is text,” or “Today’s generation misses everything going on around them because they’re staring at their phones.” But
a recent research study by UCLA warns the damage of too much screen time may be even worse than many of us imagined
. The study, which will be published in the October 2014 issues of
Computers in Human Behavior
, found that digital media decreased children’s ability to read other people’s emotions.
The researchers provided sixth grade students with a pre-test to establish their baseline abilities to read emotions. The students were shown photographs and videotaped scenes where the audio was silenced. The participants were then asked to infer people’s emotional states based on facial expressions and non-verbal cues.
Half the students were then sent away to a camp where they lacked access to digital media. They spent their time doing traditional camp activities – hiking, archery, and learning about nature. The control group went about their daily activity as usual including their normal access to digital media (which for these students averaged about four and a half hours on the typical school day).
After five days, both groups participated in a post-test. The kids who went to camp showed significant improvements in their abilities to recognize emotions. The control group only showed a slight improvement. The authors concluded that the increased face-to-face interaction improved the campers’ social skills.
What Could This Mean for Adults?
Although the participants in the study were children, that doesn’t necessarily mean adults are immune to declining social skills. After all, the participants in the study were sixth grade students – probably between the ages of 11 and 13. We’re not talking about preschoolers who are just learning about emotions. These are pre-teens who should already understand the basics about feelings and should already possess a certain amount of sophisticated social skills.
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Could too much time behind a screen interfere with adults’ ability to recognize emotions? I think it can. After all, social skills are like other skills in life. You have to practice them to get better. And when our faces are buried in our phones and the majority of our conversations take place behind a screen, it’s bound to have some impact on our ability to socialize in-person effectively.
.
Use of visuals in education
Educational Benefits of Visual Stimulation
Visual stimulation engages the use of visual aids like presentations, videos etc. to deliver educational content more effectively. It enhances the learning process of students as visuals help to reinforce the material being taught. Learning through visual stimulation is a great way of learning as it facilitates a learner’s interest in a certain subject, makes the learning process more fulfilling, and retains the student’s interest for longer time span.
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Running head STUDENTS AND TECHNOLOGYTHE HARMFUL EFFECTS .docx
Running head: STUDENTS AND TECHNOLOGYTHE HARMFUL EFFECTS 1
TECHNOLOGYTHE HARMFUL EFFECTS 2
The Harmful Effect of Personal Technology to Students
Sandra Tharpe
American Intercontinental University
November 27, 2016
Abstract
This paper discusses the subject matter that students are being harmed by their overdependence on personal digital technology. It highlights four main points to support this argument and offers one counter argument. It concludes by stating that in as much as technology does harm students, it has contributed to the quality of education.
The Harmful Effect of Personal Technology to Students
Overdependence of personal digital technology by students should be monitored and regulated as they are adversely affected. Comment by Rebecca Coleman: Good thesis, but you need an introduction paragraph to provide background for your essay.
First, statistics report that three in four teens (74%) aged 12-17 own cell phones, tablets and other devices (Pew Research Centre, 2013). This is alarming as one wonders what time dohow they get to theirhave time to study and socialize studies and even socializing. Students’ overdependence on technology adversely affects their social skills, which enhance interaction and communication with others.
The second argument is that students visit social media sites multiple times in a day, and this means that they do not get to their school assignments, and if they do, it is not their best work. This is because their brains are overexcited with what is in the internet, thus limiting their imagination and memory capacity. Richtell (2012) reports that based on research done on effects of technology on students, 90% of teachers stated that technology has been very distractive and has limited the attention spans of students. Comment by Rebecca Coleman: You’ll need to provide evidence that this is the case in the revised version of this paper.
Frequent use of technological devices limits their students’ ability to search for good quality research materials and sources. The internet can mislead them, thus they may end up producing poor quality schoolwork.
Lastly, students are exposed to social dangers such as obesity, suicidal thought processes, and even criminal activities. Technology makes students feel a sense of adventure, and they therefore develop a persona who that can break rules without caring about the consequences. They also risk being brainwashed, thus they may lose their identity leading to dangerous traits, such as being suicidal or having depressive symptoms. Comment by Rebecca Coleman: Through the internet? Comment by Rebecca Coleman: You’ll need to support this with research.
However, technology has made modern life easy and convenient, especially in terms of education. Students can easily access a wide var ...
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FIRE ENGINEERING January 2013 81www.FireEngineering.comB Y.docx
FIRE ENGINEERING January 2013 81www.FireEngineering.com
B Y T I M O T H Y A . L E I D I G
M
OST INDIVIDUALS IN AMERICAN SOCIETY HAVE
received some sort of fi re safety education in
school, on television, or from some other source.
Even with basic knowledge, when a smoke or fi re alarm
sounds, the question can be posed: Why do these individu-
als experience a brief sensation of fear, panic, and confusion?
Generally, the sensations pass, and the individual is able to
rely on basic knowledge and take appropriate actions of
notifi cation, evacuation, or problem solving. These actions
can be carried out when an individual is out of his normal
surrounding—for example, people visiting a movie theater will
subconsciously locate the nearest exit or, if in a hotel, locate
the exits for an emergency escape. This all becomes second
nature for adults exposed to fi re safety education and able to
use appropriate skills for the emergency.
An autistic individual put into this type of an emergency
situation, even with fi re safety education, may not act ap-
propriately because of fear of the alarm noise or the need
to be moved from what he considers a place of safety; the
unanticipated situation places the individual in a total panic.
The Columbia Encyclopedia, Sixth Edition, defi nes autism as
a developmental disability resulting from a neurological dis-
order that affects the formal function of the brain.1 The num-
ber of fi re departments conducting fi re safety education for
autistic children is minimal; it is nonexistent for adult autistic
individuals. The need for fi re safety programs for individuals
with autism must be addressed because of serious safety con-
cerns. The dangers to an autistic person without fi re safety
education are tremendous. When supervisors, parents, or
caregivers are present to provide directions, the dangers are
slightly reduced. For a young adult autistic individual who
may have to be self-reliant or potentially reliant on someone
else with or without the same disorder, there is no reduction
in the threat.
In the case of special-needs children, specifi cally autistic
children, only very basic foundation educational materials are
issued to teachers and facilitators to deliver to students, and
no follow-up evaluation is completed. The provided informa-
tion may or may not be appropriate because of the cognitive
level of the autistic student, and with no follow-up the success
levels are undetermined. This problem continues to escalate at
each consecutive grade level. When the autistic student reaches
high school, there is a segment of society whose members
have to be prepared and self-reliant to appropriately handle
an emergency in their homes, college dorms, or group-living
settings. Since 2001, the number of programs increased from
22 to more than 250 in 2010.2 Although colleges and universi-
ties in the United States are increasing the pr ...
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Slides presented (virtually) by Professor Rebecca Ferguson of The Open University at the Teach4Edu4 multiplier event held in Birmingham, UK, in January 2023. This presentation formed part of a larger workshop with multiple speakers from The Open University.
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Short presentation given at the 'Building Open Science and Scholarship in SoLAR' workshop at LAK22, in March 2022. It touches on aspects of open scholarship including open access, open peer review, open thinking, open research teams, open research methods and an open research environment.
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write 150-300 words what you think about the article.Is Techno.docx
write 150-300 words what you think about the article.
Is Technology Ruining Our Ability to Read Emotions? Study Says Yes
We’ve all heard it before, “Kids don’t know grammar anymore because all they do is text,” or “Today’s generation misses everything going on around them because they’re staring at their phones.” But
a recent research study by UCLA warns the damage of too much screen time may be even worse than many of us imagined
. The study, which will be published in the October 2014 issues of
Computers in Human Behavior
, found that digital media decreased children’s ability to read other people’s emotions.
The researchers provided sixth grade students with a pre-test to establish their baseline abilities to read emotions. The students were shown photographs and videotaped scenes where the audio was silenced. The participants were then asked to infer people’s emotional states based on facial expressions and non-verbal cues.
Half the students were then sent away to a camp where they lacked access to digital media. They spent their time doing traditional camp activities – hiking, archery, and learning about nature. The control group went about their daily activity as usual including their normal access to digital media (which for these students averaged about four and a half hours on the typical school day).
After five days, both groups participated in a post-test. The kids who went to camp showed significant improvements in their abilities to recognize emotions. The control group only showed a slight improvement. The authors concluded that the increased face-to-face interaction improved the campers’ social skills.
What Could This Mean for Adults?
Although the participants in the study were children, that doesn’t necessarily mean adults are immune to declining social skills. After all, the participants in the study were sixth grade students – probably between the ages of 11 and 13. We’re not talking about preschoolers who are just learning about emotions. These are pre-teens who should already understand the basics about feelings and should already possess a certain amount of sophisticated social skills.
Recommended by Forbes
Could too much time behind a screen interfere with adults’ ability to recognize emotions? I think it can. After all, social skills are like other skills in life. You have to practice them to get better. And when our faces are buried in our phones and the majority of our conversations take place behind a screen, it’s bound to have some impact on our ability to socialize in-person effectively.
.
Use of visuals in education
Educational Benefits of Visual Stimulation
Visual stimulation engages the use of visual aids like presentations, videos etc. to deliver educational content more effectively. It enhances the learning process of students as visuals help to reinforce the material being taught. Learning through visual stimulation is a great way of learning as it facilitates a learner’s interest in a certain subject, makes the learning process more fulfilling, and retains the student’s interest for longer time span.
Black Hole Essay. The Universe of Black Holes - Free Essay Example PapersOwl...
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Running head STUDENTS AND TECHNOLOGYTHE HARMFUL EFFECTS .docx
Running head: STUDENTS AND TECHNOLOGYTHE HARMFUL EFFECTS 1
TECHNOLOGYTHE HARMFUL EFFECTS 2
The Harmful Effect of Personal Technology to Students
Sandra Tharpe
American Intercontinental University
November 27, 2016
Abstract
This paper discusses the subject matter that students are being harmed by their overdependence on personal digital technology. It highlights four main points to support this argument and offers one counter argument. It concludes by stating that in as much as technology does harm students, it has contributed to the quality of education.
The Harmful Effect of Personal Technology to Students
Overdependence of personal digital technology by students should be monitored and regulated as they are adversely affected. Comment by Rebecca Coleman: Good thesis, but you need an introduction paragraph to provide background for your essay.
First, statistics report that three in four teens (74%) aged 12-17 own cell phones, tablets and other devices (Pew Research Centre, 2013). This is alarming as one wonders what time dohow they get to theirhave time to study and socialize studies and even socializing. Students’ overdependence on technology adversely affects their social skills, which enhance interaction and communication with others.
The second argument is that students visit social media sites multiple times in a day, and this means that they do not get to their school assignments, and if they do, it is not their best work. This is because their brains are overexcited with what is in the internet, thus limiting their imagination and memory capacity. Richtell (2012) reports that based on research done on effects of technology on students, 90% of teachers stated that technology has been very distractive and has limited the attention spans of students. Comment by Rebecca Coleman: You’ll need to provide evidence that this is the case in the revised version of this paper.
Frequent use of technological devices limits their students’ ability to search for good quality research materials and sources. The internet can mislead them, thus they may end up producing poor quality schoolwork.
Lastly, students are exposed to social dangers such as obesity, suicidal thought processes, and even criminal activities. Technology makes students feel a sense of adventure, and they therefore develop a persona who that can break rules without caring about the consequences. They also risk being brainwashed, thus they may lose their identity leading to dangerous traits, such as being suicidal or having depressive symptoms. Comment by Rebecca Coleman: Through the internet? Comment by Rebecca Coleman: You’ll need to support this with research.
However, technology has made modern life easy and convenient, especially in terms of education. Students can easily access a wide var ...
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Steps to Write an Essay about Yourself Pro Essay Help. How to write a college essay about myself in 2021 College essay .... Top Essay About Yourself For College Thatsnotus. 007 Introduce Yourself Essay Sample Words Example About Myself College .... 023 Example Of Who Am I Essay Valid Describe Yourself College Within .... How to write about yourself in a college essay. 003 Examples Of Essay About Myself Sample Thatsnotus. College Essay Examples - 9 in PDF Examples. 32 College Essay Format Templates amp; Examples - TemplateArchive. 011 Sample Essay About Myself Introduction Yourself Essays Examples .... how to write an introduction about yourself for a college class .... 26 Outstanding College Essay Examples / - Example of a college essay .... 005 College Essay Examples About Yourself Example Thatsnotus. 008 College Admission Essay Examples About Yourself Example Thatsnotus. 004 Essay About Myself Example Thatsnotus. College Essay Examples - 13 in PDF Examples. 003 Sample College Essays About Yourself Essay Example What To Write On .... 32 Personal College Essay Examples About Yourself transparant - Essay. how to write an essay about yourself for college application College .... Awesome Describe Yourself Essay Thatsnotus. Good Examples of College Essays. Breathtaking College Essay Examples About Yourself Thatsnotus. Free Short Essay Examples and Description about Yourself Sample Essay .... 002 Self Introduction Sample Essay Example College Essays Application .... ️ Sample college admission essays about yourself. Examples of college .... How to introduce yourself in a college essay. How To Introduce .... rivera-graphic-design: How To Open A College Essay College Essay Samples About Yourself College Essay Samples About Yourself. 003 Sample College Essays About Yourself Essay Example What To Write On ...
FIRE ENGINEERING January 2013 81www.FireEngineering.comB Y.docx
FIRE ENGINEERING January 2013 81www.FireEngineering.com
B Y T I M O T H Y A . L E I D I G
M
OST INDIVIDUALS IN AMERICAN SOCIETY HAVE
received some sort of fi re safety education in
school, on television, or from some other source.
Even with basic knowledge, when a smoke or fi re alarm
sounds, the question can be posed: Why do these individu-
als experience a brief sensation of fear, panic, and confusion?
Generally, the sensations pass, and the individual is able to
rely on basic knowledge and take appropriate actions of
notifi cation, evacuation, or problem solving. These actions
can be carried out when an individual is out of his normal
surrounding—for example, people visiting a movie theater will
subconsciously locate the nearest exit or, if in a hotel, locate
the exits for an emergency escape. This all becomes second
nature for adults exposed to fi re safety education and able to
use appropriate skills for the emergency.
An autistic individual put into this type of an emergency
situation, even with fi re safety education, may not act ap-
propriately because of fear of the alarm noise or the need
to be moved from what he considers a place of safety; the
unanticipated situation places the individual in a total panic.
The Columbia Encyclopedia, Sixth Edition, defi nes autism as
a developmental disability resulting from a neurological dis-
order that affects the formal function of the brain.1 The num-
ber of fi re departments conducting fi re safety education for
autistic children is minimal; it is nonexistent for adult autistic
individuals. The need for fi re safety programs for individuals
with autism must be addressed because of serious safety con-
cerns. The dangers to an autistic person without fi re safety
education are tremendous. When supervisors, parents, or
caregivers are present to provide directions, the dangers are
slightly reduced. For a young adult autistic individual who
may have to be self-reliant or potentially reliant on someone
else with or without the same disorder, there is no reduction
in the threat.
In the case of special-needs children, specifi cally autistic
children, only very basic foundation educational materials are
issued to teachers and facilitators to deliver to students, and
no follow-up evaluation is completed. The provided informa-
tion may or may not be appropriate because of the cognitive
level of the autistic student, and with no follow-up the success
levels are undetermined. This problem continues to escalate at
each consecutive grade level. When the autistic student reaches
high school, there is a segment of society whose members
have to be prepared and self-reliant to appropriately handle
an emergency in their homes, college dorms, or group-living
settings. Since 2001, the number of programs increased from
22 to more than 250 in 2010.2 Although colleges and universi-
ties in the United States are increasing the pr ...
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- 1. Rebecca Ferguson The Open University, UK Accessible learning Accessible analytics Photo by Dima Pechurin on Unsplash
- 2. Medical model – problems are due to the individual Photo by ahmet arslan on Unsplash
- 3. Social model – problems are created by society
- 4. We can use and adapt tools to so environments are accessible to users
- 5. Photo by Dorothea OLDANI on Unsplash There is no need to take a deficit view of disabled students With the right tools, they may be able to outperform others
- 6. Learning analytics accessibility Learning analytics tools and dashboards can be considered accessible if people with disabilities can perceive, understand, navigate, interact with them and contribute to them. Based on W3C definition of web accessibility Photo by Clément Falize on Unsplash
- 7. Colour choices https://www.color-blindness.com/coblis-color-blindness-simulator/ Normal Red-blind Protanopia Blue-blind Tritanopia Red–green color blindness affects up to 8% of males and 0.5% of females of Northern European descent
- 8. Layout choices Does the tool cater for learners who need extra time to make responses; reduce cognitive load as far as possible; and remove triggers of anxiety? Photo by Patrick Hendry on Unsplash
- 10. Jargon and acronyms can increase anxiety, decrease understanding https://www.sciencegeek.net/lingo.html Too much text, overcrowded layout confuse users
- 11. Cooper, M., Ferguson, R., & Wolff, A. (2016). What can analytics contribute to accessibility in e-learning systems and to disabled students’ learning? LAK16, Edinburgh, UK.
- 12. Lister, K., Coughlan, T., Iniesto, F., Freear, N., & Devine, P. (2020). Accessible conversational user interfaces: considerations for design. Web for All 2020, 20-21 April, Taipei, Taiwan.
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