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Direct linkYu-Hsin Hsieh; Mats Granlund; Ai-Wen Hwang; Helena Hemmingsson – Augmentative and Alternative Communication, 2024
Eye-gaze technology provides access to a computer through the control of eye movements, thus allowing students with severe motor and communication difficulties to communicate and participate in curriculum activities and leisure; however, few studies have investigated whether any challenges exist to its implementation. This study examines the…
Descriptors: Foreign Countries, Eye Movements, Students with Disabilities, Communication Disorders
Lui, Michelle; Maharaj, Amrita; Shimaly, Roula; Atcha, Asiya; Ali, Hamza; Carroll, Stacie; McEwen, Rhonda – Journal of Special Education Technology, 2022
This study examines interactions between students with atypical motor and speech abilities, their teachers, and eye tracking devices under varying conditions typical of educational settings (e.g., interactional style, teacher familiarity). Twelve children (aged 4-12 years) participated in teacher-guided sessions with eye tracking software that are…
Descriptors: Interaction, Eye Movements, Students with Disabilities, Children
Goldberg, Miriam A.; Hochberg, Leigh R.; Carpenter, Dawn; Walz, J. Matthias – Augmentative and Alternative Communication, 2021
Nonvocal alert patients in the intensive care unit (ICU) setting often struggle to communicate due to inaccessible or unavailable tools for augmentative and alternative communication. Innovation of a hand-operated non-touchscreen communication system for nonvocal ICU patients was guided by design concepts including speech output, simplicity, and…
Descriptors: Augmentative and Alternative Communication, Patients, Hospitals, Communication Disorders
