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NTU Inclusive Design Workshop - Mar 2023

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NTU Inclusive Design Workshop - Mar 2023

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Guidelines for Creating Accessible Printed Posters

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Guidelines for Creating Accessible Printed Posters

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SPD-NTU Disability Awareness Training - 07 Jan 2023

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SPD-NTU Disability Awareness Training - 07 Jan 2023

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SPD-SATC_NTU Disability Awareness Talk_07 Jan 2023

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What is considered a disability?

Definitions of disabilities vary widely among countries. According to Singapore's Enabling Masterplan, persons with disabilities refer to those whose prospects of securing, retaining places and advancing in education and training institutions, employment and recreation as equal members of the community are substantially reduced as a result of physical, sensory and intellectual disabilities as well as autism.[1]

As the first-stop and focal agency for disability in Singapore, SG Enable raises awareness on disability issues and facilitates access to disability schemes and services. It brings partners together to share knowledge, collaborate and innovate, striving towards a common goal of building an inclusive Singapore and enabling lives. Set up by the Ministry of Social and Family Development in 2013, it is a registered charity and an Institution of a Public Character.

The Ministry of Education oversees support for students with learning difficulties or special educational needs, while the Ministry of Health oversees support related to mental health.

What are the different types of disabilities?

In Singapore, several social service agencies cater to specific disability groups, e.g. Handicaps Welfare Association, Singapore Association for the Deaf (SADeaf), Singapore Association of the Visually Handicapped (SAVH), Movement for the Intellectually Disabled of Singapore, and Autism Resource Centre. SG Enable serves persons with physical, sensory, and intellectual disabilities, and autism.

Prevalence rate of disability in Singapore[2]

Population group

Approximate prevalence rate

Student population

2.1% of student population

18-49 years

3.4% of resident population

50 years and above

13.3% of resident population

When we consider Singapore has an ageing population, the number of persons with disabilities will increase significantly by 2030. The infographic below shows the declining old-age support ratio. [3]

Employment rate of persons with disabilities

According to Singapore government statistics, among resident persons with disabilities in the working ages of 15 to 64 in 2020 and 2021, on average, 30.1% were employed, 3.8% were without a job and actively looking for one, and the remaining 66.2% were outside the labour force, with most of them citing poor health or disability as the main reason.[4]

Increasing number of persons with autism

With better awareness and detection, there is a growing number of persons with autism. In 2014, it is estimated that 1 in 150 children have autism. 4,400 children were diagnosed with developmental issues, a 76% rise from the figure in 2010.[5]

in 160
World Health Organisation

in 150
Singapore

Sources: KK Women's and Children's Hospital, National University Hospital

Enabling Masterplan 2030

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Information on Disability in Singapore | SG Enable

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Definitions of disabilities vary widely among countries. According to Singapore's Enabling Masterplan, persons with disabilities refer to those whose prospects of securing, retaining places and advancing in education and training institutions, employment and recreation as equal members of the community are substantially reduced as a result of physical, sensory and intellectual disabilities as well as autism.[1] As the first-stop and focal agency for disability in Singapore, SG Enable raises awareness on disability issues and facilitates access to disability schemes and services.

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“It’s a Constant Fight:” Experiences of College Students with Disabilities

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“It’s a Constant Fight:” Experiences of College Students with Disabilities

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It’s a Constant Fight_Experiences of College Students with Disabilities

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Ministry of Social and Family Development

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MSF website may undergo scheduled maintenance on Thursday, 7 December, 6pm to 11.59pm and on Saturday, 16 December 10pm to Sunday, 17 December, 6am. During these maintenance period, users may experience intermittent access issues or downtime when accessing the website. We apologise for any inconvenience caused.

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How to talk about AAC and AAC users (according to them)

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How to talk about AAC and AAC users (according to them)

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We, Alyssa Hillary Zisk and Lily Konyn, know which of these AAC definitions we prefer, but we're only two AAC users. Our language preferences matter when people talk about us. But if we want to know how to talk about AAC users as a group, it's not enough to know what we like. It's not even enough to know what our friends like. We need to know what a lot of people prefer.

So we asked.

AAC terminology survey

In early 2022, AssistiveWare ran an online survey, asking people with a variety of relationships to AAC what they thought about 119 different words and phrases. The first research of its kind, our survey resonated deeply with the community-in total 556 people participated.

We reached out through many channels to make sure the respondents in the survey represented the community at large. We picked the terms in the survey based on the language we saw in AAC-focused social media groups, advocacy organizations, and academic publications.

One out of every three people who took the survey uses AAC. Of these, nearly a fifth (18%) do not use spoken words. Unless we say otherwise, this blog is talking about the perspectives of the 169 participants who use AAC. A future blog post will take a closer look at the perspectives of people who do not use AAC themselves.

AAC user opinions at a glance
Do say:
✅ AAC user

✅ People who use AAC

✅ Nonspeaking when referring to nonspeaking people as a group.

✅ When speaking with one person, ask what they prefer.

✅ People (when talking about groups of people). Not clients, consumers, or patients.
Don't use:

❌ Deficit-based terminology, such as people with highly unintelligible speech, or speech deficit.

❌ Acronyms, except for AAC itself.

Overview of AAC users' perspectives:

Unfamiliar terms
More than 20% of AAC users don't know the term

Disliked terms
More than 50% of AAC users don't like the term

Liked and used terms
More than 50% of AAC users use or like the term

People who use AAC

PWUAAC

PWCCN

People with CCN

People with highly unintelligible speech

patients

consumers

support recipients

AAC user

People

People who use AAC

Part-time AAC users

Full-time AAC users

Individuals

Users

Multimodal communicators

Devices used for AAC

AAC device(s)

Device

Communication device

Tablet / iPad / Phone /computer

Language/ speech

Communication deficit

Speech deficit

Natural language

Natural speech

Functionally nonverbal

Functionally nonvocal

Unreliably vocal

Prevocal

Preverbal

Residual language

Communication impairment

Minimally vocal

Nonspeaking

Spoken language

AAC service

Note: This table doesn't include every term we asked about. Instead, it shows the terms about which AAC users are most likely to have strong opinions.

The big debate: Identity-first vs. person-first language

A big debate we see again and again on our social media channels is around identity-first versus person-first language. In other words-do we say autistic person or person with autism. From our results, it is clear that identity-first language, such as disabled person, is the most common preference of neurodivergent respondents-at least half selected this option whether they used AAC, spoken language, or both.

For participants who do not identify themselves as neurodivergent, person-first language is the most common preference.

Overall, most participants support some mix of person-first and identity-first language. This includes people who say their preference depends on the diagnosis they're talking about. For example, people could follow community preferences and use person-first language for people with Down syndrome but identity-first language for autistic people.

What words do AAC users prefer?

Looking at the results, the terms that AAC users like or report using tend to be descriptive and direct.

AAC users

No matter how people communicate, the most frequently liked or used term in the whole survey is AAC users, with more than three-quarters of respondents who use AAC, liking or using the term.

People who use AAC

People who use AAC is the second most preferred term to refer to a group of people who use AAC. This is supported by nearly two-thirds of the participants.

AAC users who don't speak are more likely to dislike Multimodal communicators than speaking AAC users.

Part-time AAC users

Speaking AAC users tend to like and use the term part-time AAC users. Over two-thirds of participants who use both AAC and spoken words like or use this term.

Non-speaking AAC users have decidedly mixed opinions about part-time AAC users as a term. Less than one-third of participants who exclusively use AAC, like or use this term.

This term is also more popular among neurodivergent respondents, regardless of how they communicate.

Full time AAC users

Full time AAC users is a slightly less popular term than part-time AAC users overall. However, people tend to have very similar opinions about these two terms.

People

When discussing a group of people, the most commonly preferred term is simply people. Over three-quarters of the survey takers who use AAC like or use this term.

AAC device

AAC users like this term. Nearly three-quarters of participants like or use this term.

Spoken language

The terms spoken language and spoken words are equally popular, each liked or used by about half of AAC users.

Nonspeaking

There is no universally accepted way to describe someone who does not use spoken language. Three-quarters of neurodivergent AAC users like or use nonspeaking, whether or not they use speech along with AAC.

However, nearly half of people who use AAC but don't identify as neurodivergent, dislike the term nonspeaking.

AAC-related words to avoid

There are 18 terms that over half of AAC users dislike. Broadly, they can be grouped into four groups: deficit-based language, words that put the AAC user in a passive role, judgments about speech, and terms involving vocal. Note that for respondents who use AAC exclusively, this list increases to 40 highly disliked terms.

Unsurprisingly, language that presents speech as superior to other communication is not very popular. Words that put the AAC user in a passive role, like patients and support recipients were also unpopular. Terms that require an outside judgment of an AAC user's speech were also frequently disliked-they may also put the AAC user in a passive role.

Communication deficit

Among AAC users, communication deficit is the most disliked term in the entire survey. More than three-quarters of the survey takers who use AAC dislike this term!

Speech deficit

Speech deficit is the second-most disliked term among AAC users. More than three quarters dislike it, very similar to communication deficit.

Communication impairment

Communication impairment isn't as unpopular as communication deficit, but it still isn't popular among AAC users. Over half dislike it.

AAC intervention

AAC intervention is about as popular as preverbal: that is, AAC users don't like it.

Natural language

About two-thirds of AAC users dislike the term natural language.

Consumers

Consumers is very similar in popularity to patients as a group term-about two-thirds of AAC users dislike it.

Support recipients

S upport recipients is almost as widely disliked as patients or consumers, and slightly more AAC users don't know what it means. Support recipients is also slightly less likely to be liked or used. Just say people; people actually like that term.

Functionally nonverbal; Unreliably verbal

Vocal: Prevocal, vocal language

Acronyms

Acronyms (other than AAC itself) lead to both confusion and dislike. AAC users consistently prefer fully written out versions of phrases to their acronyms when asked about both forms.

PWUAAC

In contrast, most AAC users like or use people who use AAC.

Speech generating device (SGD)

Neither Speech generating device nor its acronym, SGD, are especially popular. However, more AAC users like or use speech generating device than dislike it, and nearly half are neutral to it.

However, very few AAC users like or use the acronym SGD, and more than a fifth aren't sure what it means.

It's complicated

There are some words where preferences among AAC users vary depending on whether or not they speak in addition to using AAC. Opinions on other words depend on whether or not respondents identify as neurodivergent. Sometimes, both of these are relevant.

This includes terms like nonspeaking, nonverbal, part-time AAC user, and full time AAC user. They aren't the only ones.

Intermittently speaking; intermittently nonspeaking

Opinions about the terms intermittently speaking and intermittently nonspeaking vary with whether or not an AAC user also speaks.

Nearly two fifths of speaking AAC users like or use the term intermittently nonspeaking, but a full fifth dislike it. Intermittently speaking is slightly less popular.

Neurodivergent AAC users are also more likely to like and use the phrases intermittently speaking and intermittently nonspeaking than AAC users who don't identify as neurodivergent.

Mouth words

A significant minority of neurodivergent AAC users dislike mouth words-a bit more than a quarter of them. However, nearly two-thirds like or use it.

AAC users who don't identify as neurodivergent, on the other hand, strongly dislike the term. Over three-quarters dislike the term. The few who use the term mouth words use both AAC and speech.

An AAC glossary is not a discussion

AAC users can and do have opinions on how we want to be described. There are some terms we're more likely to like and use, and others are widely disliked. We learned a lot by asking many people what they thought about different words and phrases related to AAC. We hope you learned something too. It's important to think about how our language positions people who use AAC and the ways we communicate.

However, it's important to know that AAC users also don't always agree with each other on the words we like and dislike. Except for people, every term is disliked by at least one AAC user. Every term also had at least one AAC user who says they use it.

This post can help advise you on referring to larger groups of AAC users, but we can't tell you how to describe yourself, nor your child, sibling, or colleague. Do you want to know what words a specific person in your life prefers? Ask them!

WRITTEN BY

There are a lot of terms frequently used in the world of Augmentative and Alternative Communication(AAC) that you might not know so here we have described the most frequently used terms.

Read more

Are you wondering what AAC is? Read and learn about Augmentative and Alternative Communication (AAC), and how to support people who cannot rely on speaking.

Read more

Our latest app duo is perfect for families new to AAC. The Proloquo app supports children's communication, language, and literacy growth. The Proloquo Coach app provides parents easy step-by-step guidance for using AAC at home.

Read more

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How to talk about AAC and AAC users (according to them) - AssistiveWare

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We, Alyssa Hillary Zisk and Lily Konyn, know which of these AAC definitions we prefer, but we're only two AAC users. Our language preferences matter when people talk about us. But if we want to know how to talk about AAC users as a group, it's not enough to know what we like.

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Hearing loss - communication in the workplace

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Hearing loss - communication in the workplace

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If you have hearing loss, communicating at work can be difficult, especially if your colleagues don't know what to do. It's worth remembering that many people who shy away from talking with you are just nervous of making a mistake or offending you. There are many ways to improve communication with your colleagues.

It's a good idea to tell people the best way to talk with you. In most cases, they will appreciate your direct approach.

If you have a colleague with a hearing impairment it can be difficult to know how to communicate with them. The best thing to do is ask.

Explain your hearing loss to colleagues

Your colleagues may know little or nothing about your particular hearing impairment. To communicate effectively with you, they need to know specific details.

Suggestions include:

If you suffer from or , let work colleagues know how this might affect you. For example, you may become dizzy and nauseous and need to lie down. You may not be able to drive or operate machinery at this time.

Learn about hearing loss

Communicating with a colleague who has hearing loss can be difficult when you're unsure of what to do. If in doubt, ask them - they will appreciate your efforts to improve communication. They won't think you're rude or drawing unnecessary attention to their hearing loss.

If a colleague has a hearing impairment, it can help if all staff members are trained in deafness awareness. (This can be accessed through government and community organisations, as can professional advice on adapting the workplace for people with hearing impairment.) You might want to suggest this to your manager.

It will also help if all staff members learn some of the basics about hearing loss, such as:

Talking face to face with a colleague with hearing loss

General suggestions for talking face to face with a colleague who has hearing loss include:

Make sure you have their attention. This could include saying their name, getting into their line of vision, waving at them or touching them on the shoulder.

A person with hearing loss needs to see your face when having a conversation. Make sure your face is well lit. Don't stand in front of a window, for example, because the back-light shadows your face.

If necessary, move to a quieter location.

Allow your colleague to see your face directly at all times. For example, don't look around or drop your head, don't eat, and don't cover your face with your hand.

Keep eye contact. Don't talk to them if they are walking away from you, or as you walk out of the door or from another room.

Effective communication with a colleague with hearing loss

Tips for communicating effectively with a colleague with hearing loss include:

Identify the topic first - for example, 'I'd like to talk about tomorrow's meeting'.

Use open-ended questions, rather than those that need only a 'yes' or 'no' answer. This helps you know whether they understood you or not.

Speak clearly, but don't exaggerate your lip and mouth movements - this makes speech-reading harder.

Speaking too slowly can seem patronising. Talk at a normal pace.

Speak a little louder than usual, but don't bellow. Ask the person how best to alter your speech for speed and volume.

Pause from time to time to allow the hearing-impaired person to catch up and ask questions.

Body language and facial expression are important. Try not to keep a deadpan face.

Problems communicating with a colleague with hearing loss

Sometimes, the person with hearing loss can't understand what you're saying. Suggestions include:

Don't be embarrassed, uncomfortable or frustrated.

Don't make the person feel as though they are the problem.

If you have an accent, the person may need time to adjust. Be patient.

Rather than repeat the missed phrase word for word, say it another way.

Use visual cues, like gestures.

If you still can't communicate, offer to write it down.

If they prefer that you don't write it down, ask them what they would like you to do.

Meetings with colleagues with hearing loss

A person with hearing loss may find it difficult to follow the conversation when there are a number of people talking. Suggestions for running successful meetings and conferences include:

Distribute a written agea hearing loss to submit any questions they have in writing, if they feel more comfortable doing it this way.

Ask the chairperson or the person addressing the meeting to repeat questions from around the table, or from the floor, before answering them.

Adjust your speed when reading from notes or documents, as most people read out loud more quickly than they normally speak. This makes it difficult for colleagues with hearing loss to keep up.

Present the information visually if possible - for example, Power Point displays or written notes.

If you use videos or DVDs as part of a presentation or for staff training, include captions and subtitles.

Install an audio loop. This is a wire loop that encircles a particular area (such as the conference room) and provides amplified sounds to a person using a hearing aid. Sound is fed into the system through a microphone. Only this sound will be heard.

Use other assistive listening systems, such as FM and infra-red. Personal receivers can be equipped with headphones or individual 'neck loops' for hearing-aid wearers.

Make sure the speaker's face is well lit.

Ask the person with hearing loss if they want to use an interpreter.

Using an interpreter in the workplace

A company may hire a sign-language interpreter or an oral-deaf interpreter for occasions such as conferences or social events. A sign-language interpreter translates the spoken word into Auslan and vice versa. An oral-deaf interpreter 'lip speaks' (repeats without voice) what is said for the benefit of lip-readers.

Points to remember when using an interpreter include:

You need to book interpreters well in advance.

Discuss the event with the interpreter beforehand, and brief them on things like jargon and particular technical matters.

Everything discussed is kept in confidence. Consult with the Australian Sign Language Interpreters Association for further information on confidentiality and their code of ethics.

Address the person with hearing loss, not the interpreter. For example, say directly to the person, 'What time is the meeting scheduled?' rather than saying to the interpreter, 'Ask her what time the meeting is scheduled'.

Don't speak too quickly. The interpreter will be about four seconds behind. If they need you to slow down, they'll tell you.

The interpreter should have regular breaks - for example, a 10-minute break every half hour or so.

If the conference is lengthy, you may need to book two interpreters and allow them to share the workload.

Socialising with colleagues who have hearing loss

Some people feel uncomfortable around a person with hearing loss, because they're not sure how to behave or communicate. Suggestions include:

Tips for managers of hearing-impaired staff

Work environments can be adjusted to take the needs of a person with hearing loss into consideration. While specialised equipment is helpful, training staff in deafness awareness is even more important. For example, most people are unsure of how to best communicate with a person who has a hearing loss. Communication will improve if staff members are shown what to do.

Office set-up for hearing loss

Suggestions for improving your office set-up include:

Make sure the office is well lit. Good lighting - both natural and artificial - is essential, but avoid harsh lighting and glare. A person with a hearing loss needs to see the other person's face when having a conversation.

Remove glass barriers, as they can muffle sounds.

Keep close when speaking. Avoid wide counter-tops and desks.

Give the person with a hearing impairment an office or working space with minimal background noise.

Safety issues and hearing loss

Suggested changes to make your workplace safer include:

Fit flashing lights to audible smoke or evacuation alarms.

Install emergency flashing lights in toilets and storerooms, or areas where closed doors may obscure vision.

Fit a 'visual alert system' such as a flashing light on any device that could be a health or safety risk - for example, a light that flashes when machinery is operating.

In your organisation's evacuation plan, include a 'buddy system', where employees leave the building in pre-arranged pairs.

Make sure the workplace is well signposted.

Any information that is given verbally should also be available in writing.

Use SMS text messages on mobile phones, which are set to vibrate and ring, in emergency situations.

Use vibrating pagers to alert employees in other parts of the building.

Ensure that hearing-impaired workers understand all evacuation procedures, as it may be difficult to offer reassurance in an emergency.

Use flashlights to guide hearing-impaired workers from the building if electrical power fails or smoke affects visibility. Keep in physical contact with them until they reach a safe area.

Specialised workplace equipment for people with hearing loss

Suggested equipment in the workplace includes:

Personal equipment that may also be useful in the workplace includes:

hearing aid - to amplify all sounds. This may or may not be helpful, depending on the workplace. For example, in a noisy workplace, the hearing aid would amplify the background noise as well as people's voices

pager - set to vibrate instead of ring

FM system - this portable receiver and headset amplifies sounds without the need for wiring

volume-control earpiece - placed over the earpiece of a telephone to amplify the voice

alarm clock - set to vibrate instead of ring.

Where to get help

. Tel. (03) 9473 1111, TTY (03) 9473 1199, toll-free for country callers Tel. 1300 780 225, TTY 1300 780 235

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sign-language interpreter working with hearing impaired

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Hearing loss - communication in the workplace

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If you have hearing loss, communicating at work can be difficult, especially if your colleagues don't know what to do. It's worth remembering that many people who shy away from talking with you are just nervous of making a mistake or offending you. There are many ways to improve communication with your colleagues.

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Hearing things: workplace adjustments for employees with a hearing impairment

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Hearing things: workplace adjustments for employees with a hearing impairment

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For employees with a hearing impairment, the presence of sound in the workplace can be a daily challenge and a source of frustration. Robin Christopherson looks at how employers can manage potential problems.
Wherever you work, and whatever your role, there is a strong chance that you are routinely bombarded by noise from a variety of different sources. Telephones ringing, printers whirring, music playing on the shop floor or the constant hum of colleagues talking in a open-plan office, the world of work is full of sound.

According to the Health and Safety Executive, around 17,000 employees in the UK experience deafness, ringing in the ears or other ear conditions caused by excessive noise at work.

Action on Hearing Loss estimates that at least 800,000 people in the UK are severely or profoundly deaf, but this is a small proportion of the 10 million people with some form of hearing loss, of which it estimates that 3.7 million are of working age. There are no exact figures on the numbers of people who use British Sign Language (BSL) to communicate, but the estimate is around 50,000.

An employee's hearing can be impaired in many ways; there is a whole spectrum of
hearing ability and there are lots of different causes of hearing loss, as well as a variety of possible implications in the workplace.

Types of hearing impairment include:

age-related;

temporary or permanent;

progressive; and

environmental factors.

Impacts of a hearing impairment

As hearing is not something we can "see", it can be difficult to determine whether or not a colleague's hearing is impaired. This can make it difficult for line managers to know who to help, and when.

In meetings, presentations, networking events or interviews, a hearing impairment could have an impact on an employee's ability to do their job, if they are not properly supported or if the working environment is not inclusive of their needs.

There can also often be an emotional response to hearing loss, which impacts on the social and wellbeing of the employee. If you are unable to hear what colleagues are saying clearly, you might miss out on vital information needed for your role, or you might miss the latest bit of office banter, which makes you feel isolated and excluded, having a negative impact on morale.

Reasonable adjustments

Employees with a hearing impairment are protected under the Equality Act 2010 and employers are required to remove the barriers that deaf and other disabled people experience in the workplace. There are a number of different ways to ensure that an organisation is accommodating the needs of deaf or hearing-impaired employees.

Benefits of technology

We are all using technology in the workplace, without really thinking about it, as part of our day-to-day communications. How much of the information you share with colleagues or clients is via the phone, email, your intranet, website, a PowerPoint presentation or a short video? The answer is, of course, nearly all of it.

Technology can work as an enabler as well as a disabler. A message from your organisation's CEO via video on your corporate intranet can be a really powerful way to communicate with your workforce, but if that video does not have subtitles or captions, you are excluding a proportion of your staff, not limited to those with a hearing impairment but also people whose first language is not English.

A variety of technologies can be used in the workplace to support employees with a hearing impairment. There are some specialist programs available that are specifically designed to support people with hearing loss, but many of the mainstream programs and equipment that your organisation already uses could also be adapted at little to no cost. They include:

text messaging, and email;

amplified sound alerts built into PCs;

a flashing screen on a mobile device when a sound alert is triggered;

bluetooth to connect to hearing aids;

captions for videos;

BSL on-demand services;

video calling for signing or lip-reading;

palentypists and stenographers; and

voice recognition speech-to-text software.

Sometimes the most effective adjustments are made by simply utilising existing resources in a different way. For example, if important company announcements are often given over a tannoy or PA system, which would be difficult or impossible for someone with a hearing impairment to hear, you could also issue the same message via email or text message.

There are also times when specialist adjustments, such as using a palentypist or BSL interpreter, need to be arranged. It is important that the individual employee gets the adjustment that they require, when they require it - because no two people with a hearing impairment are the same.
For more information on how to adjust workplace technology for people with a hearing impairment, visit AbilityNet's website to access a free webinar.

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Hearing things: workplace adjustments for employees with a hearing impairment

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For employees with a hearing impairment, the presence of sound in the workplace can be a daily challenge and a source of frustration. Robin Christopherson looks at how employers can manage potential problems. Wherever you work, and whatever your role, there is a strong chance that you are routinely bombarded by noise from a variety of different sources.

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Dating a deaf person or someone who’s hard of hearing? Get tips for dating someone with a hearing impairment and learn about common misconceptions.

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Neurodivergence is a concept originally attributed to the 1990s sociologist Judy Singer, a self-advocate with autism who challenged conventional ideas about what is considered normal and abnormal. Singer based much of her analysis on her personal experiences as a child, as she was teased due to her differences. Her work follows the common theme that no brain is the same and everyone has a unique combination of abilities and needs.

Singer defines neurodiversity as:

A state of nature to be respected

An analytical tool for examining social issues

An argument for the conservation and facilitation of human diversity

Singer explains that neurodiversity provides an opportunity for society to learn more about individuals whose brain operates differently than what is considered typical. It challenges us to look outside the box at how we present information, and to embrace diversity and differences rather than categorize it as problematic.

Neurodiversity is "the idea that people experience and interact with the world around them in many different ways; there is no one 'right' way of thinking, learning and behaving, and differences are not viewed as deficits," according to Harvard Health.

To provide further clarity, Laura Boxley, Ph.D., the director of Clinical Neuropsychology Training in the Department of Psychiatry and Behavioral Health at The Ohio State University College of Medicine, explains neurodiversity as "the idea that people experience or interact with the world around them in many different ways-some that may not be considered typical. It is based on the framework that 'different' is not the same as 'deficient.'"

Neurodivergent individuals often experience differences in mental function, learning styles, sensory processing, communication styles and behaviors. They may struggle with soft skills such as emotional intelligence, social interactions or the ability to work effectively in a group. Other physical behaviors-such as standing too close to someone, speaking too loudly or self-soothing actions like rocking or irregular hand movement-may also be present.

Below are some mental health conditions that fall in the neurodivergent category, according to Pankhuree Vandana, M.D., a pediatric psychiatrist and medical director at the Center for Autism Spectrum Disorder at Nationwide Children's Hospital in Columbus, Ohio.

ADHD. Individuals may have difficulties holding their attention and managing thoughts, behaviors and emotions.

Autism. Also called spectrum disorder, this includes a broad range of conditions that may include challenges with socializing and social skills, cause repetitive behaviors and trigger speech difficulties, which in some cases, may lead an individual to communicate only nonverbally.

Dyslexia. This can include misreading, miswriting or misspeaking certain items, as well as confusion with letters or misunderstanding of word organization or pronunciation, and trouble following directions.

Dyscalculia. A misunderstanding of math concepts, such as confusion when reading numbers and symbols, an inability to consistently remember numbers, math facts, rules and procedures, or trouble with mental figuring.

Dysgraphia. A learning disability that involves writing, such as unusual pencil grip and body position, illegible handwriting and an aversion to writing or drawing.

Down's Syndrome. With this condition, individuals are born with an extra chromosome that ultimately changes how their body and brain develops, and may lead to mental and physical challenges.

"Each of these conditions mentioned above lead to an individual processing and communicating information in a unique way," says Dr. Vandana.

Typically, neurodivergence starts to manifest in school and educational settings, according to Dr. Vandana. "Our teaching and learning styles are heavily dependent upon use of verbal communication," she says. "This starts to place certain individuals at a disadvantage, and they may struggle to 'keep up' the pace of learning with most other peers. This is usually a first indication that the individual may be processing things differently."

The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) provides general criteria to reference when determining the level of intervention needed to aid a person living with neurodiversity. The manual lists five primary levels of measurement highlighting key contributing factors such as social communication and restricted, repetitive and/or sensory behaviors or interests. This checklist helps parents and medical professionals understand the level of support or intervention required to help the individual learn and succeed in a manner that works with their unique abilities.

Finding signs of possible neurodivergence should trigger a deeper dive into understanding an individual's learning style. Neurocognitive assessments are tests that assess how a person's brain is working, and can be performed by a neuropsychologist. A family physician can provide a referral. This will help others understand the differences in their learning styles, and can allow for a personalized learning plan that is more focused on the individual's strengths.

"Another setting where this may manifest is social settings where individuals may struggle to communicate effectively or relate to others in a manner that is fulfilling," says Dr. Vandana. "For neurodivergent individuals to have a diagnosis, there must be evidence of significant impairment in quality of life or individual or family distress as a result of their neurodivergence."

If you or your loved one may have physical, cognitive or emotional differences that could benefit from intervention, consult with a physician or a psychologist.

"The role of the medical professional is to evaluate symptoms based on criteria developed by experts and to rule out other explanations," says Dr. Boxley.

Is Neurodivergence Diagnosable?

"Neurodivergence is a social theory, not a diagnosis," explains Dr. Boxley. "You can choose to identify yourself as neurodivergent, but you should not unilaterally assign other people the label of neurodivergent. Not all individuals with a medical diagnosis like autism or ADHD self-identify as neurodivergent. There is also no standard for a 'neurotypical brain.'"

(Note: Product details and pricing are accurate as of the publication date and are subject to change.)
The social label of "neurodivergence" also challenges us to consider how we engage with each other across a wide range of individual experiences.

A person might gravitate toward the concept of neurodivergence as a way to frame their experience from a supportive perspective that benefits their self-esteem and encourages adaptive flexibility, adds Dr. Boxley. "Others may prefer to identify with their primary medical diagnosis, where clinical treatment factors have a big impact on their functional status and well-being."

Since neurodivergence is not a diagnosis, there are no treatments for it. There are treatments for certain conditions neurodivergent individuals may have, such as ADHD and dyslexia. Treatments recommended for individuals with neurodevelopmental conditions are specific to diagnosis, and should be directed by the individual's medical team.

"Individuals who identify as neurodivergent often benefit from evidence-based therapy to help them cope, both cognitively and emotionally," says Dr. Boxley. "As a society, I think we underestimate opportunities for psychotherapy, which can result in meaningful improvements in functional cognitive performance, social awareness and interpersonal relationships."

Create safe environments for neurodivergent individuals by eliminating barriers to learning and participation, suggests Dr. Vandana. Some examples include fostering positive relationships with others, exhibiting patience and allowing ample time to think and process.

Neurodiversity-affirming psychotherapy, along with medical intervention when deemed appropriate, provides a focus on the strengths of the individuals, rather than the deficits, then builds on those strengths. This approach leads with the realization that neurodiverse or autistic individuals have varying needs. Guides can find ways to emphasize the different strengths that neurodiverse individuals may have, such as an ability to hyperfocus or enhanced sensory detection.

Federal policies outlined by the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA) provide protections for individuals who face barriers and discrimination. Dr. Boxley explains that these protections are often organized around identified medical diagnoses, which is why it's important to seek evaluation.

"Debunking stigma first requires a clear understanding of the diagnosis in question," says Dr. Boxley. "To address stigma, join with national groups [such as the Neurodiversity Hub] that are likely already working hard on strategies for education and outreach. Chances are that they have recommendations for you, as well as opportunities for participation in advocacy."

Individuals living with neurodiversity are encouraged to become self-advocates. There are many different styles of learning in the world. Being straightforward and clear about your style of learning or communicating with others is critical.

"A large part of this effort lies upon the shoulders of others-the people with whom the individual is in school with or working with, to be flexible and understand that there are many different ways to do things and accomplish goals," says Dr. Vandana.

If you're concerned about a physical, cognitive or emotional difference or disorder, Dr. Vandana recommends consulting with a physician and/or a psychologist. Individuals with neurodevelopmental disorders are commonly identified by their pediatricians, teachers and parents early on.

"The right answer for you or your loved one may be unique, but you are not alone," says Dr. Boxley. "Use the resources at your disposal to advocate, in pursuit of whatever good quality of life means to you."

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Neurodivergence is a concept originally attributed to the 1990s sociologist Judy Singer, a self-advocate with autism who challenged conventional ideas about what is considered normal and abnormal. Singer based much of her analysis on her personal experiences as a child, as she was teased due to her differences.

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Coworkers with attention-deficit/hyperactivity disorder (ADHD) face many challenges at work, but there are ways to help them excel.* A nine-to-five office job is difficult for many people, especially those with adult ADHD. I personally like the structure and stability of that kind of position, but the idea of doing something in the same place for eight hours, often under someone else's supervision, is daunting. ¹ That said, the following advice applies to a variety of jobs, traditional or not, in which your ADHD coworkers need extra understanding.

Training and Teaching: Expect an ADHD Coworker to Have a Learning Curve

Give us time to learn. Someone with ADHD might pick up certain skills in a flash but take a long time to learn others. Since we have a poor working memory, it can be hard to recall procedures, especially when there are distractions during initial training (and there always are, even if it's simply the rush of learning something new). Taking time to learn a task does not mean that we are incapable of performing it.

Neither overwhelm nor underestimate ADHDers. Because it takes time for us to learn, teaching us too many things at once can be overwhelming. However, variety also keeps us engaged and happy. Keep in mind that we might perform better on assignments that require creativity and allow independence than repetitive and "easy" tasks.

Explain and clarify. Present us with clear and consistent goals. Avoid vagueness and explain why the company does things the way it does. We are curious creatures who are motivated by interest. Vagueness causes problems because we might see too many paths that can be taken on a particular project and become lost. We need to know if we should trust our own judgment or follow strict rules.

Creating a Conducive Work Environment for ADHD Coworkers

Balance structure and flexibility. Give people with ADHD advice and tips, but allow us to use our own strategies if we wish. If possible, point us in the right direction, explain the rules, and then give us independence.

Reassure us and allow space for emotions. Many with ADHD doubt themselves and feel like frauds in the workplace. We also often suffer from rejection-sensitive dysphoria (RSD), which means that we react strongly to rejection, real or perceived. This sensitivity isn't a sign of incompetence, but it can make us paranoid and moody. Though certain displays of emotion are not appropriate at work, it is helpful for us to express our feelings. (I want to note the work performance of someone with ADHD can drastically vary based on mood, personal circumstances, and environment. She might appear to be the ideal employee one day and an unreliable slacker the next.)

The office space should engage but not distract. Those with attention-deficit/hyperactivity disorder can be fun, playful, and talkative--sometimes too much so. Peers caught up in a conversation with us might need to be the first to end the chat, preferably while letting us know that we are still on good terms.²

Provide tools, including items as simple as paper, pens, and trash cans. This helps us write down instructions we might forget, and a handy trash bin can help reduce clutter in our area.

Offer support and reasonable accommodations to struggling ADHDers. Doing this is not the same as letting people with ADHD do whatever they want. It will help us do our best work.

What are your experiences with ADHD coworkers or employees, or are you someone with ADHD who has advice to offer? Let me know your suggestions and experiences in the comments, and thank you for reading.

*Thank you to Morgan Meredith (co-author of HealthyPlace's blog Living a Blissful Life) for suggesting this topic.
Sources

1. Nadeau, Kathleen, "Top Ten ADHD Traps in the Workplace." HealthyPlace. Feb. 2016.

2. Lipman, Victor, "How To Manage Employees With ADD/ADHD." Forbes. Oct. 2012.

Author: Noelle Matteson

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Coworkers with attention-deficit/hyperactivity disorder (ADHD) face many challenges at work, but there are ways to help them excel.* A nine-to-five office job is difficult for many people, especially those with adult ADHD. I personally like the structure and stability of that kind of position, but the idea of doing something in the same place for eight hours, often under someone else's supervision, is daunting.

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9 things to know if you have an ADHD employee or coworker

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9 things to know if you have an ADHD employee or coworker

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I remember the first time a coworker asked how they could support me. While I'd gotten mixed responses when I disclosed having ADHD, this response was refreshingly different. No awkward pauses or strange, prying questions. Just a simple, "How can I help?"

It was exactly what I needed to hear. Over the years, I've learned a lot about working with my ADHD. I've been lucky to work in environments where the team around me was committed to my success. I hope that, by sharing what was supportive for me, it'll inspire others to show up, too.

Whether you have a specific ADHD coworker or employee in mind, or you just want to know how to be more supportive in the workplace in general, here are nine tips for you to consider:

How to be supportive of your ADHD coworkers (or employees)

1. Be mindful of workflow interruptions.

Having protected, uninterrupted time to work is crucial for people with ADHD. While some people can rebound from distractions, people with ADHD can find them especially challenging. When chatting with our community on Twitter, interruptions were one of the big complaints ADHDers had around coworking. ‍
👉 You try it:
2. Redefine 'respect'.

Traditional ideas around what "respect" means can actually be harmful for people who aren't neurotypical. For example, while avoiding eye contact, showing up late, fidgeting, interrupting, or "spacing out" could be seen as disrespectful... but these are all very valid struggles for people who are neurodivergent. ‍
👉 You try it:
3. Celebrate all shapes and sizes of success.

People with ADHD are often perfectionists and can have difficulty taking criticism. When mistakes are made, it's most helpful to get curious about them. Ask: "Where did you get stuck on this?" "What do you think we should do differently?" It can also be immensely helpful to celebrate successes as they arise. Positive feedback is a great source of motivation for people with ADHD, and it can help reinforce what's working. ‍
👉 You try it:
4. Keep your expectations clear (and reasonable).

Clarity is key to workplace success for ADHDers. When we find ourselves procrastinating or struggling to complete a task, it's usually because we lack clarity on how to move forward. This can be prevented by creating SMART goals (specific, measurable, achievable, relevant, and time-based), and having consistent deadlines and checkpoints to keep us on track. ‍
👉 You try it:
5. Concise communication, please!

If someone has to search for the key takeaways in your communication, you could probably benefit from being more concise. After every conversation, your coworker should be able to identify the most urgent tasks, the next steps, and a deadline by which those steps need to be completed. If it's in writing, that's even better! ‍
👉 You try it:

Bullet points are your friend! (See!?)

Make sure all action items are in writing (and maybe bolded to draw our attention?)

Save the "urgent" label for truly urgent tasks (i.e. it needs to be done today)

6. Consider communication differences.

Not everyone enjoys a video call. In fact, video calls can be a source of real angst for neurodivergent people. Being flexible on communication methods can be helpful. You may find, for example, that your ADHD coworker needs communication to happen largely in writing for comprehension. Or perhaps they prefer to turn the video function off so that they can move around freely without distracting others. (or themselves)

It's also crucial to set agendas for meetings when possible, so that we can set expectations and have adequate time to prepare. For some of us, that prep time is the difference between being focused during a meeting and completely lost and overwhelmed. ‍
👉 You try it:
7. Check in before switching systems, communication platforms, or tools

I still remember the day my old job switched to Outlook as their email platform. Email was a huge part of my job, so without my carefully curated filters and folders from the previous platform, I was completely thrown off. I quickly fell behind in my work, and it took months before I could finesse that system to make it work for me.

What may seem like a minor change or exciting new tool to you could actually deeply impact your neurodivergent colleagues. Before switching systems or tools, a collaborative discussion - including plans for an onboarding period - can help minimize the impact. ‍
👉 You try it:

Invite feedback on existing systems or tools used by your office or company

Try not to abruptly change systems or tools without adequate warning

8. Be proactive in talking about mental health

People with ADHD thrive in environments where they can talk openly about the challenges they face. Our best allies are coworkers who are willing to create safe spaces for us to do so. That environment can be created if everyone takes steps to normalize discussions around mental health in the workplace.

Proactively discussing mental health and emphasizing its importance to the team can help create an accepting and open workplace. ‍
👉 You try it:
9. Ask us what we need

More often than not, people with ADHD are already aware of the accommodations that would be most helpful for them. (But if they're not, have them research reasonable workplace accommodations.)

All you need to do at that point is ask! Listening when we name our setbacks and challenges - and being open and flexible about how to solve them - can be a powerful moment of solidarity. Asking your ADHD coworker how you can help not only lets them know you care, but it shifts the culture of the entire workplace. ‍
👉 You try it:
Final thoughts: normalize neurodiversity in the workplace

Creating the safe and welcoming environment that's needed to have a real conversation about ADHD and mental health is one big step forward in normalizing neurodiversity in the workplace. And that doesn't just benefit us - it creates a culture of transparency and vulnerability that will change your workplace for the better.

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9 things to know if you have an ADHD employee or coworker

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I remember the first time a coworker asked how they could support me. While I'd gotten mixed responses when I disclosed having ADHD, this response was refreshingly different. No awkward pauses or strange, prying questions. Just a simple, "How can I help?" It was exactly what I needed to hear.

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ADHD and Relationships: Common Issues and Advice

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ADHD and Relationships: Common Issues and Advice

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ADHD can cause quite a lot of strains on relationships, for the ADHDer and the partner.

If you're with an ADHDer, you might feel unappreciated, unloved and honestly, like you are a parent than a partner.

On the other hand, if you're the one with ADHD, you're going to face problems with communicating with your partner, opening up to them fully and self-doubts caused by self-esteem issues.

So below are some common issues and suggestions on managing them.

Being an ADHDer in a relationship:

When ADHDers get into a relationship, for the first couple of months, we ADHDers tend to hyperfixate on the partner cause it's a new experience. When the hyperfixation dies or dims, both parties start feeling uncomfortable.

The ADHDer wonder if they're bored cause their feelings are starting to dim and the partner start wondering if their partner doesn't care about them anymore.

This is a common trend I've noticed in with ADHDers. Here are some other things to keep in mind:

The most important thing to remember is that being bored in a relationship doesn't necessarily mean you're bored OF the partner. It is much likelier that you're just bored AND in a relationship.
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Remember that they are your partner, not a parent: It is not uncommon for a relationship with an ADHDer to devolve into a co-dependent one, with the partner picking up the slack for the ADHDer.
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Tell them how you feel, even the insecure and anxious thoughts: Due to our RSD, anxieties and chaotic emotions in general, a variety of emotions might build with the ADHDer uncomfortable sharing it to not drive the partner away.
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Make (and designate) time to COMMUNICATE: We ADHDers aren't the best at communicating... and unfortunately, communication is the bedrock of a relationship. Remember to make time to get across how you are feeling, regularly.
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Keep in mind that we have RSD and have a tendency to feel things harder and interpret them incorrectly. Just cause we feel that something has happened doesn't mean it actually did.

Also, keep in mind that this difficulty interpreting our emotions and our memory issues makes us especially vulnerable to gaslighting.
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And most importantly, don't ask or expect them to sacrifice their mental health for you

Being with an ADHDer:

Being with an ADHDer, especially an undiagnosed one, can be difficult. The most common complaints from the non-ADHD partner tend to be:

"They don't seem to listen"
"They don't keep their promises"
"I feel more like a parent than a partner"
"I feel unloved and lonely even when I am with them"

ADHDers have executive dysfunction which can causes issues with our memory, attention, emotions and looking after ourselves. This usually causes the partner to overcompensate, causing frustration and dependence.

So, remember:

Don't baby them. You will see this as a common complaint, where the relationship with ADHDer becomes like an unhealthy co-dependent parent/child dynamic where the partner starts to pick up too much slack for the ADHDer.

This is incredibly common due to the nature of ADHD (happened to me too). You helping them out can quickly turn into you doing things FOR them.
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Be straightforward. ADHDers are bad with indirect and non-verbal communication and emotions so it's best to be direct. Don't expect them to pick up on how you're feeling; tell them directly. You also have to remember to-
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COMMUNICATE. ADHDers can be bad at communication. So remember to set time aside to speak your mind and how you feel.

Keep in mind, however, that ADHDers don't tick like non ADHDers. If we forget or struggle with something, it's NOT on purpose or to hurt you.
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ADHDers are hypersensitive so be mindful about how you say things and understand that their immediate reaction may just be RSD (Rejection Sensitive Dysphoria).

Things that need to be said have to be said, though. So its best to be direct and unambiguous.
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You cant force people to change. You can be fully supportive but if your partner is not receptive to it, there isn't much you can do but look out for yourself. Which leads to,
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Look after your own mental health!

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ADHD and Relationships: common issues and advice - but the thing is

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ADHD can cause quite a lot of strains on relationships, for the ADHDer and the partner. If you're with an ADHDer, you might feel unappreciated, unloved and honestly, like you are a parent than a partner.

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3 Reasons Why an AUTISTIC Partner can be a Fantastic Partner

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3 Reasons Why an AUTISTIC Partner can be a Fantastic Partner

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Considering the amount of misinformation floating around about autism and relationships. I felt compelled to write this one.

It takes an extraordinary person to understand an autistic partner truly. I'm not arguing that a relationship between neurotypical and neurodiverse...

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3 reasons why an autistic partner can be a fantastic partner

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Considering the amount of misinformation floating around about autism and relationships. I felt compelled to write this one. It takes an extraordinary person to understand an autistic partner truly. I'm not arguing that a relationship between neurotypical and neurodiverse...

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When your partner is on the AUTISM SPECTRUM

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When your partner is on the AUTISM SPECTRUM

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Many of us have fallen in love with someone on the autism spectrum. We may only realize later, when we share children who become diagnosed as being on the spectrum, that our partner's idiosyncrasies, amazing abilities, and literal interpretations actually are spectrum traits.

Many adults who live regular lives, excelling in areas of math, science, or the arts, have challenges brought by undiagnosed autism. They have adjusted and managed their lives, but at times their marriages/relationships suffer due to the typical challenges we see with those on the spectrum: difficulties with communication, difficulty with reciprocity in relationships, and heavy reliance on rituals and routines to soothe anxiety.

Many "normal" life responsibilities end up falling to the neurotypical partner, leaving allistic partners feeling the brunt of what has been termed "emotional labor."

The life partners of those with autism spectrum disorder (ASD) often feel like they are living on a different planet. In my practice where I see neurodiverse couples, I hear complaints of loneliness, role overload, and anger at perceived unrequited love. This makes sense as individuals on the spectrum often have limitations in developing and maintaining relationships.

Yet they are often extraordinarily loyal, creative, reliable partners and many do manage to have successful relationships. However, living in unison with different brain styles can bring feelings of loneliness and isolation for either partner if spouses do not understand and embrace this diversity in their relationship. Let's take a look at why this is...

Communication Issues

Many folks on the autism spectrum have difficulty with expressive communication and language. Individuals with autism focus on the denotative meaning (i.e. literal) meaning in communication, not the connotative. One wife described how her husband gave her earrings for her birthday. But then she learned he had actually purchased the earrings for his first wife, but never got around to giving them to her. They were lovely earrings, so he assumed his present wife would be thrilled with them.

He was completely stymied as to why she was angry and felt she was being unreasonable and ungrateful when she complained. Additionally, when someone is focused on the literal interpretation of events in a metaphorical world, he/she can believe his/her spouse is "wrong." Arguments ensue where the autistic spouse insists he/she is right; the neurotypical spouse feels hurt when it seems his/her spouse is taking a "one-up" position and not taking the time to understand his/her feelings. The brain styles clash.

One allistic spouse complained: "She can't see that we can both be right or both be wrong. It's just me that is wrong because she is all facts and can't understand my perspective. I can't do anything right." This couple, and others like them, can greatly enhance their relationship by understanding how the autistic spouse manages brain input and organizes his/her thinking and behavior. Understanding these differences is the key to putting their marital puzzle together.

Lack of Emotional Reciprocity

An individual on the autism spectrum will often have difficulty communicating that they understand the needs of others, and partners often feel like their partner not only doesn't "get them" but complain their spouse doesn't seem to make the effort to understand them. This leaves feelings of disconnect and resentment.

The partner on the spectrum indeed may find he/she is focused on himself/herself in order to deal with the anxiety of daily life, and sometimes don't understand daily "small talk" is a ritual of connection that helps people feel close to each other. While initially the allistic spouse may be attracted to his/her partner due to his/her keen intellect and reasoned decision making, these same traits can eventually wear thin if the couple has very different ways of expressing affection and don't figure out how to bridge that gap in needs.

Overreliance on Routines and Rituals

In order to manage overstimulation, individuals on the spectrum utilize routines and rituals to cope; deviating from them can elevate anxiety. However, being married to someone who needs routines in all areas of their life can be exasperating. Rituals and routines around food, daily chores, and even physical intimacy can make the neurotypical spouse feel constrained and that his/her needs don't count. Both partners need to understand the soothing function of rituals and routines and that they are not done in an effort to undermine the allistic partner.

Overburdened by Emotional Labor

We find that in neurodiverse couples, "emotional labor" often falls to the allistic partner, meaning the allistic spouse is responsible for relationships and often ends up planning social events, remembering birthdays, making sure family members are doing okay, and so on. Additionally, there may be executive functioning issues for his/her spouse, leading him/her to organize the tasks of the couple's daily living such as chores, shopping, and so on.

Between the added emotional labor and lack of reciprocity, neurotypical spouses often complain of feeling burnt out and depleted. Likewise, the spouse on the spectrum can be exasperated with what he/she perceive to be never-ending demands on his/her time and energy, or be met with criticism by the allistic spouse who grows wearing of taking on executive functioning tasks in the home.

So why do it? The things that can repel us from our partners also attract us! The flip side of these limitations is that as partners, those with ASD can be loyal, reliable, honest (to a fault), and committed. While they may love differently, they often love deeply. Neurotypical spouses can find solace in knowing these differences are organic, typically not deliberate affronts, and the results of neurological differences.

We tend to think our neurotypical world is the "right" one and that our spouses need to change. Successful relationships include both acceptance and challenges of our spouses and ourselves.

Don't compare your spouse to the spouse of your friends-your situation is unique! Speak up for what your needs are in the relationship, though it may take consistent education and reminders. Visual reminders of what you want or need may be helpful. Taking the perspective of your spouse and trying to understand how he/she thinks is also useful. When the symmetry of a mixed relationship can be balanced, these relationships can work well. Understand these differences, and if needed get help from a qualified professional who both understands relationships and neurodivergence.

This article was featured in Issue 99 - Navigating Relationships With Autism

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When Your Partner is on the Autism Spectrum

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Many of us have fallen in love with someone on the autism spectrum. We may only realize later, when we share children who become diagnosed as being on the spectrum, that our partner's idiosyncrasies, amazing abilities, and literal interpretations actually are spectrum traits.

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What you need to know about working with colleagues on the AUTISM SPECTRUM

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What you need to know about working with colleagues on the AUTISM SPECTRUM

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What You Need To Know About Working With Colleagues On The Autism Spectrum

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Inclusive Communication in the Workplace

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Inclusive Communication in the Workplace

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How to be a Respectful Communication Partner to someone who uses AAC

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How to be a Respectful Communication Partner to someone who uses AAC

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The AAC users we interviewed shared ten specific strategies or insights that seem the most universal.

1. Good communication partners respect the effort AAC takes

For most people, AAC is more demanding than speech. (A minority of AAC users find speech more difficult than AAC.) Using AAC is labor-intensive. When we speak the words of our first language, we usually think only about the idea we want to express. The individual words just "come out." Using AAC requires far more conscious effort than unimpaired speech. Each individual word has to be generated. For some AAC users, the motor coordination to select or compose a single word is a massive effort. Good communication partners respect this effort. They show their respect by accepting communication in whatever form or combination the AAC user selects: gestures, vocalizations, facial expressions, AAC, and more.

2. Good communication partners are patient and wait

AAC takes more time. A lot more time. The average person speaks 2-3 words per second, or between 150-170 words per minute. An expert typist can produce 75 words per minute, but the average person can type fewer than 40. Most of us can only type one-quarter as fast as we can speak. Most AAC users are not producing messages in ideal typing environments, and many have additional challenges that slow their speed of production. Some AAC users, like some speaking people, need additional time to consider what they want to say. The average AAC user can produce about 15 words per minute. Good communication partners are patient listeners. After they greet the AAC user or ask a question, they wait as long as necessary to hear the response. A common message we heard was "give me time and space so I don't feel rushed."

3. Good communication partners help manage noise

AAC affects how we experience noise. Most AAC systems that generate speech have a limited range of volume. Volume on an AAC device cannot fluctuate as easily as speech, which can range from a whisper to a shout in the same sentence. A noisy cafe, work space, or classroom can drown out the AAC volume. In addition, many AAC users told us they are extra sensitive to background noise. They struggle to process speech in loud environments. Good communication partners help manage noise. This might include taking a conversation into a different room or selecting a different cafe to meet for lunch. It might mean moving a conversation from real-time to having it by email, instant message, or on social media. This could level the playing field if both communication partners are typing or using AAC.

4. Good communication partners help manage physical space

AAC changes how we experience physical space. Bright sunlight can make it difficult to view the device screen. AAC users may require regular access to electrical outlets to charge the device. The table or desk might need to be larger, to hold the usual laptop or meal, plus an AAC device. The AAC user may require extra room to type or select icons. Standing while using AAC can be more difficult than standing and talking if the device needs to be supported. Many AAC users have additional access needs, such as wheelchairs or medical devices. Some may find it difficult to even leave the house. Good communication partners try to find the spaces that are the most accessible to the AAC user.

5. Good communication partners watch the person, not the device

AAC changes the timing of messages and how messages are delivered. For example, an AAC user might contribute to a conversation by touching the screen of their iPad. They might construct the message, then activate speech, so that their message plays in the next moment. Speech is simultaneous with thought for speaking people, but there is a delay for the AAC user because they are speaking with or through a machine. The AAC user then has to activate facial expressions as their message plays, rather than their expressions naturally being simultaneous with their speech. Good communication partners learn how important it is to watch the AAC user's face rather than their device while the message plays. They learn to allow for these changes in the timing of messages.

6. Good communication partners pay attention to the message and other cues

AAC (like all printed messages) is more easily misunderstood than speech. With speech, many of us can easily convey sarcasm, questions, humour, and irritation. Our tone of voice and rate of speech changes when we express an opinion versus make a flippant remark. We emphasize key words to convey meaning. The three words, "You like that", can shift from a simple remark, to a question, to a statement of disbelief or horror, just by emphasizing a different word and shifting the tone. Digital voices are much less flexible. Good communication partners are attentive and observant. Rather than jumping to conclusions about what a person means to say, they look for different cues. They actively consider different meanings, and ask clarifying questions if needed.

7. Good communication partners do not dominate the conversation

AAC changes the routine of conversation. Conversation is a dialogue between two or more people. It is constructed together. It is not an interrogation, with one person asking questions while the other person responds. It is not a monologue, where one person just observes and listens. Speaking people usually have the advantage in conversations with AAC users. It is easy for a speaking person to dominate a conversation, such as swiftly changing subjects while the AAC user is still generating a message. Good communication partners actively try to level the playing field. They seek ways to explicitly pass control of the conversation to the AAC user. They also allow time for the AAC user to take their turn in the conversation.

8. Good communication partners respect an AAC user's voice

Using AAC is deeply personal, the same way that our voices are deeply personal. Our voices are a reflection of our identity. They can reflect our age and cultural background, how we express our gender, how we were educated and where we live. We would expect an American teenager to sound very different from a Dutch child or an Australian retiree. Shaping our voice is a key part of how we express our identity. There are many more options today for the voices used in AAC, but we still lack digital voices for most regional accents and across a range of identities. AAC users need more people to advocate for more voice options. The design of an AAC device is often impersonal. It is a machine. Some use digital voices, while some use the recorded voice of other people. Imagine being a teenager who sometimes speaks with your mother's voice, other times with your sister's voice, and sometimes with your teacher's? Some AAC users may be reluctant to adopt the AAC device as an extension of their own voice. They may need to spend a lot of time ensuring that the voice and the words truly reflect them as a person. Good communication partners learn how the AAC user feels about their voice and respects those feelings and limitations.

9. Good communication partners ask

AAC can become an extension of an AAC user's voice. They may find it invasive if other people try to touch or use their AAC.One AAC user compared this to someone opening your mouth and trying to dig around in your vocal chords! The individual vocabulary, pre-programmed messages, and the history stored in the device, may all be deeply personal. Good communication partners will ask before trying to look at, touch, or use an AAC users device. Some AAC users may prefer you use your own device rather than touch theirs.

10. Good communication partners accept that communication is on the AAC users terms

AAC is a revolutionary and transformative technology. It can move someone from isolation and powerlessness, to connection and autonomy. It can also be very limiting and imperfect. The best AAC is rarely as expressive, flexible, or individual as speech. AAC users may have a love-hate relationship with their technology. Some are afraid to become dependent on it, because they fear what happens if their AAC is taken away, broken, or not available. Good communication partners do not impose their own feelings about how the AAC user "should" feel about their technology. They do not insist the person use their AAC, or not use it. Instead, good communication partners are so interested in what the AAC user has to say that they accept all communication, however it is expressed and however long it takes to convey.

"My partner is my favorite person to communicate with. He's very understanding and I never feel judged by him. If I'm using speech and begin to struggle he will prompt me to get my iPad out (I often forget). He waits for me to type or find symbols in Proloquo2Go.

He is completely understanding of how I may switch back and forth between AAC and verbal speech. It doesn't faze him or make him value one form of communication more than the other.

He values me communicating, however that may be. He listens."
~ Oliver Waite, AAC user

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How to be a respectful communication partner - AssistiveWare

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The AAC users we interviewed shared ten specific strategies or insights that seem the most universal. For most people, AAC is more demanding than speech. (A minority of AAC users find speech more difficult than AAC.) Using AAC is labor-intensive. When we speak the words of our first language, we usually think only about the idea we want to express.

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11/11/2022

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SETTing the Stage for EVERY Child to Learn

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Back To Basics

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Framing A Future

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Self Determination

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CVI Accommodations and AAC SYstems

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Engaging Emerging Communicators

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PrAACtical Ideas for Improving AAC Implementation in a Low Resource Environment

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ASSISTIVE TECHNOLOGY THAT UNDERSTANDS YOU

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For more information, please visit us at: www.gatfl.org

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iPad Screenshots

Our apps are perennial favorites among OTs worldwide. For a limited time, get the complete library of Dexteria apps at a great low price! This bundle includes:

* Dexteria - Fine Motor Skill Development
* Dexteria Jr. - Fine Motor Skill Development for Preschoolers
* LetterReflex - Helps Overcome Letter Reversals
* Dexteria Dots - Basic Math Concepts
* Dexteria Dots 2 - Practice Motor Skills while Learning Math Concepts
* Dexteria VMI - Visual Motor Integration Practice
* P.O.V. - Spatial Reasoning Skills Development

Information

Provider

BinaryLabs, Inc.

Compatibility

Requires iOS 12.2 or later. Compatible with iPad.

Copyright

© 2011-2019 BinaryLabs, Inc.

Price

App Bundle S$ 28.98

Family Sharing

Up to six family members will be able to use this app with Family Sharing enabled.

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‎Our apps are perennial favorites among OTs worldwide. For a limited time, get the complete library of Dexteria apps at a great low price! This bundle includes: * Dexteria - Fine Motor Skill Development * Dexteria Jr. - Fine Motor Skill Development for Preschoolers * LetterReflex - Helps Overcome Le...

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Our free activities have been carefully designed to help young people make progress with their access skills using assistive technology such as switches, touch devices, pointing devices and eye gaze systems. Use the topics folders below to select and download all of our free accessible activities to use on your PC computer.

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Assistive Technology Free Software Downloads

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Free Assistive Technology Software. Open Source and other free software downloads for SEN.

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Dragon - world's best-selling speech recognition software

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Get more done faster by voice with Dragon, the world's best-selling speech recognition software. It turns your speech into text and can make virtually any computer task easier and faster, helping you become more productive than ever before.

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Accessibility features and preferences to use a screen reader, magnifier or to reflow text in a PDF in Adobe Acrobat Reader DC.

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* Converts an image to text.
* Correct the viewpoint of an image.
* Edit extracted text.
* Copy extracted text into the clipboard for use in other apps.
* Convert the scanned page into PDF.
* Recognises printed text from more than 50 languages.
* Free and no ads.
Please bear in mind that:
* You need to take sharp images with good lightning for best results.
* The text fairy cannot read handwriting.

Become a beta tester: https://play.google.com/apps/testing/com.renard.ocr Footnote Icon Design by Hooi Zhoong (hooizhongc@gmail.com)
The Text Fairy is still in development.
Feature suggestions or bug reports are greatly appreciated!
Source code can be found here:
https://github.com/renard314/textfairy

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Text Fairy (OCR Text Scanner) - Apps on Google Play

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What the Text Fairy can do: * Converts an image to text. * Correct the viewpoint of an image. * Edit extracted text. * Copy extracted text into the clipboard for use in other apps. * Convert the scanned page into PDF. * Recognises printed text from more than 50 languages.

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New Zealand Assistive Technology and Inclusive Education Guide 

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New Zealand Assistive Technology and Inclusive Education Guide 

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Technologies can provide students with increased options and choices. For some students, access to technologies can make things easier. For many students with special education needs, it can make things possible. The line between standard devices, such as smart phones, and "assistive technologies" is becoming blurred.

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Technologies can provide students with increased options and choices. For some students, access to technologies can make things easier. For many students with special education needs, it can make things possible. The line between standard devices, such as smart phones, and "assistive technologies" is becoming blurred.

# data[].attributes.attachment_link.description
Technologies can provide students with increased options and choices. For some students, access to technologies can make things easier. For many students with special education needs, it can make things possible. The line between standard devices, such as smart phones, and "assistive technologies" is becoming blurred.

# data[].attributes.attachment_link.description
Technologies can provide students with increased options and choices. For some students, access to technologies can make things easier. For many students with special education needs, it can make things possible. The line between standard devices, such as smart phones, and "assistive technologies" is becoming blurred.

# data[].attributes.attachment_link.description
Technologies can provide students with increased options and choices. For some students, access to technologies can make things easier. For many students with special education needs, it can make things possible. The line between standard devices, such as smart phones, and "assistive technologies" is becoming blurred.

# data[].attributes.attachment_link.description
Technologies can provide students with increased options and choices. For some students, access to technologies can make things easier. For many students with special education needs, it can make things possible. The line between standard devices, such as smart phones, and "assistive technologies" is becoming blurred.

# data[].attributes.attachment_link.description
Technologies can provide students with increased options and choices. For some students, access to technologies can make things easier. For many students with special education needs, it can make things possible. The line between standard devices, such as smart phones, and "assistive technologies" is becoming blurred.

# data[].attributes.attachment_link.description
Technologies can provide students with increased options and choices. For some students, access to technologies can make things easier. For many students with special education needs, it can make things possible. The line between standard devices, such as smart phones, and "assistive technologies" is becoming blurred.

# data[].attributes.attachment_link.description
Technologies can provide students with increased options and choices. For some students, access to technologies can make things easier. For many students with special education needs, it can make things possible. The line between standard devices, such as smart phones, and "assistive technologies" is becoming blurred.

# data[].attributes.attachment_link.description
Technologies can provide students with increased options and choices. For some students, access to technologies can make things easier. For many students with special education needs, it can make things possible. The line between standard devices, such as smart phones, and "assistive technologies" is becoming blurred.

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To make this website work, we log user data and share it with processors. To use this website, you must agree to our Privacy Policy, including cookie policy. I agree.

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Laura Caciolo, Newton, Pearson Merrill Prentice

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Assistive Technology in the Classroom - ppt download

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How can we help?

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Understood - For Learning and Thinking Differences

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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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You may have seen or heard about Virtual Reality recently - mostly about how real and entertaining it can be. A specialist care facility in Berkshire, England is taking advantage of VR and using it to make children with Autism comfortable with new places and environments. Children with sensory issues find it overwhelming to go to busy places or transition to a new place. Virtual Reality allows them to experience new places without having to get out of their routine and comfort zone.

Watch the video below to learn more about how Virtual Reality is being used at this facility.

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Virtual Reality Makes Children With Autism Comfortable With New Places

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You may have seen or heard about Virtual Reality recently - mostly about how real and entertaining it can be. A specialist care facility in Berkshire, England is taking advantage of VR and using it to make children with Autism comfortable with new places and environments.

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When it comes to learning, variability is the rule not the exception. Universal Design for Learning (UDL) is an educational framework that guides the design of learning goals, materials, methods, and assessments as well as the policies surrounding these curricular elements with the diversity of learners in mind.

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When it comes to learning, variability is the rule not the exception. Universal Design for Learning (UDL) is an educational framework that guides the design of learning goals, materials, methods, and assessments as well as the policies surrounding these curricular elements with the diversity of learners in mind.

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Centre for Teaching Support & Innovation

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There are several different models of Universal Design that are currently used in Higher Education. In CTSI, we promote the use of Universal Design for Learning (UDL), a framework that allows for multiple means of representation, action and expression, and engagement. UDL promotes inclusive practices that work to increase accessibility by reducing barriers (physical and cognitive) and build sustaining and evolving learning environments for all learners. Explore some of our resources and programming to adapt UDL practices in your teaching:

The TATP's Course Design Guide was created for graduate student Course Instructors and offers UDL suggestions that will be useful to faculty when designing and building a U of T course. A faculty-facing version of this guide is coming soon.

TATP's Fostering Accessible Learning provides UDL principles for teaching assistants and Course Instructors.

Build Your Course: Accessibility in Quercus provides guidelines, resources and web accessible tools for U of T faculty and staff.

CTSI UDL-RELATED PROGRAMMING

UNIVERSAL DESIGN FOR LEARNING: ENGAGING ALL YOUR STUDENTS
April 21, 200, 1pm-4pm
CREATING EQUITABLE CLASSROOM - CTSI Brown Bag Lunch and Learn Series UDL + QUERCUS: Inclusive approaches to teaching, learning, and assessment
Want to design learning that engages all your students? Interested in using Quercus to overcome barriers to learning in your course? Want to re-develop resources, activities, and assessments? This series of four webinars uses Universal Design for Learning Principles in combination with evidence-based practices and specific Quercus features to help you create a more accessible and inclusive learning experience for your students. Join us for a hands-on exploration of practices and design principles that promote learning for all students.

Join us for one or all four webinars!

1. January 30, 12pm-1pm: 5 Strategies for Structure and Navigation

2. February 27, 12pm-1pm: 5 Strategies for Assessment and Feedback

3. March 26, 12pm-1pm: 5 Strategies for Student Engagement and Community Building

4. April 30, 12pm-1pm: 5 Strategies for Accessible Learning

Visit CTSI Workshops for more information and to register.

If you would like to speak to a CTSI staff member about using Universal Design for Learning in your course, please contact via our Consultation Request form.

If you have any questions about the Accessibility for Ontarians with Disabilities Act and the University of Toronto, please contact U of T's AODA office.

We acknowledge there are a number of models concerning universal design and accessibility. The University of Toronto has focused its attention and resource development on Universal Design for Learning (UDL), in line with the 2018 recommendations of the Ontario Human Rights Commission. The OHRC recommends that UDL be implemented "across all education systems, while continuing to provide accommodation based on individual needs." For those interested in learning more about other models of universal design, we include brief descriptions below the UDL information.)

Universal Design for Learning (UDL)

UDL guidelines are a framework to assist in the design and delivery of course content. "UDL aims to change the design of the environment rather than to change the learner. When environments are intentionally designed to reduce barriers, all learners can engage in rigorous, meaningful learning." (from CAST)
At the University of Toronto, which has a diverse student population, we continuously strive to respond to the range of needs and challenges of those students. TheNational Center on Universal Design for Learning offers a detailed exploration of the three key principles of UDL as well as many different resources and tools.

Multiple Means of Engagement: The Why of Learning

Provide options for sustaining effort and persistence

Heighten salience of goals and objectives

Vary demands and resources to optimize challenge

Foster collaboration and community

Increase mastery-oriented feedback

Multiple Means of Representation: The What of Learning

Provide options for language, mathematical expressions, and symbols

Clarify vocabulary and symbols

Clarify syntax and structure

Support decoding of text, mathematical notation, and symbols

Promote understanding across languages

Illustrate through multiple media

Multiple Means of Action and Expression: The How of Learning

Provide options for physical action

Vary the methods for response and navigation

Optimize access to tools and assistive technologies

For a comprehensive exploration of the UDL guidelines, visit the CAST website. Explore the Graphic Organizer to get an understanding of the key features of the UDL guidelines and how they connect to the three large brain networks that comprise the vast majority of the human brain and play a central role in learning, and how they relate to specific strategies that help students become expert learners. Don't forget to check out the CAST blog - UDL Chat.
Visit other centres and institutions that conduct evidence-based research, promote specific practices, and engage in UDL-related conversations: Explore training opportunities and resources on UDL: Read about some key research findings related to UDL:

Bracken, S., and Novak, K., eds. (2019). Transforming Higher Education through Universal Design for Learning: An International Perspective. New York, NY: Routledge.

Hall, T.E., Meyer, A., and Rose, D.H. (2012). Universal Design for Learning in the Classroom: Practical Applications (What Works for Special-Needs Learners). The Guilford Press.

Katz, J. (2012). Teaching to Diversity: The Three-block Model of Universal Design for Learning. Winnipeg: Portage & Main Press.

Kieran, L., & Anderson, C. (2019). Connecting Universal Design for Learning With Culturally Responsive Teaching. Education and urban Society, 51(9), 1202-1216.

Meyer, A., rose, D.H., and Gordon, D. (2014). Universal Design for Learning: Theory & Practice. Wakefield, MA: CAST Professional Publishing.

Murawski, W.W., and Scott, K.L. (2019). What Really Works with Universal Design for Learning. Thousand Oaks, CA: Corwin.

Novak, K. (2016). UDL Now!: A Teacher's Guide to Applying Universal Design for Learning in Today's Classrooms. Wakefield, MA: CAST Professional Publishing.

Rappolt-Schlichtmann, G., Daley, S.G., and Rose, L.T., eds. (2012). A Research Reader in Universal Design for Learning. Cambridge, MA: Harvard University Press.

Schreiber, J. (2017). Universal Design for Learning: A Student-Centered Curriculum Perspective. Curriculum and Teaching, 32(2), 89-98.

Tobin, T.J. and Behling, K.T. (2018). Reach everyone, teach everyone: Universal Design for Learning in higher education. Morgantown: West Virginia University Press.

Van Munster, M.A., Lieberman, L.J., and Grenier, M.A. (2019). Universal Design for Learning and Differentiated Instruction in Physical Education. Physical Activity Quarterly, 36(3), 359-377.

MODELS of UNIVERSAL DESIGN

UDL principles and guidelines are based on Universal Design theories that emerged over the last few decades. To learn more about Universal Design and other UD models, explore the following topics:

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Universal Design for Learning - Centre for Teaching Support & Innovation

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There are several different models of Universal Design that are currently used in Higher Education. In CTSI, we promote the use of Universal Design for Learning (UDL), a framework that allows for multiple means of representation, action and expression, and engagement. UDL promotes inclusive practices that work to increase accessibility by reducing barriers (physical and ...

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Reimagining Disability & Inclusive Education | Jan Wilson | TEDxUniversityofTulsa

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Best Apps for Managing Multiple Sclerosis

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Best Apps for Managing Multiple Sclerosis

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An estimated 110,000 people in the UK live with multiple sclerosis (MS). The condition affects the nerves in the brain and the spinal cord. It can cause a wide variety of symptoms, including balance and coordination problems, eyesight and hearing issues, fatigue, altered sensations and cognitive issues. Those with the condition can also have long periods of remission with few symptoms.

MS charities, including the MS Trust and the MS Society, believe self-management of MS can benefit people living with the condition.

There is a variety of apps which can help with self-management. Apps are available for:

From tracking your medications to meeting others to find support, game apps to boost cognition, mindfulness options to increase calmness and fitness apps which could help you maintain health and do some suitable exercise on your good days.

All apps are available for both Android and Apple unless otherwise stated. And, all apps are free unless otherwise stated, with occasional subscription options for more features.

Five best apps for self-management of multiple sclerosis (MS)

1. My MS Buddy

Created by consumer health website Healthline, this app offers one-on-one chats, group discussions for advice, support and the opportunity to find out the latest news and research around MS.

Each weekday the app creators lead a live discussion on subjects including community, wellness, treatments, daily living, inspiration and MS and career. You can be matched with members based on your treatment and interests and do instant messaging.

2. My Multiple Sclerosis Diary

An Android app for people with multiple sclerosis that are using injectable medicines and want help keeping track of their medicine stocks.

Developed by a company called Appxient, it tells you when to take them out of the fridge and when and where to inject them.

Currently, the app only works for medications that are taken daily, once a week or on set days of the week.

3. My MS Team

This is the app for My MSTeam, a social network and support group for people living with MS. It offers emotional support from others and insights about treatments and therapies. The company behind it is based in San Francisco, but there are people registered from various UK locations who are looking to meet up.
Find out more about online forums for people living with MS
You can post and follow photos and updates, share your daily ups and downs, give and receive hugs, search the Q&A section for help and also find local people to meet.

4. MS Focus Radio

US-based MS Focus (The Multiple Sclerosis Foundation) is a nonprofit organisation that prioritises helping people with MS, and their families maintain quality of life. MS Focus has an interest in wellbeing.

The MS Focus radio app is the online radio its hosts and includes interesting and useful content available, which is accessible 24 hours a day. There's a good variety of programmes, such as how to use breathwork and yoga to help with brain fog, practising emotional self-care, and how to get the most out of patient-centred care.

5. Health Log

This Android App helps you track health and different symptoms and conditions of MS. With each entry, you can record the severity of the pain, location, potential triggers, treatments and any relief provided. You can then view statistics over time and use to show to health professionals if needed.

Best Apps for MS-related fatigue

Fatigue, experienced as overwhelming tiredness, is a common symptom of MS. Some people find that it is the symptom that affects them most, but there are ways to manage it and minimise its effects on your life.

We've listed a couple of apps here which might help.

MS Energise

Released two years ago, MS Energise was created by researchers at the Universities of Auckland in New Zealand and Bournemouth in the UK.

The app supports the management of MS fatigue using Cognitive Behavioural Therapy (CBT) approach. CBT approaches for MS fatigue have been developed, trialled in controlled studies, and found effective in MS fatigue by those who created the app. Currently only available on Apple devices.

We'd give it kudos for minimal scrolling needed to be easier for users with physical health issues or disabilities.

Mental Fatigue app

A simple app for charting fatigue levels and changes to energy over time. With the app, you can generate charts and lists to provide an overview of your fatigue. Created by independent developer Jan-Olof Karlsson.

Best Apps to boost cognition if you have MS

MS can affect cognitive function. If you're looking to boost your cognitive skills, these apps with various games, memory and brain training options might help.

There are apps available for iOS, and Android that can help with memory training, including spatial training and memory.

NeuroNation

This app offers memory training and tests to improve focus. It was awarded AOK Leonardo Health Prize for digital prevention and has more than 250,000 mainly five-star reviews on the App and Play stores (though some reviews complained the app isn't suitable for those who are colour blind).

NeuroNation fans describe the app as fun.

It performs an analysis of your strengths and potentials and creates a personal training plan.

There are 27 exercises on 250 levels.

It is founded by the NeuroNation team comprising IT experts in collaboration with the division of experimental psychology and neuropsychology at the Free University in Berlin.

Elevate Brain Training Games

The app offers personalised brain training programmes designed to improve attention, speaking skills, processing speed, memory and math skills.

One reviewer wrote: "It's only been three days, but the words section has made a huge impact on my life. I suffer from brain fog and find it difficult to talk, but this game has brought me quite a bit of relief."

Train your brain

This Android-only app has had more than one million downloads and achieves 5-star reviews from some previous users.

The app is designed to focus on memory and spatial thinking and improve concentration. While there are only seven games available, those on offer present a variety of training.

It is created by Developer Grove FX.

Best apps for students and young people living with Multiple Sclerosis (MS)

MS sadly can affect young people of University age.

While there are limited apps explicitly aimed at young people with MS, there are lots of apps which could help this age group with peer support features and fun challenges.

Here are a few of our suggestions.

What's Up

What's up uses Cognitive Behavioural Therapy (CBT) and Acceptance Commitment Therapy (ACT) methods to help people cope with depression, anxiety, stress, and more. There is a Get Grounded page, which contains over 100 different questions to pinpoint what you're feeling, and a Thinking Patterns page, which helps with reducing negative thoughts. Developed by Australian-based company Jackson Tempra.

Super Better

Super Better is a top-rated app with more than 5,000 five star reviews on the Play Store. It's fun and creative with the ability to create and customise your quests, challenges, and power-ups (such as hug yourself, or text someone to say thank you for something - which can make people feel better).

It's designed for those with anxiety and depression, chronic pain and other conditions as an aid to build resilience and achieve goals. The focus is on cultivating your inner superhero.

The app was developed by Jane McGonigal author of the book Super Better.

notOK

notOK is a free app developed by a struggling teenager (and her teen brother) for teenagers. The app features a large, red button that can be activated to let close friends, family and their support network know help is needed.

Users can add up to five trusted contacts as part of their support group, so when they hit the digital panic button, a message, along with their current GPS location is sent to their contacts.

The message reads: "Hey, I'm not OK! Please call, text, or come find me."

Mind Shift

MindShift CBT app developed by the organisation Anxiety Canada has specific programmes for young people. The app uses strategies based on Cognitive Behavioural Therapy (CBT) to help users feel better and less overwhelmed. On offer are thought-journals, coping cards, chill zone and confidence-building exercises. This app appears to be recommended by quite a few therapists, judging by the reviews.

AV1 Robot app

The AV1 app robot is designed for young people with long term health conditions who sometimes struggle to get to school or college.

The small white robot can be present in the classroom and act as the eyes and ears of the student. The student can view what the robot sees through its eyes using their device at home.

They can control the robot's movements through their phone or tablet, and speak to classmates through the microphone on their device. This app/ device is typically paid for by schools.

It is developed by the company No Isolation.

How AbilityNet can help people living with Multiple Sclerosis

AbilityNet has a range of products and services that can help you make tech more accessible including consultancy, design reviews, auditing and user testing.

AbilityNet provides a range of free services to help disabled people and older people.

Call our free Helpline. Our friendly, knowledgeable staff will discuss any kind of computer problem and do their best to come up with a solution. We're open Monday to Friday from 9am to 5pm on 0800 269 545.

Arrange a home visit. We have a network of AbilityNet ITCanHelp volunteers who can help if you have technical issues with your computer systems. They can come to your home, or help you over the phone.

We have a range of factsheets which talk in detail about technology that might help you, which can be downloaded for free. You may find our factsheets talking about voice recognition and keyboard alternatives useful.

My Computer My Way. A free interactive guide to all the accessibility features built into current desktops, laptops, tablets and smartphones.

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Best apps for managing multiple sclerosis

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An estimated 110,000 people in the UK live with multiple sclerosis (MS). The condition affects the nerves in the brain and the spinal cord. It can cause a wide variety of symptoms, including balance and coordination problems, eyesight and hearing issues, fatigue, altered sensations and cognitive issues.

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https://www.arabianindustry.com/comms/news/2019/nov/13/digital-inclusion-leaving-no-one-behind-6264700/

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Our world is rapidly advancing as technology accelerates the advent of the intelligent society. But, while the convenience of science and technology propel the evolution of society, it is also creating what has become known as a digital gap, which separates members of the community who are technologically savvy versus those who are less familiar. Bridging this gap by actively pursuing digital inclusion is essential in order to create a cohesive society in which everyone benefits equally.

The digital gap is a global phenomenon. In many cities in China, elderly people may be unable to hail a taxi on the street because taxis today are booked predominantly through mobile phones. Inhabitants in the Comoros Islands, as recently as two years ago, were isolated from the outside world because they had no communications network. In Bangladesh, women in particular have limited opportunities to learn about computers.

As the infrastructure of the intelligent world, the information and communications technology (ICT) industry has played a vital role in promoting national economic growth, as well as boosting social welfare and happiness. ICT can contribute to the realisation of the United Nations' Sustainable Development Goals (SDGs), enabling humanity to address challenges such as poverty, inequality, climate change, environmental deterioration, economic issues, and healthcare problems.

In an intelligent world, the ultimate goal is to leave no-one behind. Digital inclusion means every individual and organisation can equally access and use information and communications technology. Technology shouldn't sit in an ivory tower. When it is accessible to all, it has the potential to be life-changing; it can provide visually impaired children with the joy of endless reading, enable people to decipher the frequencies that whales sing to their loved ones, and open up whole new worlds of experiences.

Access to technology education is the first step. Building an ecosystem that can benefit entire communities is the next. Technologies such as artificial intelligence (AI), cloud, and smart devices are by no means limited to big industry, office workers or personal use. They can be applied in healthcare, for example, to make an immeasurable difference in treatments.

The true meaning of digital inclusion
In paediatrics, it can be difficult to diagnose a young child as babies cannot explain what's wrong with them. Congenital eye diseases amongst babies and young children are some of the most difficult to diagnose, and, if left too long without treatment, there can be lifelong negative impacts. In Spain, Huawei is partnered with IIS Aragon, a medical research lab, and research centre DIVE, to develop a new device that can detect visual impairments in young children. It simply requires children to look at images on a screen, which stimulates their eyeballs. The DIVE system collects gaze data and transmits it to a smartphone app. Between the capabilities of the smartphone and AI, doctors can analyse data and detect the signs of eye diseases. What's perhaps more remarkable about this technology, though, is that trained parents can also use the app to detect visual impairment in their children, in exactly the same way as a skilled doctor. We estimate that this fast, simple, and efficient method can benefit 19 million visually impaired children around the world.

This is the true meaning of digital inclusion. By working with international NGOs, we can address problems related to healthcare, education, development, and the environment on a much bigger scale. UNESCO understands that ICT and AI will help to achieve the SDGs more rapidly. The World Wildlife Fund will integrate AI into the monitoring, research, and conservation of endangered animals. These are just two of many examples in which technology is being used for the betterment of our planet as a whole, not just for humanity.

Technology will enable people, homes, and organisations to enjoy the beauty of the world, whether that is our natural environment or the digital landscape. It can help to protect vulnerable groups and make ordinary people extraordinary. We are just at the beginning of realising how far we can go when using technology as a tool for positive change. Collaborative efforts between all members of society will be key to unleashing its full potential.

Technological advancements are accelerating the advent of the intelligent world. While enjoying the conveniences of science and technology, we must also look at the other side of the story. The digital gaps still exist. Digital inclusion means using digital technology to promote inclusive development and leaving no-one behind.

Two years ago, we announced our companywide vision and mission: to bring digital to every person, home, and organisation for a fully connected, intelligent world. "Digital inclusion" best reflects the social value that Huawei can create through its vision. Against this backdrop, Huawei's TECH4ALL was born, a recently launched global initiative targeted at helping another 500 million people benefit from digital technology in the next five years. We want to protect vulnerable groups and make ordinary people extraordinary. This is the unique value of technology.

Digital inclusion will need the joint efforts of businesses, governments, and society at large. Currently, we have just made the first small steps. We welcome more people and organisations to join us. For now, though, digital literacy, digital access, and digital infrastructure are all equally important components of an intelligent world - especially a world in which no-one is left behind.

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Digital inclusion - leaving no-one behind

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Our world is rapidly advancing as technology accelerates the advent of the intelligent society. But, while the convenience of science and technology propel the evolution of society, it is also creating what has become known as a digital gap, which separates members of the community who are technologically savvy versus those who are less familiar.

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Design for Participation and Inclusion will Follow: Disabled People and the Digital Society 2019 (English) Doctoral thesis, comprehensive summary (Other academic)

Abstract [en]

Digitalization is rapidly taking over all aspects of society, but still there are parts of the population who have to struggle for access to, and to be able to use, the digital resources. Design processes and outcomes in the form of artefacts, that takes accessibility into account, is key to participation. This gives the designer a central role in providing for a more equal participation of all, in the digital society. The work in this thesis contributes to a better understanding of the prerequisites for participation in the digital society, and in the design processes to accomplish this, by presenting research done together with three communities: people with cognitive impairments, people with mental health issues and homeless people.

The overall question has been How can participation in the digital society be understood? We have investigated the nature of difficulties or enabling factors for people with impairments, people with mental health issues and homeless people, when using the internet. We have also investigated possible digital divides within the groups, and how they can be explained.

Ontologically, the work is based on an assumption that knowledge is to be found in a dialectic interplay between the material world and how we interpret what is going on in this world. The underlying epistemological assumption is that data has to be empiric, and critically interpreted in dialogue between members of the communities, which are being researched, and other stakeholders. This work draws on the idea of emancipation and that research can be liberating.

The work also takes on a pragmatic stance. We have used adapted versions of Emancipatory Participatory Research, and of Participatory and Value Sensitive Design, thus making them accessible to people with cognitive impairments, people with mental health issues or homeless people. We have tested and adapted methods for sampling of rare populations, to enhance the quality of quantitative studies of how people with impairments and people with mental health issues have access to, and are using, the internet.

In our research, we have found fourteen prerequisites, all of which need to be in place to provide for participation. To promote participation, we need a toolbox of methods and accessible tools. Finally, to analyse what is going on we need an analytical model which allows for analysis on multiple levels and from multiple perspectives.

As a result, I here propose, define and position a framework for researching and understanding participation in the digital society, based on three parts: Guidelines, Ethics and Statistics. Guidelines can be understood as the theories, the regulations, the standards, etc. that inform our thinking. Ethics guide us in the right direction. Statistics make progress or lack of progress visible.

The conclusion is: if we plan for participation - by improved statistic survey sampling methods, a participatory approach to collaborative research and in using research methods in an accessible and emancipatory way - inclusion will follow.

Place, publisher, year, edition, pages

Stockholm: KTH Royal Institute of Technology, 2019. , p. 142

Series
TRITA-EECS-AVL ; 2019:78
Keywords [en]

Design, Accessibility, Universal Design, Participation, Disability Digital Divide, Inclusion National Category Interaction Technologies Research subject Human-computer Interaction

Identifiers

URN: DiVA, id: urn:nbn:se:kth:diva-262819 ISBN: 978-91-7873-325-5 (print) OAI: oai:DiVA.org:kth-262819 diva2:1362526

Public defence

2019-11-22, Kollegiesalen, Brinellvägen 8, Stockholm, 13:00 (English)

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Note

QC 20191021

2019-10-212019-10-212019-10-21 Bibliographically approved List of papers

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fulltext (4074 kB) 164 downloads

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Design for Participation and Inclusion will Follow: Disabled People and the Digital Society

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Design for Participation and Inclusion will Follow: Disabled People and the Digital Society 2019 (English) Doctoral thesis, comprehensive summary (Other academic) Abstract [en] Digitalization is rapidly taking over all aspects of society, but still there are parts of the population who have to struggle for access to, and to be able to use, the digital resources.