ITU Workshop on Accessibility/Atelier UIT sur l’accessibilité
Bamako, Mali 13 – 15 October 2009
ICTs for Children with Mental
Challenges
Professor Arun Mehta
President, Bidirectional
Access Promotion Society
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union

Stephen Hawking only uses a single button to communicate
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
2

Communication and the severely
Disabled
From Professor Hawking’s website: “I am quite often asked: How do you feel about having ALS.
The answer is, not a lot. I try to lead as normal a life as possible, and not think about my condition, or regret the things it prevents me from doing, which are not that many.”
Not that many? Every communication disabled person should be able to say the same.
The problem is not the hardware – even a mobile phone is powerful enough for such needs
To take full advantage of the limited abilities of a person, you need proper software
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
3

“Brain Behavior Connections in Autism”,
Nancy Minshew, Diane Williams brain abnormalities rarely result in a single impairment but rather a constellation. E.g.: a first-trimester abnormality in the formation of the brain a second-trimester disturbance in neuronal proliferation
(increase or decrease in brain cell numbers) or migration
(movement of brain cells from one place to another) a third-trimester disturbance in neuronal organization
(development of the elaborate connections of the human brain)
Also possibly, fetal exposure to a virus or a toxin. a unique profile of impaired and intact abilities
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
4

information input is OK in autism the capacity to: pay attention to incoming information perceive (sensory perception), and remember (basic memory abilities) is typically not impaired
But fewer interconnections between different parts of the brain
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
5

Problems in higher brain functions what is the object in your hand? (need to feel, see, recognize at once) skilled motor movements (e.g. handwriting) memory for complex material higher-order language (idioms, metaphors, inferences, paragraph comprehension) flexibility (shift strategy when one does not work) concept formation (problem solving when there are no set rules; associated skills are insight and judgment)
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
6

Sensory symptoms
Some children with autism are extremely sensitive to bright lights, loud sounds, or even touch (more prominent in children with autism than in adults)
The ability to filter information is a higher level function too: in autism you very easily have information overload
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
7

Problems with complex grammar
Although high-functioning individuals with autism could readily comprehend sentences of the same length or longer that had simple grammatical construction, they had substantial difficulty understanding sentences with complex grammatical construction… the information processing demands are greater with clauses and phrases.
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
8

The proof is in the eating…
Observe what individuals with autism understand by how they act—the demonstration of their understanding—and not take their words at face value
Many parents have complained, “I know he knows the rule. He says the rule while he is doing what the rule says not to do.”
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
9

How communication is different
People with autism don’t always say what they mean and are dependent on their communication partners to carry the burden of interpreting their meaning.
Individuals with autism are generally operating on facts and rules. As a result, they need information conveyed with the fewest words possible. The bottom line needs to be stated, that is, numerous examples should not be given in hopes that they will figure out the concept or bottom line.
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
10

Employment for persons with autism
Jobs such as analyzing satellite or other surveillance, or screening luggage or other import containers coming into the country might be potential careers for individuals with autism that would draw on the exceptional ability of some to process information visually and to perceive details
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
11

How to communicate
Using visual strategies, either pictures or written words, to communicate instructions or messages to individuals with autism serves to reduce the amount of content and compress the content to essential information. The format of these instructions should be written like the directions on a soup can – brief and to the point.
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
12

Helping learning and memory
Give information in small, simple chunks
Take more time
Leave the material in sight for rehearsal at the individual’s own pace, when sensory overload is lower
(computer-based instruction is terrific for this)
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
13

they cannot “act their age”
A child with autism may be placed in a classroom with other fifth-graders because he can do fifth grade-level academic work.
However, his social behavior may be more like that of a kindergarten age child.
This should not be cause for alarm from the teaching staff, but should be an expected and planned for consequence of the developmental disorder of autism.
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
14

Lack of flexibility
Persons with autism can have difficulty with new situations and environments and demanding or socially stressful situations due to inflexible problem-solving skills.
Need for skill practice in multiple environments
Society needs to be more flexible
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
15

Bottom Line
Recognition that challenging behaviors are the result of a differently wired brain can lead parents and teachers towards more innovative and ultimately more effective long-term interventions and supports
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
16

Interface design for Autism in Skid
REQUIREMENTS small chunks
Take more time
Allow repetition
Uneven sensory sensitivity, to audio/text/images
Cater to inflexibility
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
SOLUTION
Highly modular
Easy 
Also easy
Audio, text graphics, can be turned on/off
Similar interface across modules
International
Telecommunication
Union
17

ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
18

Addressing varying input abilities
Input via touch screen, joystick (and its equivalents), mouse,…
For beginners, slow learners and the severely motor disabled: two button interface:
In each module, choices offered one by one. Press a button to say “yes” to the presented choice in the module
Other button switches between modules
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
19

Simple spring-within-a-spring switch
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
20

ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
21

About BAPSI
The Bidirectional Access Promotion
Society seeks to promote
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
22

Securing the demand and supply
BAPSI sends volunteers to special schools to identify children whom
Skid could help, and works with them and their care givers
We offer summer training to students wishing to add modules to Skid, and use online tools to collaborate (e.g. dimdim.com)
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
23

Recommendations
Put resources into researching and understanding mental challenges, including role of ICT
Collect information (first learn how)
Comply with the UN Convention on
Rights of Persons with Disabilities
Establish an Institution with multidisciplinary skills to find solutions to individual problems
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
24

Functions of the Institution
Research: collect data, identify problems and find solutions
Technology: including semi-custom hardware and software
Support: for caregivers and disabled
Policymaking – ensure inclusion of persons with mental challenges
Common platform- create a space for public interaction, welcoming of persons with mental challenges
ITU Workshop on Accessibility
Bamako, Mali, 13 – 15 October 2009
International
Telecommunication
Union
25