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This research provides empirically‐based, detailed information on race as a determinant of the relationship between chronic illness/disability and assistive device use by elderly persons. The database is the 1994 wave of the National Long Term Care Survey. The important findings are: whites are more likely to use home modification devices and blacks are more likely to use portable devices; chronic conditions vary in their influence on the use of assistive devices; the joint presence of diabetes, heart conditions or hypertension with ADLs and IADLs motivates greater assistive device use; the relationships between chronic health conditions and assistive device use vary by race; for blacks, income has the largest impact on assistive device purchases; half of the racial differences in the probability of using assistive devices is explained by differences in sociodemographic characteristics and the rest is explained, in part, by discrimination.

This study investigates how environmental conditions for development in reading, as well as support in Braille and assistive technology, have influenced the literacy of 11 pupils in Norwegian mainstream schools. It was recommended that these pupils learn to read both Braille and print because of their severe visual impairments ie. a visual acuity of 0.1 (20/200), or complicated visual functioning. Their reading and participation in a modern society depends on extensive use of assistive technology. The analysis is based on the pupils' coping strategies in reading and interviews with pupils, teachers and parents. Findings show that the pupils have appropriate reading devices for Braille and print, but technical aid for Braille is infrequently used. Lack of competence in Braille and reading devices at school and home will influence stimulation of literacy and choice of reading media. Possibilities in assistive technology are thus not fully realised. Each pupil's individual needs, as well as ways in which support and stimulation could be provided, should therefore be addressed when recommending reading media and devices.

This study aims to investigate the threat phenomenon as perceived by Internet of Things (IoT) users and examines the role of anxiety, desire and personal innovativeness in the behavioral intention toward the usage of IoT devices.

A unified research model is developed based on the protection motivation theory, theory of reasoned action, theory of self-regulation and the review of relevant theoretical, empirical and practitioner literature. Data were collected from 315 assistive IoT device users and analyzed using partial least squares structural modeling.

The results indicate strong support for the proposed research model. All relationships, except one, were significant at the 0.05 level. Desire was found to play a direct as well as a moderating role between fear and behavioral intention to continue using assistive IoT devices, which was also directly influenced by anxiety and personal innovativeness.

Understanding the security behaviors of IoT users will help researchers and practitioners develop preventive measures and robust security solutions for the IoT devices to avert any threats from cyber-attacks and to boost users’ confidence levels. Future research will benefit from replicating the study using longitudinal data.

This study is one of the first studies that integrate multiple perspectives to present a holistic research model. To the authors’ knowledge, anxiety, desire and personal innovativeness, key factors influencing fear and behavioral intention, have not been studied in the domain of adoption of IoT assistive devices. Additionally, the study offers a new dimension to IoT users’ security behaviors.

This chapter focuses on the increasing use of both assistive technology (AT) and teacher assistants (TAs) to support students with disabilities within the inclusive classroom, and why it is vital that teacher assistants have appropriate training in the area of AT. A description of assistive technology and its role in inclusion of students with special needs is provided along with a description of training in assistive technology that was undertaken with teacher assistants. Implications for training and support of teacher assistants in the area of assistive technology are also discussed.

This chapter describes assistive technology (AT) and inclusive education and examines the juncture where AT works to support the inclusion of students with disabilities in mainstream settings, including classrooms, home and community settings. AT consists of a range of devices and services which work to support students to augment existing abilities, compensate for or bypass difficulties they may experience. Some AT has been specifically developed for functional use, while other, particularly emerging technology, can be adapted for, or used, in an assistive capacity. Where the AT promotes social interaction, curriculum access and the ability to express understanding, there is the potential for heightened inclusion in the classroom.

While many low-income countries are signatories to the United Nations Convention on the Rights of Persons with Disabilities (CRPD), providing for the needs of students with disabilities in these countries is often difficult. Many governments in low-income countries experience difficulties in obtaining and supplying appropriate assistive devices and products to people in need; have issues with poor infrastructure and in general lack appropriate knowledge around the types of assistive technologies (ATs) available and how to use these to assist people with disabilities. The authors of this chapter will discuss the use of low-tech AT for students with disabilities in low-income countries, the benefits for inclusion and the difficulties involved. Reference to India will be used to explore the use of low-tech AT in a low-income country. Included in the chapter will be information on an innovative problem-based learning project implemented in six countries (five of which may be considered low-income countries), undertaken with preservice and in-service teachers.

This study aims to establish a correlation between a patient’s mini mental state examination (MMSE) score and their ability to remember how to use common assistive dressing devices.

The study was a prospective, cross-sectional and correlational study. A final sample of 63 patients formed the study. Patients’ cognition was measured using the MMSE, and a new assessment tool was developed to assess patients’ ability to use three assistive devices and piloted on 15 patients to address normality, reliability, validity and clinical usefulness. Pearson’s rank correlation coefficient was used to establish direct correlations between the MMSE score and the assessment tool score. Eta squared was used to calculate the effect size to achieve an indication of the difference between the groups. Ethical approval had been granted by the regional ethics committee. The null hypothesis states that patients with an MMSE score of 22 or less show no difference in their ability to safely and appropriately use assistive devices provided and demonstrated by an occupational therapist than patients with an MMSE score of 23 or higher.

The null hypothesis was rejected and patients with an MMSE score of 22 or less showed a significant difficulty in their ability to use the three devices. Correlation coefficients showed significant positive correlations between MMSE scores and assistive devices scoring tool results for all three devices: Helping hand (r = 6.677, n = 60, p = 0.01), shoe horn (r = 0.649, n = 54, p = 0.01) and sock aid (r = 0.877, n = 54, p = 0.01).

The study is in an Irish context and demonstrated primary, objective evidence of the impact of impaired cognition on functional ability. Patients with cognitive deficits pose a larger safety challenge but still should be afforded an opportunity to use and benefit from assistive devices. The assessment tool is a new and unique instrument and although requires further development, may conceivably act not just as an assessment instrument but also an effective treatment tool.

The purpose of this paper is to focus upon some important prerequisites for a qualitative good life for people who are users of signalling devices, prerequisites that at the same time represent barriers for communication, mobility and partaking in ordinary activities. It is also to discuss usability and user satisfaction from a new angle by combining disability studies with STS‐perspectives (Science, Technology and Society) in order to grasp the connection between disability as a social phenomenon and technology as a social actor. The paper discusses reasons for abandonment of AT‐devices (assistive technology‐devices) and the shaping of action by technologies.

A qualitative approach is used by the way of semi‐structured interviews with users and public and private service providers in the Norwegian hearing aid market. A bottom‐up strategy is used for data collection. First, users of signaling devices were interviewed about their experiences on how to get and use devices. Then service providers were interviewed about important issues that users raised. A keyword analysis was used in order to highlight barriers for use in daily life. Users were recruited through their interest organization and at an AT exhibition. All the interviews were conducted at cafeterias or at work places.

The article points at lack of information at companies' websites, professional power, the construction of “end user”, routines of everyday life, as well as the matching of devices to age, gender and lifestyle along with attitudes of family, friends and neighbours as important barriers. The article shows how cultural norms and values about gender and disability are inscribed into the technologies. The end product, the polar bear, the watch or the wireless alert system, can be described as a “script” that is supposed to help the individual to perform actions, but as shown – can also limit actions or relations.

The design of AT‐devices as pointed at in this article not only deals with utility and functionality, but also with usability and human communication. More research on usability is needed, as well as on the user‐expert relationship and how devices function in society as identity markers. In sum, more research on AT is needed in order to develop more knowledge on how to reduce individual risks and societal costs related to abandonment or non‐use.

Although changes are taking place in AT services today, the article shows that issues of usability such as the aesthetical side of design, identity and user satisfaction are important but neglected issues by service providers and producers.

Despite the ongoing, but slow process from a patient‐oriented system to a more user‐ or customer‐oriented AT system still represents a challenge for services as well as for the welfare state.

The article combines STS‐perspectives, disability studies perspectives and Silverstone's integrative framework on how to get and integrate mainstream ICT‐objects in private households, in order to discuss reasons for abandonment of AT‐devices for people who are hard of hearing. The approach highlights what is special with the integration of AT devices into private homes, as compared to mainstream ICT‐objects, and important reasons for abandonment are discussed that emphasize professional power, aesthetics, identity, as well as attitudes of others.

This chapter offers descriptions of many current uses of video conferencing technology for the delivery of assistive technology (AT) services at a distance. It begins with definitions of remote AT services, virtual teams and virtual teamwork and moves to a discussion of the advantages and disadvantages of remote AT supports for individuals, teams and organisations. A review of research regarding the outcomes of remote services helps to clarify ways that assistive technology providers can enhance function and build agency capacity by working, at least in part, in a virtual support environment. The chapter provides a discussion of various aspects of virtual teamwork that affects how individuals work together remotely as well as potential barriers to the provision of remote AT services. Multiple examples are provided throughout as well as descriptions of specific features of video conference technology options that should be considered before adoption. A planning form for the integration of remote assistive technology supports into the array of AT support services is included.

Assistive technology has the potential to enable people with disabilities to live, learn, and work more independently through the application of specialized technologies that reduce, eliminate, or minimize the impact of a disability. This chapter provides an overview of the international application of assistive technology, summarizes the purpose of this new book series, and highlights the chapters in this volume that reflect the most recent research concerning the efficacy of assistive technology.