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This study aims to characterize the experiences of health professionals participating in an exploratory randomized controlled trial designed to improve hearing and vision among older adults without dementia receiving the in-home health services provided by Norwegian municipalities.

Semistructured individual and paired interviews were conducted by nine health professionals from five municipalities to explore health professionals’ experiences with the intervention. The data were analyzed using content analysis.

Three main categories of experiences were identified: (1) participating in the intervention, (2) emerging new knowledge and (3) developing in-home health services. The mutual collaboration between health professionals and service recipients during the screening process led to a more-thorough understanding of the service recipients’ needs and resources, enabling personalized advice and guidance.

In-home interventions have the potential to improve the quality of life of older adults with hearing and vision impairments. Given the promising outcomes of such interventions, future research should (1) investigate their effects on changes in behaviors and attitudes, (2) integrate technological advancements and (3) explore environmental modifications to further enhance the quality of life of older adults in various settings.

The health professionals in this study enjoyed assisting the service recipients in receiving in-home health services by screening their hearing, vision and indoor lighting conditions. The trial enabled the health professionals to provide personalized advice, and to motivate and guide the service recipients toward actions to remedy their impairments.

The health professionals recommended hearing, vision and indoor lighting screening to be a routine municipal service because it would safeguard independence, prevent falling and maintain the quality of life of service recipients. However, additional resources are needed to implement these recommendations.

In-home interventions have the potential to improve the quality of life of older adults with hearing and vision impairments.

In India, the population of persons with disabilities is estimated as 26.8 million of whom 15.7 million are in the age range 15–59 years (Census 2011). This has proved to be a challenge to the right to education, particularly when there is a situation of poverty and gender-specific issues, which along with disability, lead to further marginalisation. The study reported investigated factors that enabled and/or inhibited progress in the lives of people with disabilities who are doubly disadvantaged. The authors focused on the lived experiences of 14 persons with disabilities and collected data from them using semi-structured interviews. Interview responses were transcribed and coded and validated before grouping into themes of facilitators, inhibitors and opportunities for a better future. The results revealed that family support, support from members in the community and the confidence of persons with disability on their own capabilities were enabling factors. Lack of public awareness, poor facilities for continuing education, untrained teachers, lack of accessible environment and resources, the trauma of having to prove themselves to gain acceptance were inhibitors of their progress. Caregivers of persons with intellectual and developmental disabilities expressed concern for their child's future. Poverty, living in remote areas and/or being a female formed further obstacles to accessing higher education and employment.

This study aims to investigate and propose guidelines to enhance the accessibility of virtual reality (VR) interfaces for all users within professional learning environments. Motivated by a lack of comprehensive accessibility guidelines for VR learning, the study delves into a case study of Edstutia’s VR campus.

This case study examines the intersection of VR platform development and learning experience design through the lens of accessibility in human-computer interaction. It elaborates on how user experience feedback from differently-abled learners who were unable to fully participate in the VR experience due to disability shaped the 2.0 version development of a VR platform.

The outcomes of this case study are (1) a description of an inclusive and empathetic design application to increase multi-learner VR platform accessibility, (2) a sample actionable path from a design/development perspective in ensuring the accessibility design of a VR learning platform, and recommendations to facilitate the design process.

This case is a foundation for further research on improving accessibility in VR. In future work on VR campuses, we recommend scholars undertake research with an inclusive approach that actively involves users with different abilities in shaping guidelines, particularly on how individuals with different abilities should be approached for their input during the design and development process in a sensitive manner.

The authors summarize the steps taken to enhance the accessible interplay between the end users and the interface of VR technology in the emergence of VR accessibility standards. Central to this case’s exploration is the integration of accessibility as a pivotal element into an academic VR campus, i.e. multilearner education platform.

Increasing access to VR has strong social implications in a world where 17% of people report a disability.

This case contributes to the limited research available on increasing access to VR on campuses.

The purpose of this research is to analyse the accessibility of Spanish beaches for blind people and their guide dogs as an inclusive tourist destination for national and international tourists.

This empirical research used a quantitative and qualitative methodology from public and private organizations, which intends to give voice to blind people to improve their quality of life.

This study presents a new and surprising contribution to the issue of accessibility of beaches for blind people and future studies related to this topic. Findings revealed that Spain has only nine adapted beaches for blind people, and most Spanish tourist destinations exclude blind people and its guide dogs from enjoying the beach and the sun and their facilities. In Spain there are in total 3,547 beaches; 10.3% of these are adapted beaches for people with reduced mobility, whereas only 0.25% are adapted beaches for blind people. Indeed, results also suggest that more efforts are required in response to the needs of blind people in tourism and transport activities by researchers, academics and government bodies.

The contribution of this paper is especially important for the management of the accessibility of Spanish beaches for blind people and their guide dogs by public and private organizations.

这项实证研究采用了来自公共和私人组织的定量和定性方法, 旨在让盲人发声以改善他们的生活质量。

本研究的目的是分析作为国内和国际游客包容性旅游目的地的西班牙海滩对盲人及其导盲犬的可达性。

这项研究对盲人的海滩可达性和与该主题相关的未来研究提出了新的和令人惊讶的贡献。 调查结果显示, 西班牙只有9个适合盲人的海滩, 大多数西班牙旅游目的地都将盲人及其导盲犬排除在享受海滩和阳光及其设施外。 西班牙共有 3,547 个海滩, 其中 10.3% 是适合行动不便人士使用的海滩, 而只有 0.25% 是适合盲人使用的海滩。 事实上, 结果还表明, 研究人员、学术界、政府机构、私营企业以及一个更加公平、团结和慷慨的社会需要做出更多努力来满足盲人在旅游和交通活动中的需求。

本文的贡献对于公共和私人组织管理盲人及其导盲犬在西班牙海滩的可达性尤为重要。

El objetivo de esta investigación es analizar la accesibilidad de las playas españolas para personas ciegas y sus perros guía como destino turístico inclusivo para turistas nacionales e internacionales.

Esta investigación utilizó una metodología cuantitativa y cualitativa apoyada con datos de organizaciones públicas y privadas, con la finalidad de dar voz a las personas ciegas para mejorar su calidad de vida.

Este estudio presenta una nueva y sorprendente contribución sobre la accesibilidad de las playas para personas ciegas y futuros estudios relacionados con este tema. Los resultados revelaron que España tiene solo 9 playas adaptadas para invidentes, la mayoría de los destinos turísticos españoles están excluyendo a las personas invidentes y sus perros guía para disfrutar de la playa y el sol, y de sus instalaciones. En España hay un total de 3.547 playas, el 10,3% son playas adaptadas para personas con movilidad reducida, mientras que solo el 0,25% son playas adaptadas para invidentes. De hecho, los resultados también sugieren que se requieren más esfuerzos en respuesta a las necesidades de las personas ciegas en las actividades de turismo y transporte por parte de investigadores, académicos, organismos gubernamentales, empresas privadas y una sociedad más justa, solidaria y generosa.

La contribución de este trabajo es especialmente importante para la gestión de la accesibilidad de las playas españolas para personas ciegas y sus perros guía por parte de organismos públicos y privados.

As the lines between physical and virtual worlds blur, this chapter delves into the transformative potential of the smart technology of Metaverse for people's mobility. Through a literature review, the concepts of smart city and Metaverse are revealed, and a comparison between urban mobility and virtual mobility is conducted, looking for a seamless blend of virtual and physical realms. This chapter paves the way for exciting possibilities, from enhanced travel experiences to environmental and societal benefits. However, cautiously, acknowledging the potential downsides of relying on the virtual realm in mobility, this chapter advocates for a balanced approach. Ultimately, this chapter seeks to ignite a conversation about reimagining our cities with Metaverse-driven mobility as a guiding force, where people and places harmoniously converge with Metaverse technology. By combining real-time information, virtual platforms, shared mobility services, efficient urban design and supportive policies, people can make smarter mobility choices that reduce environmental impact and enhance the overall travel experience.

It has become increasingly apparent that one's perception of issues depends largely on his or her personal history. Human beings, professionals, and stakeholders vary in their perspectives, strategies, and solutions. Rather than arbitrarily selecting issues or seeking consensus among interdisciplinary but disparate groups, it is critical to examine the broader array of values and issues that impact learners with exceptionalities and the future of special education. In addition, it is important to conceptualize effective techniques to reverse traditional problems or difficulties while considering the “cycles” of change in general and special education. These cycles are based on the view that educational perspectives have their time since they come and go. When they are innovative, they become the status quo and become finally obsolete as the next group of methods, beliefs, and educational initiatives takes hold. In special education, we have fundamental values that must be respected and followed to deliver services to learners with exceptionalities. These values are sometimes not valued by ill prepared and unprepared professionals, especially since good professionals believe in change. This chapter focuses on how these values can be respected to protect and advance special education and education as a whole.

Navigating the banking world may be overwhelming and intimidating for autistic people due to the generally poor accessibility of banks. Banks around the world are starting to improve the accessibility of their services and products to meet the needs of autistic customers better. However, no empirical research has explored autistic adults’ banking experiences and needs. This study aims to determine what banks can do to make banking more inclusive and accessible for autistic people through understanding the banking experiences of autistic adults living in Australia and identifying the factors that shape these experiences.

In total, 57 autistic adults aged 18–67 years (M_age = 33.00, SD_age = 11.03) and 29 caregivers of autistic adults aged 32–70 years (M_age = 52.24, SD_age = 7.88) completed an online survey about the banking experiences of the autistic adults. In addition, 14 of the 57 autistic adults were interviewed.

Almost all autistic participants had a bank account, and online banking was the preferred way of banking for most autistic adults. The factor most often raised by participants that influenced the banking experiences of autistic adults was supportive and helpful bank staff. Other identified factors included autistic adults’ lack of financial and banking knowledge and banks’ poor understanding of autism. The majority of autistic adults felt that banks could become more autism-friendly and provided suggestions.

Given that most autistic adults are likely to access financial products and services, banks must become more autism-friendly to cater to the diverse needs of autistic customers. Recommendations for how financial institutions can become more inclusive were provided.

To the best of the authors’ knowledge, this is the first detailed examination of the banking experiences of autistic adults. Practical implications of the research were also provided.

This paper aims to evaluate the accessibility of digital information systems as a key usability attribute in information retrieval by users with visual impairment (VI), to inform development of accessible information systems.

This study used a cross-sectional survey design based on the quantitative research paradigm. Data was collected from 117 students with visual impairments from selected public universities in Kenya, using a semi-structured questionnaire adapted from Web Content Accessibility Guidelines.

This study revealed that gender did not influence screen reader compatibility, alternative format preferences, perceptions of accessible content or digital library navigability. Instead, type of visual impairment, prior assistive technology (AT) training and digital library use frequency significantly impacted these attributes. Blind students reported positive experiences, favouring alternative formats, and expressed positive views on accessible content while those with low vision faced more challenges. Prior training in assistive technology and frequent digital library use resulted in higher screen reader compatibility and better navigability. Increased digital library use was linked to access to alternative content for those with prior assistive technology training.

This study contributes to the existing literature on accessibility of digital information systems for users with visual impairments. Further research is needed to explore other factors that may influence the accessibility of digital systems, such as the design of user interfaces as well as an evaluation of accessibility of digital systems for other categories of disabilities such as hearing impairment, physical impairment, autism and intellectual disability, among others.

The findings of this study have practical implications for the design and development of digital systems such as digital libraries. Developers can leverage findings of this study to enhance compatibility of digital platforms with screen readers and provide alternative formats and accessible content. User-centred design principles can be used to create interfaces that are easy to navigate and friendly to users with visual impairments. Training programmes on assistive technology should be provided to users to enhance their skills and confidence in using digital systems.

This study contributes towards design and creation of navigable systems that are compatible with screen readers. The study also points out the importance of creating more inclusive and usable digital environments for persons with visual impairments.

The education of deaf and hard of hearing (d/DHH) students is largely dependent on the preferred mode of communication. Historically, the mode of communication for d/DHH students was determined by society rather than by students and families. This resulted in divisiveness between the Deaf culture and proponents of oral communication. The adoption of IDEA allowed family participation in the decision-making process. Advances in technology increased student access to sound, resulting in more educational placement options. Despite the positive changes, the complex nature of hearing loss and the wide variety in cultural considerations have made it difficult to determine the best approach to deaf education. Thus, educators and providers are left in a conundrum of which version of “traditional” deaf education is best for students.

The purpose of this paper is to find out what role intermediaries have in facilitating communication with victims and prisoners at Parole Board (PB) oral hearings.

A survey was designed and administered to 39 PB members to find out their perceptions of, and experiences with, the use of intermediaries. Frequency tables and verbatim quotations are used to report the results.

Overall, participants had not experienced any use of intermediaries with victims or family members presenting victim personal statements at an oral hearing. Further, there had been limited use of intermediaries for prisoners attending oral hearings. Nevertheless, there was a good recognition of a range of communication needs that a prisoner might present with at a hearing. There was also general support for the use of intermediaries with some caution about possible delays to procedural fairness.

The early identification of communication support needs for prisoners and victims attending an oral hearing is essential. The PB should raise awareness with the PB Membership about the role of intermediaries. The PB should continue to develop guidance and policy surrounding intermediaries. Prison lawyers and HM Prison and Probation Service may require specialist training in identifying communication needs in vulnerable prisoners and identifying when a communication specialist might be required for an oral hearing.

To the best of the authors’ knowledge, this is the first published paper examining the role of intermediaries at PB oral hearings. It builds on the evidence base of the use of intermediaries in other criminal justice contexts.