PAPER PRESENTATION
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| Paper Session C1–Special Education and Augmentative & Alternative Communications Rm 3.3 Day 1 – 23 April 2009 (THURSDAY) 8:30AM – 10:30AM |
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| Session | Description |
| 8:30AM – 8:45AM | C1–1 Generating JSL Gloss Messages for the Deaf Kazuo Kamata, Masahiro Fujii, Yu Watanabe Utsunomiya University, Japan Abstract
This paper presents the experimental results of generating indirect JSL (Japanese Sign Language) messages in emergency situations for deaf people. In emergency situations as well as ordinary ones deaf people need messages in JSL, because it is their own language. We have various restrictions in using information media such as voice, text, movies and others in emergency situations. In this paper, the indirect messaging method that uses JSL glosses in text form instead of the medium of movie that JSL essentially requires for transmission. From the results of experiments with deaf people and signed language interpreters, we can say JSL-gloss based messaging method is one of candidates for information transmission in certain situations with restrictions in resources. We show certain experimental results and issues to be further considered for practical use. Full text: PDF (147 kB) |
| 8:45AM – 9:00AM | C1–2 Preliminary Vocabulary Frequency Findings for Mandarin Chinese AAC Treatments Ming-Chung Chen, Katya Hill*, Tianxue Yao** National Chiayi University, Taiwan *University of Pittsburgh, USA **Carnegie Mellon University, USA Abstract
In this paper, we describe the preliminary results of a study to identify the vocabulary frequency of native Mandarin Chinese speakers during a didactic conversation. The language samples based on twelve (N=12) participants were analyzed to report the total number of words, total number of different word roots (TND), and number of spoken words used to make up 50%, 60%, 70% and 80% of the sample. Reported are the top 10 most frequently used MC words for each participant. The results will provide a high frequency or core vocabulary for MC to use for augmentative and alternative communication (AAC) interventions. Full text: PDF (72 kB) |
| 9:00AM – 9:15AM | C1–3 Core Vocabulary of Thai Language for Thai Picture Based Communication System Sarinya Chompoobutr, Monthika Boriboon, Wantanee Phantachat, Puttachart Potibal National Electronics and Computer Technology Center National Science and Technology Development Agency, Thailand Abstract
This paper demonstrates how to obtain core vocabulary in Thai. They were collected from writing languages across four sources: BEST corpus (2009), Thai dictionary of the Royal Institute of Thailand: RI (1982), Lexicon of preschool and elementary student (1988) and "Khlang Kham" of Nawawan Phanthumetha (2001). The total corpora were analyzed for core vocabulary of Thai language. The results indicate that the first 100 words, core vocabulary accounting for 49.92 per cent of the corpora. Almost all of them can play two or more parts of speech, depending on their position and context in sentences. Full text: PDF (74 kB) |
| 9:15AM – 9:30AM | C1–4 Using Advanced Encryption Standard to Secure the Content Dissimination of Electonic Braille Books Eakachai Charoenchaimonkon, Paul Janecek, Vatcharin Hamratanaphon* Asian Institute of Technology, Thailand *Centre for Educational Technology, Thailand Abstract
The scarcity of accessible information mediums for visually impaired people is recognized by many international organizations. The situation is even worst for those students with visual impairment who have integrated themselves into the mainstream schools with their sight peers. Although there are a few online information services available like Braille and digital talking books to serve the needs of visually impaired school students; this information services faced numbers of service restrictions, such as accessing contents of the book with minimal cost of investment, handling with complicated transcribing and brailing task, and some link to the issue of legal distribution.This research aims to develop an application named "CET Embossing Manager". With the aid of this software, Electronic Braille producers and consumers can access various types of electronic Braille file formats, view the content of the file, and handle various tasks of embossing. To make the content of the book secured, Advanced Encryption Standard (AES) or Rijndael is used to protect the file from modifications made by unauthorized parties and limit the number of republishing. Full text: PDF (200 kB) |
| 9:30AM – 9:45AM | C1–5 Supportive Reading System for Students with Special Educational Needs in Taiwan Ming-Chung Chen, Chien-Chuan Ko, Chi-Ren Huang National Chiyi University, Taiwan, R.O.C. Abstract
Reading is one of the important activities that all students should participate. This paper describes a supportive reading system which provides the teachers a convenient program to edit the supportive material and the students a supportive reading environment. The results of a single subject experiment which recruited four students with learning disabilities also demonstrated that students could gain higher score when reading with supportive environment. Full text: PDF (159 kB) |
| 9:45AM – 10:00AM | C1–6 Educational Improvement: A Case Study of Good Practice of IT Infusion in the Classroom for Student with Deafness Onintra Poobrasert, Nick Cercone York University, Canada Abstract
In order to develop a useful system for teaching and learning, the system should be designed for the needs and capabilities of the users for whom they are intended. Before developing any systems a User-Centered Design Process is always foremost to carry out. Therefore this paper will summarize main principles of user-centered design, and user-centered design process. This paper will also detail the design and development of a multimedia system for students with deafness. Full text: PDF (53 kB) |
| 10:00AM – 10:15AM | C1–7 Behavior Modification Strategy for Motivating Children with Attention Deficiency Disorder Ravichandran Subbaraman, Jacklyn Huang Qunfang* Temasek Polytechnic, Singapore *Singapore Management University, Singapore Abstract
Attention-Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral developmental disorder and its manifestation during childhood is characterized by a persistent pattern of inattention and/or hyperactivity. Children with such mental retardation more often exhibit behavior problems than children without disabilities. Teaching these children is more challenging than teaching normal children in the same age group and is always considered as one of the most important and challenging functions of special education. ADHD is currently considered a persistent and chronic condition. Though a common behavior modification strategy is not always useful in dealing with neurobehavioral development, it may be more appropriate to design strategies based on the cognitive ability of the subject undergoing treatment. The strategy discussed in this paper is mostly focused on educating children with attention deficit disorder than treating hyperactivity as hyperactivity is mostly managed by the used of medication. The behavior modification strategy suggested is based on the fact that children below 12 years have strong interest in specific activities involving audiovisual stimulus. The strategy aims in motivating the children to learn a specific act such as learning subjects like mathematics. The protocol basically motivates the children to focus and concentrate on solving a problem in order to be rewarded with audiovisual stimulus which are of interest to them. The paper provides a fairly comprehensive picture on the neuro-cognitive modifications associated with this treatment protocol in treating these children. Full text: PDF (39 kB) |
| 10:15AM – 10:30AM | C1–8 E-learning for People with Cognitive Disabilities on a Web-Accessibility E-learning Platform Yao-Ming Yeh, Chih-Ching Yeh National Taiwan Normal University, Taiwan, R.O.C. Abstract
E-learning is the tool for lifelong learning. On-line learning by internet poses no big problem for students without disabilities. However, it may be difficult or even impossible for students with disabilities. Unfortunately, there have been few studies on e-learning for cognitive disability users. But from the perspective of ecological assessment, we should not disregard their rights of learning. So, the purpose of this study was to develop the accessibility of e-learning courses based on ADDIE procedure on a web-accessibility e-learning platform. There were "Basics of Microsoft Excel", "Basics of Microsoft PowerPoint" and "Interpersonal relationship in organizations". The participants in this study were 16 cognitive disability students. The results showed that the cognitive disability students would like to spend time on more intelligible content. And they spent more time on topic webs than illustration. Few students had problems on interface and hardware, and they would not overcome by themselves or obviate problems by illustration. This demonstrated that the cognitive disability students still need some assistance and support regarding on-line learning. Besides, the further direction of this study was also provided. Full text: PDF (164 kB) |