Disability and rehabilitation. Assistive technology · 2022
Caeski: an assistive technology for the communication of persons with deafblindness.
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Luz Taciana Ramos, Huebner Rudolf, Lima Ii Eduardo José, Abreu Haiany Christine, Santos Paulo Estevão Nunes, Gomes Pedro Henrique de Oliveira, Rezende Luiz Paulo Santos, Oliveira Renan Gustavo Otoni de, Mendes Pedro Augusto de Oliveira
Аннотация
PURPOSE: Caeski is a keyboard with 12 vibrating keys that connects to an application via smartphone. This assistive technology aims to facilitate the communication of persons with deafblindness in presential contexts or with people who can be anywhere in the world. The purpose is to present this assistive technology and analyse the viability of its use through tests with eleven persons with deafblindness.
MATERIALS AND METHODS: The study design consisted of ten days of testing with eleven persons with deafblindness and five interpreters who had the function of passing the information about the content of the tests.
RESULTS: The tests showed that most participants were able to communicate through Caeski. In addition, the tests showed the need to add the function of repeating the reception of information via vibration to confirm the understanding. The results demonstrated the need for more training time to improve the learning of accented words and long sentences. Therefore, training time and previous contact with technological devices are factors that influence the result of the tests.
CONCLUSION: The use of Caeski is feasible and as future perspectives, this assistive technology can be used in association with similar assistive technologies such as Perkins Machine and Braille Line, preventing possible tactile overloads. In addition, can be applied in the educational context, from literacy to university. Studies with longer training time should be conducted to confirm the results. The implications for rehabilitation:Social interactions, presential and online, with deafblind and non-deafblind persons anywhere in the world.Literacy and cognitive development of persons with deafblindness.Digital inclusion for occupational, school or academic contexts.
MATERIALS AND METHODS: The study design consisted of ten days of testing with eleven persons with deafblindness and five interpreters who had the function of passing the information about the content of the tests.
RESULTS: The tests showed that most participants were able to communicate through Caeski. In addition, the tests showed the need to add the function of repeating the reception of information via vibration to confirm the understanding. The results demonstrated the need for more training time to improve the learning of accented words and long sentences. Therefore, training time and previous contact with technological devices are factors that influence the result of the tests.
CONCLUSION: The use of Caeski is feasible and as future perspectives, this assistive technology can be used in association with similar assistive technologies such as Perkins Machine and Braille Line, preventing possible tactile overloads. In addition, can be applied in the educational context, from literacy to university. Studies with longer training time should be conducted to confirm the results. The implications for rehabilitation:Social interactions, presential and online, with deafblind and non-deafblind persons anywhere in the world.Literacy and cognitive development of persons with deafblindness.Digital inclusion for occupational, school or academic contexts.