Eye-gaze palīgtehnoloģiju izmantošana ikdienā bērniem ar bērnu cerebrālo trieku: vecāku un multidisciplinārās rehabilitācijas komandas skatījumā
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Date
2020
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Rīgas Stradiņa universitāte
Rīga Stradiņš University
Rīga Stradiņš University
Abstract
Darba nosaukums: Ar skatienu vadāmo saziņas tehnisko palīglīdzekļu (eye-gaze) lietošana ikdienā: gadījuma analīze.
Pētījuma mērķis: Izpētīt ar skatiena vadāmo saziņas tehnisko palīgtehnoloģiju (eye-gaze) lietošanu ikdienā bērnam ar cerebrālo trieku, aplūkojot to saistībā ar vecāku, audiologopēdu un speciālo pedagogu pieredzi.
Metode: Viena gadījuma holistiska analīze, kas ietvēra medicīnas dokumentu analīzi, aptauju un daļēji strukturētas intervijas.
Gadījums/fenomens: ar skatienu vadāmā saziņas tehniskā palīglīdzekļa (eye-gaze) lietošana ikdienā un ilgtermiņā bērnam ar cerebrālo trieku.
Pētījuma rezultāti: Pētījuma rezultāti parāda, ka bērna komunikācijas prasmes, divu gadu laikā lietojot ar skatienu vadāmo saziņas tehnisko palīglīdzekli, pēc Komunikācijas funkciju klasifikācijas sistēmas (KFKS) uzlabojās par diviem līmeņiem, bērns efektīvāk komunicē ar pazīstamiem sarunu partneriem. Intervijas analīze parāda, ka, lietojot ar skatienu vadāmo saziņas tehnisko palīglīdzekli, bērns kļūst patstāvīgāks – spēj izteikt savas domas, vēlmes un patstāvīgi spēlēties. Tāpat pilnveidojas kognitīvie procesi, lasīšanas un matemātisko prasmju apgūšana, tomēr joprojām īpaši svarīgs ir līdzcilvēku atbalsts un asistēšana, cieša sadarbība ar speciālistiem, audiologopēdiem un speciālajiem pedagogiem. Līdztekus pozitīviem aspektiem pētījums parāda, ka būtu nepieciešams valsts atbalsts ar skatienu vadāmā tehniskā palīglīdzekļa iegādei, materiālu pielāgošanai latviešu valodā, speciālistu izglītošanai un vecāku iesaistei rehabilitācijas procesā.
Secinājumi: Apkopojot vecāku, audiologopēdu un sociālo pedagogu pieredzi, var secināt, ka 1) lietojot ar skatienu vadāmo saziņas tehnisko palīglīdzekli tiek veicināta bērna patstāvība, komunikācijas un izziņas darbības, 2) ar skatienu vadāmo saziņas tehnisko palīglīdzekļu lietošanā ir nepieciešams dažādu speciālistu atbalsts, ierīces pielāgošanā un asistēšanā lietošanas laikā, 3) ierīces iegādē, pielāgošanā un apmācībā kritiski nepieciešams valsts atbalsts īpašu mācību materiālu izveidē latviešu valodā.
Title of the thesis: Daily use of Eye-gaze assistive technologies: case study. Aim of the thesis: Study the daily use of eye-gaze assistive technology in a life of the child with cerebral palsy, within the connection between experience of parents, speech-language pathologist, and special educators. Research methods: One case study for holistic analysis, which includes analysis of medical documents, questionnaire, and semi-structured interviews. Case study/phenomenon: Use of the eye-gaze assistive technology in daily routine in long-term for children with cerebral palsy. Findings: The results of the study showed that the child’s communication skills improved by two levels according to the Communication Function Classification System (CFCS) during two years of using the Eye-gaze assistive technologies, the child communicates more effectively with familiar communication partners. The analysis of the interview showed that by using the Eye-gaze assistive technology for communication, the child becomes more independent - he is able to express his thoughts, wishes and play independently. Cognitive processes, reading and mathematical skills is also improving, but the support and assistance of peers, close cooperation with specialists, speech-language pathologist and special educators is still highly important. Despite the positive aspects, the study shows that state support would be needed for the purchase of the Eye-gaze assistive technology, adaptation of materials in the Latvian language, education of specialists and involvement of parents in the rehabilitation process. Conclusions: Summarizing the experience of parents, speech-language pathologist and special educators, further conclusions were made: 1) the use of a Eye-gaze technology promotes the child's independence, communication and cognitive activities, 2) the use of Eye-gaze technology requires the support of various specialists, the adjustment of the device and assistance during its usage, 3) when purchase, customize and training to use a device it is critical necessary to have government support in the development of special teaching materials in the Latvian language.
Title of the thesis: Daily use of Eye-gaze assistive technologies: case study. Aim of the thesis: Study the daily use of eye-gaze assistive technology in a life of the child with cerebral palsy, within the connection between experience of parents, speech-language pathologist, and special educators. Research methods: One case study for holistic analysis, which includes analysis of medical documents, questionnaire, and semi-structured interviews. Case study/phenomenon: Use of the eye-gaze assistive technology in daily routine in long-term for children with cerebral palsy. Findings: The results of the study showed that the child’s communication skills improved by two levels according to the Communication Function Classification System (CFCS) during two years of using the Eye-gaze assistive technologies, the child communicates more effectively with familiar communication partners. The analysis of the interview showed that by using the Eye-gaze assistive technology for communication, the child becomes more independent - he is able to express his thoughts, wishes and play independently. Cognitive processes, reading and mathematical skills is also improving, but the support and assistance of peers, close cooperation with specialists, speech-language pathologist and special educators is still highly important. Despite the positive aspects, the study shows that state support would be needed for the purchase of the Eye-gaze assistive technology, adaptation of materials in the Latvian language, education of specialists and involvement of parents in the rehabilitation process. Conclusions: Summarizing the experience of parents, speech-language pathologist and special educators, further conclusions were made: 1) the use of a Eye-gaze technology promotes the child's independence, communication and cognitive activities, 2) the use of Eye-gaze technology requires the support of various specialists, the adjustment of the device and assistance during its usage, 3) when purchase, customize and training to use a device it is critical necessary to have government support in the development of special teaching materials in the Latvian language.
Description
Audiologopēdija
Audiologopaedics
Veselības aprūpe
Health Care
Audiologopaedics
Veselības aprūpe
Health Care
Keywords
eye-gaze technology, eye tracking, gaze-based technology, cerebral palsy, augmentative and alternative communication, eye-gaze technology, eye tracking, gaze-based technology, cerebral palsy, augmentative and alternative communication