Objective: To gain insight into how communication vulnerable people and health-care professionals experience the communication in dialogue conversations, and how they adjust their conversation using augmentative and alternative communication (AAC) or other communication strategies. Methods: Communication vulnerable clients and health-care professionals in a long-term care institution were observed during a dialogue conversation (n = 11) and subsequently interviewed (n = 22) about their experiences with the conversation. The clients had various communication difficulties due to different underlying aetiologies, such as acquired brain injury or learning disorder. Results from the observations and interviews were analysed using conventional content analysis. Results: Seven key themes emerged regarding the experiences of clients and professionals: clients blame themselves for miscommunications; the relevance of both parties preparing the conversation; a quiet and familiar environment benefitting communication; giving clients enough time; the importance and complexity of nonverbal communication; the need to tailor communication to the client; prejudices and inexperience regarding AAC. The observations showed that some professionals had difficulties using appropriate communication strategies and all professionals relied mostly on verbal or nonverbal communication strategies. Conclusion: Professionals were aware of the importance of preparation, sufficient time, a suitable environment and considering nonverbal communication in dialogue conversations. However, they struggled with adequate use of communication strategies, such as verbal communication and AAC. There is a lack of knowledge about AAC, and professionals and clients need to be informed about the potential of AAC and how this can help them achieve equal participation in dialogue conversations in addition to other communication strategies.
In het boek Schools that learn (2012, p. 76) van Peter Senge staat een mooi citaat: ‘A boy of five, on the first day of kindergarten, asked his teacher, ‘When am I going to learn how to read? She said, a bit absently (for there was a lot going on), ‘Oh, that won’t happen until next year, in first grade.’ He didn’t say anything, but an hour or so later, she noticed that he had slipped away when no one was looking. He walked out of the room and continued home (which fortunately was only a few blocks away). He went up to his startled mother and said, ‘ I’ll go back next year…when they’re ready to teach me to read.’ Deze vijfjarige leerling heeft duidelijk niet de leeromgeving waar hij behoefte aan heeft. Hij wil graag leren lezen maar ‘de school is daar nog niet klaar voor’. Het aansluiten bij de leerbehoeften van de lerende is binnen alle onderwijstypes en op alle onderwijsniveaus van belang. Een leeromgeving zou altijd een krachtige leeromgeving moeten zijn. Zelfsturing is één van de kenmerken daarvan. In dit artikel wordt ingegaan op een krachtige leeromgeving voor gezondheidsprofessionals in opleiding van de Faculteit voor Gezondheid, Voeding & Sport van De Haagse Hogeschool. Op basis van literatuur wordt beschreven aan welke criteria een dergelijke leeromgeving moet voldoen. Vervolgens worden resultaten beschreven van een onderzoek onder studenten en docenten van de Faculteit voor Gezondheid, Voeding & Sport van De Haagse Hogeschool. Doel van dit onderzoek was om in kaart te brengen hoe studenten en docenten praktijkgericht, zelfgestuurd en interdisciplinair leren ervaren, wat deze manier van leren precies van student en docent vraagt en wat dit oplevert met betrekking tot competentie-ontwikkeling van studenten. De volgende vragen stonden centraal: • Hoe ervaren studenten en docenten dergelijke leeractiviteiten? • Wat vraagt een krachtige leeromgeving van de student en docent? • Wat levert de krachtige leeromgeving volgens hen op?
This handbook brings together scholarship from various subfields, disciplinary traditions, and geographic and geopolitical contexts to understand how student voice is operating in different higher education dimensions and contexts around the world. The handbook helps not only to map the range of student voice practices in college and university settings, but also to identify the common core elements, enabling conditions, constraints, and outcomes associated with student voice work in higher education. It offers a broad understanding of the methodologies, current debates, history, and future of the field, identifying avenues for future research.
Everyone has the right to participate in society to the best of their ability. This right also applies to people with a visual impairment, in combination with a severe or profound intellectual and possibly motor disability (VISPIMD). However, due to their limitations, for their participation these people are often highly dependent on those around them, such as family members andhealthcare professionals. They determine how people with VISPIMD participate and to what extent. To optimize this support, they must have a good understanding of what people with disabilities can still do with their remaining vision.It is currently difficult to gain insight into the visual abilities of people with disabilities, especially those with VISPIMD. As a professional said, "Everything we can think of or develop to assess the functional vision of this vulnerable group will help improve our understanding and thus our ability to support them. Now, we are more or less guessing about what they can see.Moreover, what little we know about their vision is hard to communicate to other professionals”. Therefore, there is a need for methods that can provide insight into the functional vision of people with VISPIMD, in order to predict their options in daily life situations. This is crucial knowledge to ensure that these people can participate in society to their fullest extent.What makes it so difficult to get this insight at the moment? Visual impairments can be caused by a range of eye or brain disorders and can manifest in various ways. While we understand fairly well how low vision affects a person's abilities on relatively simple visual tasks, it is much more difficult to predict this in more complex dynamic everyday situations such asfinding your way or moving around during daily activities. This is because, among other things, conventional ophthalmic tests provide little information about what people can do with their remaining vision in everyday life (i.e., their functional vision).An additional problem in assessing vision in people with intellectual disabilities is that many conventional tests are difficult to perform or are too fatiguing, resulting in either no or the wrong information. In addition to their visual impairment, there is also a very serious intellectual disability (possibly combined with a motor impairment), which makes it even more complex to assesstheir functional vision. Due to the interplay between their visual, intellectual, and motor disabilities, it is almost impossible to determine whether persons are unable to perform an activity because they do not see it, do not notice it, do not understand it, cannot communicate about it, or are not able to move their head towards the stimulus due to motor disabilities.Although an expert professional can make a reasonable estimate of the functional possibilities through long-term and careful observation, the time and correct measurement data are usually lacking to find out the required information. So far, it is insufficiently clear what people with VZEVMB provoke to see and what they see exactly.Our goal with this project is to improve the understanding of the visual capabilities of people with VISPIMD. This then makes it possible to also improve the support for participation of the target group. We want to achieve this goal by developing and, in pilot form, testing a new combination of measurement and analysis methods - primarily based on eye movement registration -to determine the functional vision of people with VISPIMD. Our goal is to systematically determine what someone is responding to (“what”), where it may be (“where”), and how much time that response will take (“when”). When developing methods, we take the possibilities and preferences of the person in question as a starting point in relation to the technological possibilities.Because existing technological methods were originally developed for a different purpose, this partly requires adaptation to the possibilities of the target group.The concrete end product of our pilot will be a manual with an overview of available technological methods (as well as the methods themselves) for assessing functional vision, linked to the specific characteristics of the target group in the cognitive, motor area: 'Given that a client has this (estimated) combination of limitations (cognitive, motor and attention, time in whichsomeone can concentrate), the order of assessments is as follows:' followed by a description of the methods. We will also report on our findings in a workshop for professionals, a Dutch-language article and at least two scientific articles. This project is executed in the line: “I am seen; with all my strengths and limitations”. During the project, we closely collaborate with relevant stakeholders, i.e. the professionals with specific expertise working with the target group, family members of the persons with VISPIMD, and persons experiencing a visual impairment (‘experience experts’).
There is increasing interest for the use of Virtual Reality (VR) in the field of sustainable transportation and urban development. Even though much has been said about the opportunities of using VR technology to enhance design and involve stakeholders in the process, implementations of VR technology are still limited. To bridge this gap, the urban intelligence team of NHTV Breda University of Applied Sciences developed CycleSPEX, a Virtual Reality (VR) simulator for cycling. CycleSpex enables researchers, planners and policy makers to shape a variety of scenarios around knowledge- and design questions and test their impact on users experiences and behaviour, in this case (potential) cyclists. The impact of infrastructure enhancements as well as changes in the surrounding built environment can be tested, analysed an evaluated. The main advantage for planners and policy makers is that the VR environment enables them to test scenarios ex-ante in a safe and controlled setting.“The key to a smart, healthy and safe urban environment lies in engaging mobility. Healthy cities are often characterized by high quality facilities for the active modes. But what contributes to a pleasant cycling experience? CycleSPEX helps us to understand the relations between cyclists on the move and (designed) urban environments”
In 2007 at Ropecon, a large Finnish roleplaying convention, Emily Care Boss coined the term bleed to refer to emotional transference that sometimes happened to players of roleplaying games. Bleed describes an effect where emotions and attitudes experienced while roleplaying a character continue on after the roleplaying session was over, or the other way around, where a player brings their own feelings into the character they are embodying. For example, a player would roleplay a romance with another player's character, and then develop feelings for said player after the game was over. Bleed can create powerful effects in a roleplaying session, both positive and negative, which has resulted in the development of various best practices and safety tools that analogue game designers can draw upon, and roleplaying games frequently have mechanics designed around inducing and maximizing particular types of bleed in their players. Bleed mechanics lend themselves particularly well to exploring queer and otherwise marginalized identities, generating empathy, and exploring acts of political resistance. They are a powerful tool in the analogue game designers’ toolbox. Digital games make comparatively far less use of bleed in their designs than analogue games—the concept of bleed is not well-known among digital game designers. Consequently, there is little guidance for designing digital bleed mechanics, and insufficient safety tools with which to do so. With how powerful these effects can be, the knowledge and tools gaps for digital games needs addressing. This research project will create primarily digital narrative games that are explicitly designed to invoke bleed, and seeks to provide designers with new frameworks and safety tools to create bleed effects for digital games. Games will be created with varying themes and approaches regarding identity and storytelling to explore how, in particular, narrative design influences bleed in digital games.
