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Robots, social networking sites and multi-user games: using new and existing assistive technologies to promote human flourishing
- Authors:
- MACKENZIE Robin, WATTS John
- Journal article citation:
- Tizard Learning Disability Review, 16(5), 2011, pp.38-47.
- Publisher:
- Emerald
The authors of this article argue that assistive technology and ehealth policy initiatives in the UK and Europe currently emphasise conserving health care resources, but that technologies aimed at enhancing users' lives rather than saving money could lead to design and production of devices promoting happiness and social well-being for all citizens. The article covers research evidence, the concept of human flourishing or well-being, and issues associated with introducing robotics and assistive technologies aimed at enhancing human flourishing. It notes that many technologies can be adapted to assist people with disabilities, such as Robot Companions for Citizens, an EU project aiming to develop humanoid robots enabled to engage in social interactions. Using clinical case study vignettes, the article explores some of the ethical and legal implications of the use of new and developing technologies to push the boundaries of assistance and enablement. It concludes that technologies which become ubiquitous, such as social networking sites and mobile phones, can offer socially isolated and disabled people and their carers opportunities to enhance their lives, and that in this way they function as assistive technologies although not designed as such.
Supporting aspirations - or not? Recent reforms on equality, the green paper on Special Educational Needs and the potential of a neurodiversity spectrum statement
- Authors:
- MACKENZIE Robin, WATTS John, HOWE Lati
- Journal article citation:
- Tizard Learning Disability Review, 17(1), 2012, pp.36-48.
- Publisher:
- Emerald
The purpose of this paper is to review current legal and policy initiatives focused on special educational needs and equality in England. It discusses issues concerning inclusion of children with special educational needs into mainstream education, and includes contributions from parents about their experience concerning inclusion and statements of special educational needs. It then comments on plans for reform set out in the 2011 Department of Education green paper on special educational needs, covering changes directly affecting schools and pupils with special educational needs, quality of education, and responses to the proposals. It also discusses the potential contribution of a neurodiversity spectrum statement to assess a wide range of characteristics, arguing that this would lead to a holistic approach to assessing differences in learning styles, thinking, communication and behaviour, and adapting teaching to suit these differences.