Assistive technology

Success at university depends on the possession of outstanding writing skills. Yet of all language skills, writing is the most arduous to master and the situation gets even worse in the case of second or foreign languages. The current study investigated the suitable ways to overcome the difficulties students of English face with writing especially in terms of vocabulary items and spelling mistakes by exploring the effects of adapting autocorrect and spell- checkers technologies on their writing skills. The research data comes from an experiment conducted at Adrar University, south of Algeria, in which 18 LMD (Licence-Master-Doctorat, equivalent to the BMD, BachelorMaster-Doctorate) students utilize autocorrect and spell-checkers as assistive technology. The finding of the experiment shows that the use of assistive technology has perceptible effects regarding the quality of students’ production as these technologies displace the attention from worrying about spelling mistakes to other aspects of writing. The paper also proposes some suggestions to improve writing skill at the level of Algerian Higher educational institutions (HEIs).

It is a truism that success at university depends on the possession of outstanding writing skills. Yet of all language skills, writing is the most arduous to master and the situation gets even worse in the case of second or foreign languages. The current study aims at investigating the suitable ways to overcome the difficulties students of English face with writing especially in terms of vocabulary items and spelling mistakes by exploring the effects of adapting autocorrect and spell- checkers technologies on their writing skills. The research data comes from an experiment conducted at Adrar University, south of Algeria, in which 18 LMD (Licence-Master-Doctorat, equivalent to the BMD, Bachelor-Master-Doctorate) students utilize autocorrect and spell-checkers as assistive technology. The finding of the experiment shows that the use of assistive technology has perceptible effects regarding the quality of students’ production as these technologies displace the attention from worrying about spelling mistakes to other aspects of writing. The paper does also propose some suggestions regarding the improvement of the writing skill at the level of Algerian Higher educational institutions (HEIs).

The objective of this study was to explore and develop effective counseling strategies to enhance self-advocacy among young adults with disabilities. This qualitative research involved semi-structured interviews with 22 young adults aged 18 to 30 with various disabilities, including physical, intellectual, and developmental disabilities. Participants were recruited through disability support organizations, educational institutions, and social media platforms. The data collection focused on understanding participants' experiences, challenges, and strategies related to self-advocacy. Thematic analysis was used to identify key themes and patterns in the data, with the goal of achieving theoretical saturation. The analysis revealed three main themes: understanding of self-advocacy, experiences with self-advocacy, and challenges and barriers to self-advocacy. Participants highlighted the importance of self-advocacy for personal empowerment and independence. Positive advocacy experiences were linked to increased self-esteem and better outcomes in education and employment. Support systems, such as family and counselors, were crucial in facilitating self-advocacy. However, significant barriers included societal attitudes, institutional policies, and personal limitations. Assistive technology and comprehensive leadership training were identified as effective strategies for enhancing self-advocacy skills. Enhancing self-advocacy among young adults with disabilities requires targeted counseling interventions that focus on building essential skills and addressing barriers. Collaborative approaches involving family and community support are critical. Policymakers should implement inclusive policies and ensure access to assistive technologies. Future research should explore the long-term impact of self-advocacy training and consider the intersectionality of disability with other factors such as race and gender.

The objective of this study was to explore the experiences and perceptions of community integration and social participation among adults with intellectual disabilities (ID). This qualitative research employed semi-structured interviews to gather in-depth data from 27 adults with intellectual disabilities. Participants were recruited through purposive sampling from various community centers, support groups, and social service organizations. Data were collected until theoretical saturation was achieved. Thematic analysis was used to analyze the transcribed interviews, identifying key themes and subthemes that captured the essence of the participants' experiences and perceptions. The study identified four main themes: experiences of community integration, types of social activities, perceived benefits and challenges, and influencing factors. Participants reported a strong sense of belonging and personal growth through community activities, despite facing barriers such as stigma, accessibility issues, and financial constraints. Support systems, including family, professionals, and peer networks, played a crucial role in facilitating participation. Recreational, cultural, and educational activities, as well as volunteering, provided significant physical, emotional, and social benefits. Technological advancements, inclusive policies, and personal resilience were identified as critical factors influencing community integration. The findings highlight the importance of enhancing accessibility, support systems, and inclusive policies to promote community integration and social participation for adults with intellectual disabilities. Addressing the identified barriers and leveraging facilitators can improve their quality of life and well-being. Future research should employ mixed-methods approaches, include longitudinal studies, and consider the perspectives of family members, caregivers, and professionals to provide a more comprehensive understanding of the factors influencing community participation.

This study aims to examine the relationship between self-advocacy skills, assistive technology use, and self-esteem among adults with physical disabilities. A cross-sectional design was employed, with data collected from 244 adults with physical disabilities. Participants completed validated self-report measures assessing self-esteem, self-advocacy skills, and assistive technology use. Pearson correlation coefficients were calculated to explore the relationships between the variables. A linear regression analysis was conducted to determine the extent to which self-advocacy skills and assistive technology use predict self-esteem. All analyses were performed using SPSS version 27. The results indicated significant positive correlations between self-esteem and both self-advocacy skills (r = .62, p < .01) and assistive technology use (r = .58, p < .01). Self-advocacy skills and assistive technology use were found to be significant predictors of self-esteem, accounting for 49% of the variance (R² = .49, F(2, 241) = 115.63, p < .001). The regression analysis revealed that self-advocacy skills (B = 0.34, β = .42, p < .001) and assistive technology use (B = 0.28, β = .36, p < .001) both positively influence self-esteem. The study concludes that self-advocacy skills and assistive technology use are crucial determinants of self-esteem in adults with physical disabilities. These findings highlight the importance of providing support and training in self-advocacy and access to appropriate assistive technology to enhance psychological well-being and autonomy in this population. Future research should explore these relationships longitudinally and across diverse disability groups.