̽��ֱ�� of Cambridge - disability

‘Smart choker’ uses AI to help people with speech impairment to communicate

sc604 — Fri, 13 Sep 2024 13:40:19 +0000

̽��ֱ��smart choker, developed by researchers at the ̽��ֱ�� of Cambridge, incorporates electronic sensors in a soft, stretchable fabric, and is comfortable to wear. ̽��ֱ��device could be useful for people who have temporary or permanent speech impairments, whether due to laryngeal surgery, or conditions such as Parkinson’s, stroke or cerebral palsy.

By incorporating machine learning techniques, the smart choker can also successfully recognise differences in pronunciation, accent and vocabulary between users, reducing the amount of training required.

̽��ֱ��choker is a type of technology known as a silent speech interface, which analyses non-vocal signals to decode speech in silent conditions – the user only needs to mouth the words in order for them to be captured. ̽��ֱ��captured speech signals can then be transferred to a computer or speaker to facilitate conversation.

Tests of the smart choker showed it could recognise words with over 95% accuracy, while using 90% less computational energy than existing state-of-the art technologies. ̽��ֱ��results are reported in the journal npj Flexible Electronics.

“Current solutions for people with speech impairments often fail to capture words and require a lot of training,” said Dr Luigi Occhipinti from the Cambridge Graphene Centre, who led the research. “They are also rigid, bulky and sometimes require invasive surgery to the throat.”

̽��ֱ��smart choker developed by Occhipinti and his colleagues outperforms current technologies on accuracy, requires less computing power, is comfortable for users to wear, and can be removed whenever it’s not needed. ̽��ֱ��choker is made from a sustainable bamboo-based textile, with strain sensors based on graphene ink incorporated in the fabric. When the sensors detect any strain, tiny, controllable cracks form in the graphene. ̽��ֱ��sensitivity of the sensors is more than four times higher than existing state of the art.

“These sensors can detect tiny vibrations, such as those formed in the throat when whispering or even silently mouthing words, which makes them ideal for speech detection,” said Occhipinti. “By combining the ultra-high sensitivity of the sensors with highly efficient machine learning, we’ve come up with a device we think could help a lot of people who struggle with their speech.”

Vocal signals are incredibly complex, so associating a specific signal with a specific word requires a high level of computational processing. “On top of that, every person is different in terms of the way they speak, and machine learning gives us the tools we need to learn and adapt the interpretation of signals from person to person,” said Occhipinti.

̽��ֱ��researchers trained their machine learning model on a database of the most frequently used words in English, and selected words which are frequently confused with each other, such as ‘book’ and ‘look’. ̽��ֱ��model was trained with a variety of users, including different genders, native and non-native English speakers, as well as people with different accents and different speaking speeds.

Thanks to the device’s ability to capture rich dynamic signal characteristics, the researchers found it possible to use lightweight neural network architectures with simplified depth and signal dimensions to extract and enhance the speech information features. This resulted in a machine learning model with high computational and energy efficiency, ideal for integration in battery-operated wearable devices with real-time AI processing capabilities.

“We chose to train the model with lots of different English speakers, so we could show it was capable of learning,” said Occhipinti. “Machine learning has the capability to learn quickly and efficiently from one user to the next, so the retraining process is quick.”

Tests of the smart choker showed it was 95.25% accurate in decoding speech. “I was surprised at just how sensitive the device is,” said Occhipinti. “We couldn’t capture all the signals and complexity of human speech before, but now that we can, it unlocks a whole new set of potential applications.”

Although the choker will have to undergo extensive testing and clinical trials before it is approved for use in patients with speech impairments, the researchers say that their smart choker could also be used in other health monitoring applications, or for improving communication in noisy or secure environments.

̽��ֱ��research was supported in part by the EU Graphene Flagship and the Engineering and Physical Sciences Research Council (EPSRC), part of UK Research and Innovation (UKRI).

Reference:
Chenyu Tang et al. ‘Ultrasensitive textile strain sensors redefine wearable silent speech interfaces with high machine learning efficiency.’ npj Flexible Electronics (2024). DOI: 10.1038/s41528-024-00315-1

Researchers have developed a wearable ‘smart choker’ that uses a combination of flexible electronics and artificial intelligence techniques to allow people with speech impairments to communicate by detecting tiny movements in the throat.

Luigi Occhipinti

Smart Choker

̽��ֱ��text in this work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Images, including our videos, are Copyright © ̽��ֱ�� of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – on our main website under its Terms and conditions, and on a range of channels including social media that permit your use and sharing of our content under their respective Terms.

Yes

‘Wraparound’ implants represent new approach to treating spinal cord injuries

sc604 — Wed, 08 May 2024 18:01:25 +0000

A team of engineers, neuroscientists and surgeons from the ̽��ֱ�� of Cambridge developed the devices and used them to record the nerve signals going back and forth between the brain and the spinal cord. Unlike current approaches, the Cambridge devices can record 360-degree information, giving a complete picture of spinal cord activity.

Tests in live animal and human cadaver models showed the devices could also stimulate limb movement and bypass complete spinal cord injuries where communication between the brain and spinal cord had been completely interrupted.

Most current approaches to treating spinal injuries involve both piercing the spinal cord with electrodes and placing implants in the brain, which are both high-risk surgeries. ̽��ֱ��Cambridge-developed devices could lead to treatments for spinal injuries without the need for brain surgery, which would be far safer for patients.

While such treatments are still at least several years away, the researchers say the devices could be useful in the near-term for monitoring spinal cord activity during surgery. Better understanding of the spinal cord, which is difficult to study, could lead to improved treatments for a range of conditions, including chronic pain, inflammation and hypertension. ̽��ֱ��results are reported in the journal Science Advances.

“ ̽��ֱ��spinal cord is like a highway, carrying information in the form of nerve impulses to and from the brain,” said Professor George Malliaras from the Department of Engineering, who co-led the research. “Damage to the spinal cord causes that traffic to be interrupted, resulting in profound disability, including irreversible loss of sensory and motor functions.”

̽��ֱ��ability to monitor signals going to and from the spinal cord could dramatically aid in the development of treatments for spinal injuries, and could also be useful in the nearer term for better monitoring of the spinal cord during surgery.

“Most technologies for monitoring or stimulating the spinal cord only interact with motor neurons along the back, or dorsal, part of the spinal cord,” said Dr Damiano Barone from the Department of Clinical Neurosciences, who co-led the research. “These approaches can only reach between 20 and 30 percent of the spine, so you’re getting an incomplete picture.”

By taking their inspiration from microelectronics, the researchers developed a way to gain information from the whole spine, by wrapping very thin, high-resolution implants around the spinal cord’s circumference. This is the first time that safe 360-degree recording of the spinal cord has been possible – earlier approaches for 360-degree monitoring use electrodes that pierce the spine, which can cause spinal injury.

̽��ֱ��Cambridge-developed biocompatible devices – just a few millionths of a metre thick – are made using advanced photolithography and thin film deposition techniques, and require minimal power to function.

̽��ֱ��devices intercept the signals travelling on the axons, or nerve fibres, of the spinal cord, allowing the signals to be recorded. ̽��ֱ��thinness of the devices means they can record the signals without causing any damage to the nerves, since they do not penetrate the spinal cord itself.

“It was a difficult process, because we haven’t made spinal implants in this way before, and it wasn’t clear that we could safely and successfully place them around the spine,” said Malliaras. “But because of recent advances in both engineering and neurosurgery, the planets have aligned and we’ve made major progress in this important area.”

̽��ֱ��devices were implanted using an adaptation to routine surgical procedure so they could be slid under the spinal cord without damaging it. In tests using rat models, the researchers successfully used the devices to stimulate limb movement. ̽��ֱ��devices showed very low latency – that is, their reaction time was close to human reflexive movement. Further tests in human cadaver models showed that the devices can be successfully placed in humans.

̽��ֱ��researchers say their approach could change how spinal injuries are treated in future. Current attempts to treat spinal injuries involve both brain and spinal implants, but the Cambridge researchers say the brain implants may not be necessary.

“If someone has a spinal injury, their brain is fine, but it’s the connection that’s been interrupted,” said Barone. “As a surgeon, you want to go where the problem is, so adding brain surgery on top of spinal surgery just increases the risk to the patient. We can collect all the information we need from the spinal cord in a far less invasive way, so this would be a much safer approach for treating spinal injuries.”

While a treatment for spinal injuries is still years away, in the nearer term, the devices could be useful for researchers and surgeons to learn more about this vital, but understudied, part of human anatomy in a non-invasive way. ̽��ֱ��Cambridge researchers are currently planning to use the devices to monitor nerve activity in the spinal cord during surgery.

“It’s been almost impossible to study the whole of the spinal cord directly in a human, because it’s so delicate and complex,” said Barone. “Monitoring during surgery will help us to understand the spinal cord better without damaging it, which in turn will help us develop better therapies for conditions like chronic pain, hypertension or inflammation. This approach shows enormous potential for helping patients.”

̽��ֱ��research was supported in part by the Royal College of Surgeons, the Academy of Medical Sciences, Health Education England, the National Institute for Health Research, MRC Confidence in Concept, and the Engineering and Physical Sciences Research Council (EPSRC), part of UK Research and Innovation (UKRI).

Reference:
Ben J Woodington, Jiang Lei et al. ‘Flexible Circumferential Bioelectronics to Enable 360-degree Recording and Stimulation of the Spinal Cord.’ Science Advances (2024). DOI: 10.1126/sciadv.adl1230

A tiny, flexible electronic device that wraps around the spinal cord could represent a new approach to the treatment of spinal injuries, which can cause profound disability and paralysis.

Because of recent advances in both engineering and neurosurgery, the planets have aligned and we’ve made major progress in this important area

George Malliaras

SEBASTIAN KAULITZKI/SCIENCE PHOTO LIBRARY

Illustration of spinal cord

Yes

Give more people with learning disabilities the chance to work, historian argues

ta385 — Fri, 21 Jul 2023 06:00:00 +0000

A new study by historian Professor Lucy Delap (Murray Edwards College) argues that loud voices in the 20th-century eugenics movement have hidden a much bigger picture of inclusion in British workplaces that puts today’s low rates to shame.

Professor Delap found that in some parts of Britain, up to 70% of people variously labelled ‘defective’, ‘slow’ and ‘odd’ at the time had paid jobs when demand for labour was high, including during and after the First World War. This proportion fell during recessions, but even then, 30% remained in work. By contrast, in the UK today less than 5% of adults with intellectual disabilities are employed.

“A recession now couldn’t make levels of employment of people with learning disabilities much worse, they are on the floor already,” Professor Delap says. Her study, published in the journal Social History of Medicine follows a decade of painstakingly piecing together evidence of people with learning disabilities in the British workforce in the first half of the 20th century.

Delap found no trace in employers’ records or in state archives which focused on segregation and detaining people. But she struck gold in ̽��ֱ��National Archives in Kew with a survey of ‘employment exchanges’ undertaken in 1955 to investigate how people then termed ‘subnormal’ or ‘mentally handicapped’ were being employed. She found further evidence in the inspection records of Trade Boards now held at Warwick ̽��ֱ��’s Modern Records Centre. In 1909, a complex system of rates and inspection emerged as part of an effort to set minimum wages. This led to the development of ‘exemption permits’ for a range of employees not considered to be worth ‘full’ payment.

Delap says: “Once I found these workers, they appeared everywhere and not just in stereotypical trades like shoe repair and basket-weaving. They were working in domestic service, all kinds of manufacturing, shops, coal mining, agriculture, and local authority jobs.”

Delap’s research goes against most previous writing about people with intellectual disabilities which has focused on eugenics and the idea that preindustrial community inclusion gave way to segregation and asylums in the nineteenth century. “We've been too ready to accept that narrative and haven’t gone looking for people in the archive,” Delap says. “Many weren’t swept up into institutions, they lived relatively independent lives, precarious lives, but often with the support of families, friends and co-workers.”

‘Wage age’ versus IQ

Previous studies have focused on the rise of IQ testing in this period, but the employment records that Delap studied showed something very different: a more positive sense of ability couched in terms of the wages someone was worth. This involved imagining a person’s ‘wage age’, meaning that an adult worker could begin with a starting age of 14 and advance in wage age through their working life. Not everyone did advance though.

Delap says “ ̽��ֱ��idea of ‘wage age’ was harsh in many ways but it was far less stigmatising than IQ which emphasised divisions between ‘normal’ and ‘defective’ and suggested people couldn’t advance beyond a certain point. By contrast, ideas of fairness, productivity and ‘the going rate’ were deployed to evaluate workers. When labour was in demand, workers had leverage to negotiate their wage age up. IQ didn't give people that power.”

Appeal to employers

Under the exemption system, employers saw the business case for employing – usually at a significantly lower rate of pay – loyal workers who could be trusted to carry out routine tasks.

Tailoring Trade Board application for permit of exemption relating to a 19-year-old 'unintelligent' woman employed to do various errands in Peterborough (1915). Courtesy of Modern Records Centre, Warwick ̽��ֱ��.

Delap says: “If anything, governments gave signals that these people shouldn't be employed, that they were better off under the care and control of the mental deficiency boards. But employers understood that they could be good workers.”

In 1918, an ‘odd job’ worker employed for 20 years at a London tin works was described as suffering from ‘mental deficiency’ and didn’t know the time of the year or who Britain was fighting. Nevertheless, in the inspector’s opinion, he was ‘little if at all inferior to an ordinary worker of full capacity’ on the hand press and ‘His speed at cutting out on an unguarded fly machine was noticeable.’ His employer agreed to a raise from 18 to 24 shillings a week, just below what a carter could earn.

Employer calculations, Delap emphasises, fluctuated with the state of the labour market. When workers were in short supply, those with learning disabilities became more attractive. When demand for labour fell these workers might be the first to lose their jobs.

Were employers just exploiting vulnerable workers?

Delap found clear evidence of some workers being exploited, being stuck on the same very low wage and the same monotonous task for years.

“We shouldn’t feel nostalgic, this wasn’t a ‘golden age’ of disability-friendly employment,” Delap says. And yet, the archive reveals a strong reciprocal sense of real work being done and wages being paid in exchange. “Many of these people would have considered themselves valued workers and not charity cases. Some were able to negotiate better conditions and many resisted being told to do boring, repetitive work.”

Delap repeatedly encountered families policing the treatment of their relative. In 1922, the owner of a laundry in Lincolnshire considered sacking a 25-year-old ‘mentally deficient’ woman who starched collars because ‘trade is so bad’ but kept her on ‘at request of her parents’. “Workers who had families looking out for them were more able to ask for wage rises, refuse to do certain jobs and limit exploitation,” Delap says. “I found lots of evidence of love and you don't often see that in archives of intellectual disability.”

Parents or siblings sometimes worked on the same premises which, Delap argues, strengthened the bonds of moral obligation that existed between employers and families. In 1918, for instance, a 16-year-old who attached the bottoms of tin cans in Glamorgan was hired ‘for the sake of her sisters who are employed by the firm and are satisfactory workers’.

Lessons for today

Delap sees concerning similarities between the 1920s and the 2020s in terms of how British institutions manage, care for and educate people with learning disabilities.

Historically, Delap argues, institutions were just stop-gaps, places where people could be kept without onward pathways. People were often not trained at all or trained to do work that didn't really exist like basket-weaving. “This remains a problem today,” Delap says. “We have a fast-changing labour market and our special schools and other institutions aren’t equipping people well enough for viable paid opportunities.”

Delap argues that evidence of people with learning disabilities successfully working in many different roles and environments in the past undermines today’s focus on a very narrow range of job types and sectors. She highlights the fact that many workers with learning disabilities used to be involved in the service sector, including public facing roles, and not just working in factories. “They were doing roles which brought them into contact with the general public and being a service sector economy today, we have lots of those jobs.”

Delap also believes that structural factors continue to prevent people from accessing jobs. “Credentialism has made it very difficult for people don’t have qualifications to get jobs which they might actually be very good at,” she says. “We need to think much harder about how we make the system work for people with a range of abilities. I also think the rise of IT is a factor, we haven’t been training people with learning disabilities well enough in computer skills so it has become an obstacle.”

Delap believes that Britain’s ageing population and struggle to fill unskilled jobs means there is a growing economic as well as a moral case for employing more people with learning disabilities.

She points out that many people with intellectual disabilities used to work in agriculture, a sector now facing chronic labour shortages. Delap acknowledges that exploitation remains a problem in agriculture, so safeguarding would be paramount, as it would be in every sector.

“I think employers are recognising that they need active inclusion strategies to fill vacancies and that they need to cultivate loyalty,” Delap says. “Work remains a place where we find meaning in our lives and where we make social connections and that's why so many people with disabilities really want to work and why it deprives them of so much when they are excluded. We need to have more bold ambition and stop being content with really marginal forms of inclusion.”

Reference

L Delap, ‘Slow Workers: Labelling and Labouring in Britain, c. 1909–1955’, Social History of Medicine (2023). DOI: 10.1093/shm/hkad043

Employment levels for people with learning disabilities in the UK are 5 to 10 times lower than they were a hundred years ago. And the experiences of workers from the 1910s–50s offer inspiration as well as lessons about safeguarding.

We need to have more bold ambition and stop being content with really marginal forms of inclusion

Lucy Delap

Andrew Tanglao via Unsplash

A barista pouring milk into a coffee

̽��ֱ��text in this work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Images, including our videos, are Copyright © ̽��ֱ�� of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – as here, on our main website under its Terms and conditions, and on a range of channels including social media that permit your use and sharing of our content under their respective Terms.

Yes

Licence type:

Attribution

‘Biohybrid’ device could restore function in paralysed limbs

sc604 — Wed, 22 Mar 2023 17:55:29 +0000

Researchers have developed a new type of neural implant that could restore limb function to amputees and others who have lost the use of their arms or legs.

Children with rare genetic disorders more likely to be diagnosed with developmental, behavioural and mental health problems

cjb250 — Wed, 03 Aug 2022 22:30:47 +0000

With the advent of rapid whole genome sequencing, children presenting with an intellectual disability or developmental delay are recommended to have their DNA sequenced to identify the underlying genetic cause.

To capitalise on this recent NHS development, researchers at the ̽��ֱ�� of Cambridge, ̽��ֱ�� College London and Cardiff ̽��ֱ�� established IMAGINE ID, a national UK cohort study that aims to discover how genetic changes affect children and young people’s behaviour, in order to inform better care of families and children now and in the future.

Writing in ̽��ֱ��Lancet Psychiatry today, the researchers have published the results of an analysis of data from almost 2,800 young people with rare genomic variants – changes to their DNA – that are associated with intellectual disability.

Professor Lucy Raymond from the ̽��ֱ�� of Cambridge, the study’s senior author, said: “Thanks to all the families that have taken part in our research, we’ve been able to conduct the largest study to date of the impact of rare genetic variants associated with intellectual disability. What we’ve found from parents is that these children are extremely likely to develop other neurodevelopmental or mental health conditions, which can present additional challenges both to the children and their families.”

All the participants were aged between four and 19 years. Just under three-quarters (74%) had an intellectual disability caused by a duplication or deletion of sections of DNA – a so-called copy number variant (CNV). ̽��ֱ��remaining young people had a disability caused by a single ‘spelling error’ in their DNA – a change in the A, C, G or T nucleotides – referred to as a single nucleotide variant (SNV).

Compared to the English national population, children in the study were almost 30 times as likely to have been diagnosed as autistic. In the general population, 1.2% of people are diagnosed with the condition compared to 36% of the study participants. Similarly, 22% of the study population were diagnosed with ADHD, compared to 1.6% of the general population, meaning that they were more than 13 times more likely to have the condition.

Around one in eight children (12%) had been diagnosed with oppositional defiant disorder, in which children are uncooperative, defiant, and hostile toward others – a rate 4.4 times higher than in the general population.

One in ten (11%) had an anxiety disorder, a 1.5 times increased risk. Rates of childhood depression were significantly lower, at just 0.4% compared with 2.1% of the general population, but this may increase over the next few years as some mental health disorders do not start until later adolescence or early adult life. Almost all of the children (94%) were reported to have at least one significant physical health problem, including disturbed sleep (65%), motor or movement disorders (64%) or seizures (30%).

Dr Jeanne Wolstencroft from Great Ormond Street Institute of Child Health, ̽��ֱ�� College London, said: “Routine genomic testing now allows parents to understand the genetic cause of intellectual disabilities in an increasing number of children but, because so many of these conditions are rare, we still lack information on the impact this has on their children’s future mental health.

“We already know that intellectual disabilities tend to be associated with an increased likelihood of neurodevelopmental conditions, as well as emotional and behavioural difficulties, but we found that where there is an identifiable genetic cause, the likelihood is amplified considerably. This suggests that these children should be provided with early assessment and help where appropriate.”

̽��ֱ��team has also shown for the first time that children with intellectual disability caused by a genetic variant inherited from a family member, are more likely to come from a more deprived socioeconomic background. This suggests that some parents or family members with the same variant may also have unrecognised difficulties that placed them at a social and educational disadvantage. These children were more likely to be diagnosed with a neuropsychiatric condition and were also more likely to exhibit behavioural difficulties.

Professor David Skuse from Great Ormond Street Institute of Child Health, ̽��ֱ�� College London, said: “We hope this work helps improve the targeting of assessments and interventions to support families at the earliest opportunity. We’d like to see better training for health care providers about the wider use and utility of genetic testing. We have identified its potential value in terms of prioritising children with mental health needs for child mental health services, who are currently hugely limited in the UK.”

̽��ֱ��research was funded by the Medical Research Council (part of UK Research & Innovation) and the Medical Research Foundation. Additional support was provided by the NIHR Cambridge Biomedical Resource Centre and the NIHR GOSH BRC.

Reference
Wolstencroft, J et al. Neuropsychiatric risk in children with intellectual disability of genetic origin: IMAGINE - ̽��ֱ��UK National Cohort Study. Lancet Psychiatry; 4 Aug 2022; DOI: 10.1016/PIIS2215-0366(22)00207-3

A major study of children with intellectual disabilities has highlighted the additional challenges that they often face, including a much-increased likelihood of being diagnosed as autistic, as well as Attention Deficit Hyperactivity Disorder (ADHD) and other mental health difficulties.

Thanks to all the families that have taken part in our research, we’ve been able to conduct the largest study to date of the impact of rare genetic variants associated with intellectual disability

Lucy Raymond

PhotoAlto/Laurence Mouton (Getty Images)

Toddler's hands touching tree bark

̽��ֱ��text in this work is licensed under a Creative Commons Attribution 4.0 International License. Images, including our videos, are Copyright © ̽��ֱ�� of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – as here, on our main website under its Terms and conditions, and on a range of channels including social media that permit your use and sharing of our content under their respective Terms.

Yes

"It’s almost as if they don’t exist”: Education policy fails to account for PMLD learners

tdk25 — Tue, 09 Nov 2021 11:41:01 +0000

̽��ֱ��research, which is published in a book launched on Tuesday 9 November, found that the key piece of statutory guidance underpinning education for PMLD learners – the Special Needs and Disabilities (SEND) Code of Practice (2015) – indicates that teachers should prepare them for a future that involves independent living, possible further education and employment.

Researchers argue that these are highly unlikely to represent realistic goals for most children with PMLD. Broadly, PMLD describes people with a combination of very severe learning difficulties, sensory impairments, physical disabilities, complex medical conditions, and challenging behaviours. Most require very high levels of care and support throughout their lives, including with tasks such as washing and eating.

̽��ֱ��study also analysed other key health and social care policy documents on which support for children with PMLD is meant to be based. It found that these often make similarly unrealistic assumptions: “because judgements are based on the experiences and values of the policy-makers, because all types and levels of disability are seen as effectively the same, and because people with PMLD tend to be viewed as non-contributors to society”.

For example, Valuing People Now, a Government policy document published in 2009, states that people with learning difficulties – apparently including those with PMLD – “should be supported to pay taxes, vote [and] do jury duty”.

̽��ֱ��book, Enhancing Wellbeing and Independence for Young People with Profound and Multiple Learning Difficulties, combines this policy analysis with the findings from staff surveys at more than 110 special schools in 20 countries, including 52 of around 300 schools that teach PMLD pupils in the UK.

It was co-authored by Andrew Colley, a former special education teacher and lecturer, who did the research as part of a Masters Degree at the Faculty of Education, ̽��ֱ�� of Cambridge; and Julie Tilbury, Lead Teacher for children with PMLD at Chailey Heritage School, East Sussex.

Their findings highlight the outstanding practice of professionals working with pupils with PMLD pupils, but also suggest that teachers rarely refer to the existing policy guidance except when completing official documents. Asked if they felt that the SEND Code of Practice took account of learners with PMLD, teachers commented: “it doesn’t”, “not at all” and “it’s almost as if they don’t exist”.

“ ̽��ֱ��way wellbeing and independence are defined in policy doesn’t appear to support these learners and ends up excluding them because of the complexity of their disability,” Colley said.

“Most of the guidance that exists assumes their education can be rooted in neurotypical expectations about employment or making an economic contribution when the reality is they will probably never be able to work. ̽��ֱ��policy covers children with PMLD, but doesn’t cater for them. We need a completely different kind of social contract for these young people.”

There are around 11,000 learners with PMLD in English schools, and an estimated 75,000 people of all ages with PMLD in the UK. Previous research has attempted to identify what ‘wellbeing’ and ‘independence’ should mean for these individuals. In general, it recommends that schools should focus on helping them to live with dignity, form social and emotional relationships, stay healthy and active, and communicate – which for people with PMLD often involves unconventional styles of communication such as blinking and physical gestures.

Contrastingly, the SEND Code of Practice, which makes just one reference to pupils with PMLD in 287 pages, states: “With high aspirations and the right support the vast majority of children and young people can go on to achieve successful long-term outcomes in adult life,” before referring to “higher education and/or employment” and “independent living” as examples.

Many practitioners working with PMLD learners treat the Code as an irrelevance, the researchers found. As much as possible, teachers create learning programmes which respond to the needs of each individual. In line with the recommendations of specialists, this often means that lessons prioritise the enhancement of wellbeing and health, communication, and the development of basic skills such as washing, eating, and independent movement. “There is fantastic work going on in schools, but it is completely separate from what policy dictates,” Colley said.

Despite the efforts of education professionals, the study also highlights the limited opportunities learners with PMLD have to engage with their wider communities. 80% of UK teachers mostly or completely agreed with the statement: “the social life of someone with PMLD is largely focused on their family or school”. Almost 50% felt that families with a member who has PMLD “live isolated and unfulfilled lives”.

̽��ֱ��research calls for a different type of policy framework for learners with PMLD which focuses on helping them to become happy, fulfilled and empowered adults, with a sense of belonging rooted in warm and trusting relationships.

Colley added: “To demand that their education should lead to independence in a conventional sense stigmatises their condition, as well as their families. Just because pupils with PMLD are unlikely to work or own a house doesn’t make them any less worthy of our attention as human beings.”

“Addressing this also gives us an opportunity to think differently about what education for all young people really means, beyond the perspective of employment or academic attainment. A really inclusive education system that takes PMLD learners into account demands that we look for something more for everyone.”

Enhancing Wellbeing and Independence for Young People with Profound and Multiple Learning Difficulties is published by Routledge.

̽��ֱ��policy framework that supposedly guides education for pupils with Profound and Multiple Learning Disabilities (PMLD) is setting expectations and goals which are often completely at odds with their capabilities and lives, a study says.

We need a completely different kind of social contract for these young people

Andrew Colley

Getty via Routledge

Teacher with PDML pupil

Yes

Global evidence for how EdTech can support pupils with disabilities is ‘thinly spread’, report finds

tdk25 — Fri, 26 Mar 2021 09:34:13 +0000

Despite widespread optimism that educational technology, or ‘EdTech’, can help to level the playing field for young people with disabilities, the study found a significant shortage of evidence about which innovations are best-positioned to help which children, and why; specifically in low-income contexts.

̽��ֱ��review also found that many teachers lack training on how to use new technology, or are reluctant to do so.

̽��ֱ��study was carried out for the EdTech Hub partnership, by researchers from the Universities of Cambridge, Glasgow and York. They conducted a detailed search for publications reporting trials or evaluations about how EdTech is being used to help primary school-age children with disabilities in low- and middle-income countries. Despite screening 20,000 documents, they found just 51 relevant papers from the past 14 years – few of which assessed any impact on children’s learning outcomes.

Their report describes the paucity of evidence as ‘astonishing’, given the importance of educational technologies to support the learning of children with disabilities. According to the Inclusive Education Initiative, as many as half the estimated 65 million school-age children with disabilities worldwide were out of school even before the COVID-19 pandemic, and most face ongoing, significant barriers to attending or participating in education.

EdTech is widely seen as having the potential to reverse this trend, and numerous devices have been developed to support the education of young people with disabilities. ̽��ֱ��study itself identifies a kaleidoscopic range of devices to support low vision, sign language programmes, mobile apps which teach braille, and computer screen readers.

It also suggests, however, that there have been very few systematic attempts to test the effectiveness of these devices. Dr Paul Lynch, from the School of Education, ̽��ֱ�� of Glasgow, said: “ ̽��ֱ��evidence for EdTech’s potential to support learners with disabilities is worryingly thin. Even though we commonly hear of interesting innovations taking place across the globe, these are not being rigorously evaluated or documented.”

Professor Nidhi Singal, from the Faculty of Education, ̽��ֱ�� of Cambridge, said: “There is an urgent need to know which technology works best for children with disabilities, where, and in response to which specific needs. ̽��ֱ��lack of evidence is a serious problem if we want EdTech to fulfil its potential to improve children’s access to learning, and to increase their independence and agency as they progress through school.”

̽��ֱ��report identifies numerous ‘glaring omissions’ in the evaluations that researchers did manage to uncover. Around half were for devices designed to support children with hearing or vision difficulties; hardly any addressed the learning needs of children with autism, dyslexia, or physical disabilities. Most were from trials in Asia or Africa, while South America was underrepresented.

Much of the evidence also concerned EdTech projects which Dr Gill Francis, from the ̽��ֱ�� of York and a co-author, described as ‘in their infancy’. Most focused on whether children liked the tools, or found them easy to use, rather than whether they actually improved curriculum delivery, learner participation and outcomes. Attention was also rarely given to whether the devices could be scaled up – for example, in remote and rural areas where resources such as electricity are often lacking. Few studies appeared to have taken into account the views or experiences of parents or carers, or of learners themselves.

̽��ֱ��studies reviewed also suggest that many teachers lack experience with educational technology. For example, one study in Nigeria found that teachers lacked experience of assistive technologies for students with a range of disabilities. Another, undertaken at 10 schools for the blind in Delhi, found that the uptake of modern low-vision devices was extremely limited, because teachers were unaware of their benefits.

Despite the shortage of information overall, the study did uncover some clear evidence about how technology – particularly portable devices – is transforming opportunities for children with disabilities. Deaf and hard-of-hearing pupils, for instance, are increasingly using SMS and social media to access information about lessons and communicate with peers; while visually-impaired pupils have been able to use tablet computers, in particular, to magnify and read learning materials.

Based on this, the report recommends that efforts to support children with disabilities in low- and middle-income countries should focus on the provision of mobile and portable devices, and that strategies should be put in place to ensure that these are sustainable and affordable for parents and schools – as cost was another concern that emerged from the studies cited.

Critically, however, the report states that more structured evidence-gathering is urgently needed to ensure EdTech meets the UN’s stated goal to ‘ensure inclusive and equitable quality education and promote lifelong learning for all’. ̽��ֱ��authors suggest that there is a need to adopt more robust research designs, which should address a full range of disabilities, and involve pupils, carers and teachers in the process.

“There is no one-size-fits-all solution when working with children with disabilities,” Singal added. “That is why the current lack of substantive evidence is such a concern. It needs to be addressed so that teachers, parents and learners are enabled to make informed judgements about which technological interventions work, and what might work best for them.”

An 'astonishing' deficit of data about how the global boom in educational technology could help pupils with disabilities in low and middle-income countries has been highlighted in a new report.

There is an urgent need to know which technology works best for children with disabilities, where, and in response to which specific needs

Nidhi Singal

Yes

Disabled teachers face significant workplace discrimination despite drive for more inclusive schools

tdk25 — Fri, 29 Jan 2021 04:11:50 +0000

̽��ֱ�� ̽��ֱ�� of Cambridge research concludes that disabled teachers remain ‘on the margins’ of a drive for greater inclusivity in schools. It draws on in-depth interviews with several teachers to suggest ways this could improve. In particular, the study identifies the need to encourage more disabled people into teaching, highlighting the skills, knowledge and empathy they can bring to classrooms.

̽��ֱ��authors suggest that disabled teachers continue to experience discrimination not because of the innate prejudice of colleagues, but because of the general pressure on schools created by various performance targets, which makes it difficult for them to accommodate staff with different needs. This may explain the fairly overt discrimination that some interviewees recounted: including a case where one teacher was told to ‘grit her teeth and get on with it’ when she requested time off work, and another in which a staff member was disciplined after devising workarounds for systems that she couldn’t use.

̽��ֱ��study itself is small, offering a snapshot of disabled teachers’ working lives using pre-existing evidence and detailed interviews with 10 professionals. This, however, reflects the under-representation of disabled people in teaching: the last time the Government recorded their numbers (in 2016), of the data returned, just 0.5% of teachers self-reported as disabled in stark contrast to the estimated 16% of working age disabled adults in the general population.

It is, however, also one of the only studies of its kind. ̽��ֱ��authors state that disabled teachers are ‘typically marginalised within research, as well as mainstream education’, and express the hope that their work will make the case for further evidence-gathering to inform policy and practice.

̽��ֱ��study was carried out by Professor Nidhi Singal and Dr Hannah Ware, from the Cambridge Network for Disability and Education Research (CaNDER), in the ̽��ֱ��’s Faculty of Education.

Dr Ware said: “There has been a significant focus on making mainstream schools more inclusive for disabled children and others. However, disabled teachers, who are entrusted with enacting that ethos, seem to have been side-lined in those efforts. These findings raise a serious question: How can we possibly promote inclusivity in schools if it only extends to children?”

Professor Singal added: “Much of the evidence we gathered suggests that stresses in the system are amplified for disabled teachers and that part of the solution is to recruit more disabled people into the profession. For schools, that would constitute a double-win: not only are disabled teachers excellent role models; they also often bring additional qualities and strengths into classrooms.”

̽��ֱ��participating teachers, whose details were anonymised for the study, had a wide range of disabilities. Interestingly, not all of them had felt sufficiently confident to disclose these to their schools.

̽��ֱ��interviews revealed significant commonalities of experience. Perhaps surprisingly, the teachers were overwhelmingly positive about their relationships with pupils. Many had developed coping mechanisms to handle their disability in the classroom: for example, one dyslexic teacher explained how she actively used her disability as a basis for ad-hoc spelling challenges in class.

̽��ֱ��findings also suggest that disabled teachers can be highly empathetic and skilled at differentiating their teaching and learning methods to suit all students. By definition, they also help to make schools more inclusive and promote positive attitudes towards disabled people.

Most of those interviewed described a more problematic relationship with their fellow staff. Several said that they often felt lonely or undervalued at work, and were concerned that while colleagues were mindful of the challenges faced by disabled children, they displayed poor disability awareness with regard to adults. One participant described ‘a hostile environment’ every time she had to ask for adjustments to accommodate her disability; another, who has primary lymphodema in three limbs, said that whenever she took time off work, “you could feel their resentment when you came back”.

Nine of the 10 participants said they had experienced discriminatory practices at work. One teacher, who has myalgic encephalomyelitis and fibromyalgia, had been told she had to come into school after a flare-up left her in severe pain. “ ̽��ֱ��deputy head said: ‘grit your teeth and get on with it’,” she told the researchers.

Another teacher recounted being unable to use the approved colours for the school’s marking system (green and red) because she has scotopic sensitivity. When she devised an alternative solution, which involved giving pupils feedback using a computer, she was formally disciplined for not following official procedures.

In line with some of the teachers’ own comments, the authors argue that many of these problems emanate from systemic pressures. There is also some emerging, anecdotal evidence that the additional strain on schools caused by the COVID-19 pandemic, which occurred after the research was completed, may have worsened the extent to which colleagues feel unable to accommodate disabled teachers’ needs. “These colleagues are typically well-meaning people who, outside school, would make every effort to accommodate a disabled person,” Singal said. “Part of the problem is that in school their only option is to get on with the job.”

̽��ֱ��research identifies several ‘levers for change’ that would improve disabled teachers’ experiences. Many participants highlighted the value of mentors, support networks, and of having senior leaders capable of empathising with the different demands that disabilities impose. “I don’t know if I am the first disabled PE teacher, but I feel like I am pretty much doing this by myself,” one participant told the authors. “It would be great to meet other disabled teachers.”

̽��ֱ��researchers therefore argue that there would be multiple benefits for disabled teachers and schools if more disabled people could be supported to enter the profession. Among other recommendations, they also highlight the need for more awareness training, particularly for school leaders.

Given the present study’s limited scale, the authors also call for more research and data-gathering about disabled teachers and their experiences in English schools. “This is not just an education issue: it’s part of a wider disenfranchisement of disabled people in the workplace,” Ware added. “But we stand more chance of resolving it in education by strengthening our understanding of disabled teachers’ experiences.”

̽��ֱ��findings are reported in the journal, Disability & Society.

One of the first academic studies to examine the working lives of disabled teachers in England has called for ‘urgent change’ after finding evidence of significant workplace discrimination and barriers to their career progression.

How can we possibly promote inclusivity in schools if it only extends to children?

Hannah Ware

Pixabay

Teaching a class

Yes