SNE 3110 - GROUP 3 (WEEK 6)

Content:
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I. ACCOMMODATION OF MATH & SCIENCE LEARNERS
WITH DEXTERITY FUNCTION DISABILITY

● Non-Technical Accommodations
● Modification of Conventional Facilities
● Technology-Based Accommodations

II. ACCOMMODATION OF MATH AND SCIENCE

LEARNERS WITH COGNITIVE AND BEHAVIORAL
FUNCTION DISABILITY FOCUSED ON CHILDREN
WITH ADHD

Submitted by:

Cruz, Tristan Danielle

Tatoy, Cleriza Mae R.

I. Dexterity Function in STEM Education
Introduction

Dexterity impairments encompass various disabilities that hinder hand use, affecting fine motor
skills and coordination essential for numerous tasks. In STEM (Science, Technology,
Engineering, and Mathematics) education, these impairments can impede students' abilities to
take notes, use computers, and participate in hands-on laboratory activities.

Prevalence of Dexterity Impairments

While specific statistics on dexterity limitations among secondary and postsecondary students
are lacking, a 2003 study by Microsoft Corporation indicated that up to 25% of working-age
computer users experience some form of dexterity limitation. This suggests that functional
challenges affecting hand use may be even more prevalent among students, especially when
accounting for temporary disabilities like sports injuries, which can significantly hinder their full
engagement in STEM coursework.

Barriers to STEM Enrollment

Although many students with dexterity impairments have the potential to excel in STEM fields,
their enrollment rates are lower than expected. This gap may be due to discouragement
encountered during primary education, causing students to opt for other majors or preventing
them from acquiring the qualifications necessary for STEM studies at the university level.

Lack of Research and Accommodations

Current literature on accommodations for dexterity issues in STEM is limited and often
emphasizes therapy and rehabilitation rather than classroom integration. Additionally, dexterity
impairments are frequently categorized under broader mobility impairments, which can obscure
the unique challenges they pose.

Impact of Dexterity Impairments in STEM

The hands-on nature of many STEM fields, such as laboratory work, design studios, and field
studies, heightens the difficulties faced by students with dexterity impairments. Causes of these
impairments can include congenital conditions (such as cerebral palsy), amputations, repetitive
strain injuries (like carpal tunnel syndrome), and even left-handedness, which may present
challenges when equipment is not designed for left-handed users.
Accessibility Categories

Accessibility for students with dexterity impairments in STEM classrooms typically falls into
three main categories:

1. Non-technical accommodations: These may involve allowing extra time for tasks or
providing alternative methods for demonstrating understanding.
2. Modifications of conventional equipment and facilities: This can include redesigning
tools to enhance usability for individuals with dexterity issues.
3. Technology-based accommodations: The use of assistive technologies, such as adaptive
keyboards or modified laboratory equipment, can improve accessibility.

Conclusion
The considerable challenges presented by dexterity impairments in STEM education highlight
the need for a comprehensive approach to accessibility. By implementing universal design
principles in educational settings, institutions can foster more inclusive environments that
support all students, particularly those with dexterity limitations. Addressing these barriers
promotes equity in education and enriches the STEM workforce with diverse skills and
perspectives.

Recommendations

- Increased Research: Conduct focused studies to better understand the experiences and
needs of students with dexterity impairments in STEM.
- Training for Educators: Provide professional development to help educators
accommodate students with dexterity limitations, enhancing classroom inclusivity.
- Enhancement of Assistive Technologies: Invest in and promote adaptive technologies in
STEM laboratories to improve access and engagement.

This report underscores the importance of recognizing and addressing dexterity impairments in
STEM education to create a more inclusive academic environment.
Non-Technical Accommodations for Dexterity Limitations in STEM Education

Overview

The first category of accommodations for students with dexterity impairments in STEM
classrooms focuses on non-technical solutions tailored to individual needs. These
accommodations are crucial for fostering inclusivity and recognizing the diverse abilities of
students.

Case-by-Case Accommodations

Given the variety of dexterity impairments, the simplest accommodations often involve granting
extra time for assignments and lab tasks. For students with mild disabilities, this approach
requires few adjustments to teaching methods or classroom dynamics. Research shows that these
changes can significantly improve the learning experience without placing an undue burden on
educators (Miner et al., 2001; Stefanich, 2007a; Webb et al., 2008).

Support for Students with Severe Impairments

For students facing more serious challenges, additional strategies may be needed.
Recommendations for accommodating these students in science classes include:

- Note Takers: Offering trained note takers during lectures can help students concentrate
on the material rather than the physical act of writing.
- Team Learning Approaches: Using collaborative learning methods allows students with
dexterity limitations to take on roles that do not heavily rely on manual dexterity
(Stefanich, 2007a).

In university settings, hiring workers or utilizing volunteers, like work-study students, is

common for providing support. For instance, students unable to handle laboratory equipment
may observe as their peers conduct experiments on their behalf (Flick-Hruska & Gretchen, 1992;
Miner et al., 2001; Webb et al., 2008).

Challenges of Proxy Participation

While non-technical accommodations are relatively straightforward to implement, they can

unintentionally limit full participation in STEM activities. Relying on proxies, such as personal
assistants, may detract from the authentic learning experiences that are vital in scientific
education. Effective laboratory work often requires personal involvement, and having others
perform tasks can lead to feelings of detachment and exclusion for students with dexterity
impairments.

Conclusion

Although non-technical accommodations are a vital first step in supporting students with
dexterity limitations in STEM education, it's essential to consider how these solutions impact
student engagement and learning outcomes. Developing inclusive practices that promote
personal participation in laboratory settings is crucial for creating a truly integrative educational
environment. Therefore, educators and institutions should work to enhance these
accommodations, ensuring that all students can fully engage in their STEM learning experiences.

Modification of Conventional Facilities

1. Modification of Equipment for Accessibility: Conventional lab equipment, such as

faucets and gas valves, can be adapted with handles or tools (e.g., paddle-type handles,
left/right-handed tongs) to accommodate students with dexterity impairments.
2. Adaptation of Common Tools: Non-specialized, everyday items like potholders for hot
objects or spoons with sliding covers for handling dry chemicals can serve as effective,
low-cost accommodations.
3. Larger Components for Dexterity: In electronics labs, larger components and wires
with easily manipulated “alligator” clips can be used to support students with fine motor
skill challenges.
4. Low-Cost, Common Solutions: Accessibility can often be achieved using readily
available, inexpensive tools, rather than relying on expensive, specialized assistive
technology (AT).
5. Computing and Telecommunication Hardware: This category of accommodation
includes hardware modifications to improve access to computing and communication
technologies for students with disabilities.

Technological Accommodations for Dexterity Limitations in STEM Education

Overview

A key category of accommodations for students with dexterity impairments includes computing
and telecommunication hardware. This category offers various alternatives to standard computer
input devices, enhancing accessibility and usability in STEM education.
Alternative Input Devices

Several commercially available input devices can aid students with dexterity limitations:

- Larger Mice: Mice designed for easier handling, including models that can be operated
with feet, have been available for years.
- Advanced Technologies: Innovative solutions like tongue-driven systems, eye-tracking
devices, and brain-controlled interfaces are gaining attention as alternatives to traditional
input methods (Moore, 2003; Fichten et al., 2009; Wald et al., 2009).

Magnetic Control: Tongue Drive System at Georgia Tech

The TDS device consists of two main parts: a magnet on the tongue and a headset. The magnet
can either be stuck on temporarily with glue or permanently placed inside the tongue using a
barbell. It sends signals to the headset, which has sensors on both sides of the face. To turn left in
a wheelchair, the user touches their tongue to the left cheek, sending a command to the headset.
A regular tongue piercing wouldn’t work for this. The magnet creates a magnetic field that the
headset picks up and translates into movement commands.

Link: https://youtu.be/KZHBNYd-eWs?si=7X78FisWXUGvGhE7

Eye-Tracking Devices

An eye tracker is a high-tech device that follows where a person is looking and how their head
moves. It helps children with educational needs to learn and socialize.

Link: https://youtu.be/Y7_f-pR8SBY?si=6GgUUMSPjJGjyu-w

Brain-Controlled Interfaces

A brain-computer interface (BCI) is a system that reads your brain activity to understand what
you want to do, like moving or controlling something around you. In simple terms, BCIs let you
control devices or applications just by using your thoughts.

Link: https://youtu.be/3GCS9JqNJB0?si=Bbmbq1v37V35r-rz

Calculator Accommodations

In STEM courses requiring calculators, large-key models serve as crucial accommodations.

However, as technology has progressed, computers have increasingly replaced traditional
calculators and manual drawing methods in mathematics, engineering, and architecture. While
this shift can pose challenges if computers are inaccessible, with the right adaptations, computers
can be more user-friendly than traditional tools.

Voice-to-Text Software

Voice-to-text dictation software has greatly benefited students with dexterity impairments.
Originally created for office productivity, these applications have been adapted for educational
settings, allowing students to take notes and transcribe lectures without needing to type manually
(Fichten, Barile, & Asuncion, 2003; Tumlin & Heller, 2004; Roberts & Stodden, 2005).

Challenges in Implementation

Despite the availability of these technologies, there remains a gap between developing
accessibility solutions and implementing them in classrooms. Key issues include:

- Lagging Adoption: Many educators and institutions have not fully embraced the
available technological solutions.
- Lack of Training: Faculty often lack the necessary training to effectively use these
advanced tools (Crosby, 1981; Rule et al., 2009).

This delay in both adoption and training can limit the benefits these accommodations could
provide, despite their proven effectiveness in enhancing STEM education for students with
disabilities.

Importance of Information Technology

A study of Canadian students with disabilities highlighted the potential of information

technology to create more equitable educational environments. However, the rapid pace of
technological advancement in STEM poses a risk of introducing new barriers if access to
updated tools and resources is not prioritized. Many new laboratory equipment introduced in the
last decade has not been evaluated for accessibility for students with dexterity impairments
(Fichten et al., 2003).

Recommendations for Improvement

- Enhanced Training: Educators should receive thorough training on the available
technological tools to ensure effective classroom use.
- Evaluation of New Technologies: Institutions should actively assess new laboratory
equipment for accessibility, enabling all students to participate fully in STEM learning.
- Promotion of Specialized Software: Tools like MathPad and resources such as
PlaneMath should be emphasized and integrated into curricula to support students with
disabilities, especially in mathematics.

Conclusion

Technological accommodations are vital for supporting students with dexterity impairments in
STEM education. By prioritizing the adoption of accessible technologies and providing adequate
training for educators, institutions can foster more inclusive environments that empower all
students to thrive in STEM fields. As technology continues to advance, ongoing evaluation and
adaptation will be essential to ensure equitable access for all learners.
II. Accommodation of Math and Science Learners with
Cognitive and Behavioral Function Disabilities, Focusing on
Children with ADHD

Introduction

The prevalence of learning disabilities (LD) among U.S. students poses significant challenges in
educational settings, particularly in STEM (Science, Technology, Engineering, and Mathematics)
disciplines. According to federal statistics from the 1990s, over five percent of the overall
student population is affected by learning disabilities, a number that has likely increased in
subsequent decades. This report aims to examine the unique challenges faced by students with
cognitive and behavioral function disabilities, with a particular focus on children with
attention-deficit/hyperactivity disorder (ADHD), and to propose effective accommodations that
can support their learning in mathematics and science.

Background on Learning Disabilities

Learning disabilities encompass a variety of disorders that affect the acquisition, organization,
retention, understanding, or use of verbal or nonverbal information. These disabilities often
manifest in difficulties with academic skills such as reading, writing, and mathematics. Research
indicates that a significant percentage of students with LD (50 to 60 percent) receive grades of D
or below in science courses at the high school level, which severely limits their opportunities to
pursue higher education in STEM fields (Cawley, Kahn, & Tedesco, 1989; Donahoe & Zigmond,
1990).

The late identification of LD in many cases means that by the time students reach college, 29
percent of adults with disabilities report some form of learning disability (Horn & Berktold,
1999). This delay often results in inadequate preparation and support, contributing to the
underperformance and underrepresentation of these students in STEM education.

The Intersection of ADHD and Learning Disabilities

ADHD is characterized by hyperactivity, inattentiveness, and impulsiveness, affecting

approximately five percent of school-aged children in the United States. Although ADHD can
occur independently, it frequently coexists with other learning disabilities. This overlap
complicates the educational experiences of affected students, as they may struggle with attention,
organization, and processing information.

Unique Challenges Faced by Students with ADHD

Students with ADHD encounter specific challenges in educational settings:

● Inattention: Difficulty focusing on lectures, discussions, and assignments can hinder

learning.
● Impulsivity: Students may act before thinking, which can disrupt classroom activities
and lead to incomplete assignments.
● Organization: Problems with keeping track of materials, assignments, and deadlines can
negatively impact academic performance.

While ADHD is increasingly recognized as a disability under laws such as Section 504 of the
Rehabilitation Act and the Individuals with Disabilities Education Act (IDEA), many educators
report feeling unprepared to accommodate these learners effectively. For instance, only 10.6
percent of high school teachers and 10.9 percent of university science educators believe they are
adequately equipped to teach students with LD (Norman et al., 1998).
Accommodations for Students with LD and ADHD in STEM Education

Effective accommodations are essential for creating an inclusive educational environment that
meets the diverse needs of students with LD and ADHD. The following sections outline various
strategies that can be implemented in math and science classrooms.

Collaborative Teaching Strategies

● Co-Teaching Models: Collaborative teaching between general education and special

education teachers can be highly beneficial. In co-teaching scenarios, the science teacher
primarily delivers instruction while the special education teacher provides reinforcement
and clarification of key concepts in smaller groups. This approach allows for
differentiated instruction tailored to individual learning needs.

● Universal Design for Learning (UDL): UDL principles advocate for designing courses
that are accessible to all students. By incorporating flexibility in teaching methods and
materials, educators can address various learning preferences and needs. For example,
using thematic units that connect different scientific concepts can enhance engagement
and retention for students with processing disorders.

Classroom Modifications and Learning Aids

● Advance Organizers: Tools such as study guides, charts, and graphic displays can help
students with LD better grasp and retain complex information. These aids serve as visual
reminders of central concepts and can enhance comprehension during lectures.

● Explicit Instruction Techniques: Educators should introduce vocabulary and key terms
at the start of each lesson. Additionally, using explicit prompts and organizational cues
can help guide students through complex material. For example, phrases like “an
important point to remember” can signal key concepts.

Out-of-Class Support

Many students with LD experience difficulties with reading assignments and homework.
Teachers can employ various strategies to support these learners:

● Guided Reading Strategies: Educators can help students navigate textbooks by

highlighting essential sections, summaries, and questions that may facilitate
understanding. Reviewing key graphical elements and main ideas can also clarify
complex content.
● RIDD Strategy: The Read, Imagine, Decide, and Do (RIDD) strategy can enhance
comprehension by encouraging students to visualize content, make decisions about their
learning, and complete tasks effectively. This method promotes active engagement with
the material and can be adapted for various educational levels.

1. R – Read: "Read the whole passage from start to finish without stopping." This
helps you focus on understanding the entire text instead of just going line by line.
2. I – Imagine: "Picture in your mind what you’ve read." This helps turn the
information into meaningful images or sounds that make it easier to remember.
3. D – Decide: "Think about what you need to do." This could mean figuring out
how to solve a math problem or using a dictionary to understand difficult words.
4. D – Do: "Complete the tasks." This means actually doing the work, whether it’s
solving a problem in math or completing an assignment in science.

Testing Accommodations for Students with Learning Disabilities (LD):

● Challenge: High-stakes testing remains prevalent despite a shift in science education

towards critical inquiry and broad concepts.
● Solution: Students with LD should receive appropriate accommodations to ensure fair
testing of their skills and knowledge.
● Explanation: Extended test time is the most requested accommodation. Educators need
to understand its necessity and appropriateness.

Model for Determining Accommodations:

● Six-step Model: Developed by Ofiesh, Hughes, and Scott (2004), this model helps
decide on extended test time based on:

1. Diagnosis classification

2. Areas of academic struggle

3. Test/course alignment

4. Disability severity

5. Diagnostic scores’ functional impact

6. Unique factors

● Explanation: The model helps educators offer personalized extended time based on
specific diagnostic and functional needs.
Strategies for Standardized Tests:

● Recommendation: Students with LD should preview the entire test before starting to
strategize their time.
● Explanation: Planning can help students manage focus across sections, especially if they
struggle with organization and attention.

Question Types and Strategies:

● Multiple-choice, essay, and true/false: Students should practice different types of

questions and learn strategies for each.
● Explanation: Learning to identify key words and eliminate incorrect answers can
improve performance. Using structured methods like the “five-paragraph” essay
technique can aid in essay writing.

Postsecondary Science Education and LD:

● Increased Enrollment, Low Retention: Although enrollment of students with LD

increased, retention and degree completion lag.
● Explanation: Many LD students drop out early, highlighting the need for better
academic support and accommodations.

Inclusive Pedagogy:

● UDL Approaches: A literature review by Orr and Hammig (2009) identified effective
inclusive strategies, including backward design, multiple presentation methods, inclusive
assessments, and empathetic teaching.
● Explanation: Inclusive teaching strategies help address diverse needs, ensuring better
engagement and success for students with LD.

Backward Design:

● Definition: Pedagogy begins with setting clear learning objectives and goals before
planning lessons and assessments.
● Explanation: This approach helps ensure that all students, including those with LD, can
meet the intended learning outcomes.

1. Difficulties in Lecture-Based Learning: 44% of students with disabilities struggle with

traditional lectures and express the need for visual aids, notes, and other materials to
support their learning.
2. Cognitive Load in Multi-Modal Learning: While presenting content in multiple
formats is beneficial, it may increase cognitive load for students with dyslexia, making
learning more difficult.
3. Universal Design for Learning (UDL): UDL promotes diverse instructional methods
and formats to make learning accessible to all students, addressing different needs.
4. Accessible Pedagogy: This approach focuses on making teaching as inclusive as possible
by using strategies like guided notes (where students fill in lecture details) and the pause
procedure (pausing lectures for discussion), which enhance learning for students with
disabilities.
5. Study Aids: Tools like graphic organizers, reading guides, chapter outlines, and study
guides are effective in helping students improve their comprehension and organization.
6. Writing Assistance: Providing clear assignment instructions, breaking down large
projects into smaller tasks, and giving more preparation time are helpful for students with
learning disabilities.
7. Embedded Writing Support: The integration of course-specific writing support is
recommended, though results can vary depending on the institution’s writing center.
8. Strategy Instruction: Teaching students methods like proofreading, mnemonics, and
organization as learning strategies or accommodations can be effective in supporting
students with learning disabilities.
Case Study: Engaging Students in Science through a Nature Hike: A Case of Two Students
with ADHD

Abstract
Attention-Deficit/Hyperactivity Disorder (ADHD) is increasingly prevalent among elementary
school-aged students, often leading to learning challenges. This case study investigates how
students with ADHD engage with informal science education during a nature hike associated
with the "Over, Under, and Through: Students’ Informal Discover the Environment" program.
We measured learning gains and changes in environmental awareness among fifth-grade
students, focusing on two case studies of students with ADHD. Findings indicate increased
attention and interest in science among these students, suggesting the need for more informal
experiential learning opportunities in science education.

Keywords
ADHD; Engagement; Environmental Science Education; Informal Science Education; Nature
Hike

Introduction

The prevalence of Attention-Deficit/Hyperactivity Disorder (ADHD) in elementary schools

ranges from 5.29% to 7.1% globally, impacting learning and interest in science. Students with
ADHD often face challenges in reading comprehension, academic performance, and
interpersonal relationships. Existing literature highlights their need for tailored learning
environments and accommodations, such as reduced distractions and increased physical activity.

Informal learning environments, characterized by experiential and self-directed learning, have

shown potential in enhancing engagement and learning outcomes. Despite the benefits, only a
limited number of studies have explored how students with ADHD perform in informal
environmental education settings.

Context

This case study examines the experiences of two fifth-grade students with ADHD during a nature
hike designed to foster engagement with environmental science. The hike is part of a broader
educational initiative aimed at encouraging outdoor exploration and scientific inquiry.

Methodology

We engaged 84 fifth-grade students in a nature hike and collected data on learning gains and
changes in environmental awareness. Two students with ADHD were selected for an in-depth
case study analysis, focusing on their experiences, attention levels, and interest in science before,
during, and after the hike.
Findings

Both case study participants exhibited notable increases in attention and interest during the hike.
Observations indicated that the hands-on nature of the experience allowed these students to
engage more deeply with scientific concepts. Post-hike reflections demonstrated improved
content recall and a positive shift in attitudes towards science.

Discussion

The findings align with existing literature that advocates for informal, experiential learning as a
means to enhance engagement among students with ADHD. The nature hike provided a dynamic
learning environment that supported the unique needs of these students, underscoring the
importance of integrating outdoor experiences into science education.

Technology Integration in Learning

Technology is increasingly integral in educational settings, with devices like Apple iPads gaining
popularity for enhancing engagement and interactivity. While research on the impacts of iPad
apps specifically on managing ADHD is limited, some studies suggest that iPad games can
improve comprehension and sustain attention among younger students with ADHD. This study
integrates technology within the informal environmental program—Over, Under, and Through:
Students’ Informally Discover the Environment (OUTSIDE)—to provide underrepresented
fifth-grade students, including those with ADHD, the opportunity to interact with nature and
develop observational skills through a project app.

Purpose of the Study

The study aims to investigate how students with ADHD respond to science learning in nature
through the OUTSIDE program. Our specific research questions include:

1. What learning gains do students demonstrate after participating in OUTSIDE?

2. How do students with ADHD interact with nature, naturalists, and peers during
OUTSIDE?

Methods and Procedures

Using a mixed-methods approach, we collected data from 84 students to measure learning gains
and changes in environmental awareness after participating in the OUTSIDE program. The
program includes three hikes conducted over three semesters (5th through 6th grade). From this
cohort, we selected two male fifth-grade students diagnosed with ADHD: Taylor (Case Study
Participant 1) and Allen (Case Study Participant 2). Both students come from low-income
families in a high-needs district.
Data Collection

Data were collected through various means, including:

● Pre/Post Content Exam: A nine-question exam assessing knowledge of local fauna and
flora was administered before and after the hike.
● Environmental Awareness Questionnaire: A 28-item Likert-style questionnaire
assessed students' environmental awareness before and after the hike.
● Field Notes and Video Recordings: Observations of Taylor and Allen during the hike
were documented through field notes and video recordings to capture their interactions
and engagement.
● Follow-up Interviews: Semi-structured interviews conducted after the hike gathered
insights into students’ experiences, focusing on interactions with nature, peers, and
technology.

Analysis

For the first research question, we used a paired dependent t-test to analyze learning gains from
the pre/post exams and the environmental awareness scores. For the second question, we created
detailed profiles of Taylor’s and Allen’s experiences based on field notes, video data, and
interview responses, employing an inductive coding approach to identify emergent themes.

Results

Learning gains among all students showed an increasing trend, particularly notable during the
third semester. However, no significant differences were found in environmental awareness
scores across all participants post-hike. Taylor and Allen each answered one additional question
correctly after the first semester, reflecting a consistent pattern of knowledge acquisition with
their peers.

Case Study Findings

Taylor: Initially reserved, Taylor gradually engaged more as the hike progressed. He
demonstrated curiosity about specific organisms and showed a preference for documenting
observations rather than directly interacting with the environment. Post-hike, Taylor expressed
excitement about his experiences and valued the iPad for note-taking.

Allen: Energetic and eager, Allen actively engaged with the environment, frequently picking up
specimens and asking questions. He demonstrated attentiveness and participation, with his
interest sometimes distracting him from group discussions. After the hike, he could recall various
sounds and activities from the experience, highlighting his positive engagement.

Discussion and Conclusions

This study demonstrates that informal, experiential learning environments like OUTSIDE
significantly enhance engagement and learning among students with ADHD. The nature hike
facilitated active participation, enabling both Taylor and Allen to engage meaningfully with their
surroundings and retain knowledge over time. Their experiences illustrate the potential for
outdoor education to foster positive attitudes toward science, particularly among students who
may struggle in traditional classroom settings.

The integration of technology, such as iPads, further enriched their learning experience,
providing tools for documentation and engagement. As both students expressed interest in future
nature hikes, it underscores the effectiveness of hands-on, outdoor educational experiences in
maintaining enthusiasm for science.

Recommendations

● Expand the use of informal, experiential learning opportunities in science curricula,

especially for students with ADHD.
● Investigate the long-term impact of technology-enhanced informal learning experiences
on student engagement and knowledge retention.
● Explore strategies for integrating informal learning techniques into traditional classroom
settings to support diverse learners.

Future Research Directions

Further studies should aim for larger-scale analyses of learning gains and engagement across
multiple semesters. Additionally, research could explore leveraging mobile technology within
conventional educational frameworks to replicate the benefits observed in outdoor settings.

Case study: Tongue-drive wheelchair works better than sip-and-puff system

A new assistive technology called the Tongue Drive System (TDS) has shown promising results
in enhancing mobility and independence for people with tetraplegia, outperforming the widely
used sip-and-puff wheelchair control system. Below are the key points from the research:

Overview of the Tongue Drive System (TDS)

● How it works: Users wear a magnetic tongue stud, which communicates with sensors on
a headset to translate tongue movements into commands.
● Capabilities: The system can execute up to six commands and functions similarly to a
joystick for controlling a wheelchair or computer.

Comparison with Sip-and-Puff Technology

● Performance: In clinical trials, individuals with tetraplegia were able to control
wheelchairs three times faster with the TDS than with the sip-and-puff system, with no
reduction in accuracy.
● User Preference: Subjects overwhelmingly preferred TDS over their previous assistive
technologies, citing improved control and a more intuitive experience.

Study Findings and Benefits

● The TDS offers a smoother and more natural interaction with the environment compared
to sip-and-puff systems, enhancing quality of life.
● The research involved 11 individuals with tetraplegia and able-bodied participants, with
both groups showing significant improvement during the trials.
● Quick learning curve: Even with only one day of use per week, users demonstrated rapid
progress between sessions.

Clinical and Research Implications

● Lead Institutions: The study involved scientists from Georgia Tech, Northwestern
University, the Shepherd Center in Atlanta, and the Rehabilitation Institute of Chicago.
● Publication: Results were published in Science Translational Medicine on November 27.
● The research was funded by the National Institute of Biomedical Imaging and
Bioengineering and the National Science Foundation.

Future Directions

● Further testing will explore the system’s effectiveness in real-world settings outside of
labs and hospitals.
● The startup Bionic Sciences, founded by Maysam Ghovanloo from Georgia Tech, is
working to commercialize the technology.

User Impact and Testimonials

Jason DiSanto, who has been paralyzed since 2009, expressed hope that using TDS outside the
hospital will increase his independence. He noted that TDS makes adaptive equipment less
intrusive, as there is no need for a straw constantly in front of the user’s face.

The Tongue Drive System holds significant promise for people with mobility impairments by
offering faster, more discreet, and easier-to-use assistive technology. Researchers are optimistic
about its potential to improve everyday life for people with disabilities.
REFERENCES:

● Moon, Todd, Morton, Ivey (2012). Accommodating Students with Disabilitie in Science,
Technology, Engineering, and Mathematics (STEM)
● https://mobilitymgmt.com/the-tongue-drive-system/
● https://www.unicef.org/ukraine/en/stories/eye-tracking-tech-helps-children-with-disabiliti
es
● https://cumming.ucalgary.ca/research/pediatric-bci/bci-program/what-bci#:~:text=A%20b
rain%20computer%20interface%20
● https://www.researchgate.net/publication/332829741_Engaging_Students_in_Science_thr
ough_a_Nature_Hike_A_Case_of_Two_Students_with_ADHD?fbclid=IwZXh0bgNhZW
0CMTEAAR3rktZAlVkoR2PrHTYDUFaNoPPw53ICt1Np_TmBlcjc-XKH8mZz8z_Hok
c_aem_bJ2242MF9oXOKvTXmBk5PA
● https://www.sciencedaily.com/releases/2013/12/131203141834.htm?need_sec_link=1&se
c_link_scene=im&fbclid=IwZXh0bgNhZW0CMTEAAR0O3UYn-ZPLFnOXKi7WPOK
-SbGd8Qow4nfFUCFXvwAolk2huBkpdIMFkTw_aem_NRX19Qu0lGj3-oYPTwbQ1A