Augmented reality: a view to future visual supports for people with disability

Background: Augmented reality (AR) technologies may provide immersive visual supports that foster active user engagement in activities. However, there is little research examining the use of AR as a visual support to guide its use in research or therapy settings.Aims: To investigate the development and use of AR for delivering visual supports in an immersive environment, using the Microsoft® HoloLens2® and Microsoft® Dynamics 365 Guides® software.Method: In a duo-ethnography, two speech-language pathologists who were novice users of the HoloLens2®, examined the affordances of the device for potential use in future research with people with neurodevelopmental disability. In a proof-of-concept study, an AR application was designed by the first author and used by two researchers in a duo-ethnography. The first and second author tested the AR guide and reflected on opportunities and barriers to further use of AR technology, specifically the HoloLens2®, to support people with disability to participate and be included in meaningful activities.Results: The guide created provided situated visual instructions, video models, and holographic symbols to direct the second author in making of a cup of tea. While a moderate level of technological literacy was needed to establish and install a guide, effective use could be established with minimal training.Discussion & conclusions: AR guides offer a situated and integrated means of providing visual support to people with disabilities. This proof-of-concept study justifies further testing and evaluation of AR as an assistive technology for people with neurodevelopmental disability.IMPLICATIONS FOR REHABILITATIONEmerging immersive Augmented Reality technology provides new opportunities to create integrated visual supports that function within the user's environment to enable active participation in activities and interactions.Visual supports integrated with the user's environment may better support people with disability to actively engage and attend to objects and to their communication partners.While new and emerging technologies like Augmented Reality are largely untested for disability support, they offer opportunities to enable participation in independent activities.

Exploring the feasibility of the visual language in autism program for children in an early intervention group setting: views of parents, educators, and health professionals

OBJECTIVE

To explore the views of key stakeholders on using visual supports for children with developmental disabilities in early intervention group settings. Specifically, this study aimed to determine stakeholders' views on the barriers to and facilitators for the use of visual supports in these settings to inform the feasibility of implementing an immersive Visual Language in Autism program.

METHODS

This study involved three focus groups of parents, educators, and health professionals at one Australian early intervention group setting.

RESULTS

Lack of time, limited services, negative attitudes in society, and inconsistent use were cited as common barriers to using visual supports. Facilitators included having access to information and evidence on visual supports, increased awareness of visual supports, and the use of mobile technologies.

CONCLUSION

The Visual Language in Autism program is feasible in early intervention group settings, if barriers to and facilitators for its use are addressed to enable an immersive visual language experience.