As individuals with long-term disabilities and other older adults face declines in health and function, there is a greater need for Assistive technology (AT) or Assistive devices and environmental interventions (EI) to help them maintain their independence and community participation. These aids can help older adults and individuals with disabilities function in work, home, recreational, and other community settings as they encounter age related or disability related changes. ‘Assistive technology refers to products, devices or equipment that are used to maintain, increase or improve the functional capabilities of people with disabilities. A thorough assessment of the individual’s preferences and needs must be conducted before an Assistive device is obtained. If one type of device is inadequate to meet an individual’s needs, it should not be assumed that there are no viable alternatives. Individuals’ use of AT and the type of technology used may change over time or as they age. Low-tech aids, such as canes or walkers, or high-tech aids, such as manual or power wheelchairs or scooters, are used to help individuals achieve mobility. Assistive Technologies to aid in communication currently range from low-tech devices such as books to high-tech, augmentative communication devices, which are computers. Computer technology can help individuals become more independent and can enhance their ability to overcome a wide range of limitations.Accessibility can involve more than architectural structure. AT for use in the environment can also increase individuals’ ability to function within their environment. Advancements in AT will occur in the technology itself, the services associated with the technology, and in the government policies and programs relative to AT. There will more widespread use of universal design, with less special-purpose AT required.

Objectives: Children with disabilities need Assistive technology (AT) to explore their surroundings, participate in social activities, and gain developmental skills. This study aimed to assess AT needs and barriers to access it for these children.  Methods: The study participants comprised 217 children with disabilities aged 6-12 years, randomly selected from the registration list of Chaharmahal and Bakhtiari Welfare Organization, Chaharmahal and Bakhtiari Province, Iran, in 2022. After obtaining informed consent from their parents, study data were gathered by phone interview using the rapid assessment of AT (rATA) tool of the World Health Organization (WHO). Results: Among the 217 participants, 108(49.8%) used AT devices, and 102(47%) had unmet needs. Of the 55 AT devices named in the rATA, only 14 were used by the children. The most commonly used devices were hearing aids, glasses, and wheelchairs. Unmet needs of ‘chairs for bath/toilet,’ ‘wheelchairs,’ and ‘therapeutic footwear’ accounted for 50% of 132 unmet AT needs. The most common reasons for lacking AT were lack of financial resources (52%) and knowledge about AT devices (30.1%). Most clients were satisfied with AT-use training (92.3%), but only 20.2% were satisfied with AT device repair services. Discussion: This study highlights the need to improve AT device repair services, overcome financial challenges, and increase parental knowledge about AT devices as the most prevalent barriers to using AT devices. Developing a child-specific version of the rATA tool that includes questions about education and play engagement AT needs is suggested for better estimation of AT needs for children with disabilities in the future.

Specific learning disabilities is neurodevelopmental disorder that maintained influences the academic learning. Various interventional approaches have been used to help of this groups. In recent years assertive technology is one of the most important approaches in this area. The aim of the current research was to study the application of Assistive technology in specific learning disabilities area. In the same vein a systematic review study method with use of Assistive technology key words includes: Assistive technology, Instructional technology, Learning technology about specific learning disabilities includes Learning Disability, Specific Learning Disabilities, Reading disorders or Dyslexia, Dysgraphia or written expression and Dyslexia, and Dyscalculia from web the Data ( Pupmed, Springer, ProQuest, Scopus, Elsevier, Science direct, Google Scholar, Magiran), between1995-2017 was conducted in accordance with research objectives to executed current study. Results revealed that among 52 selected research papers about applying Assistive technology in specific learning disabilities areas written expression has the highest frequency (26). Application of Assistive technology in mathematic (17) and reading (12) disorders have been carry out. In the same vein, experimental studies (with 79%) are the most frequent among different types of studies. instructional software (with 29 frequency) the most used for individuals with specific learning disabilities. Word processing software (with 6 frequency), Speech recognition technology (with 6 frequency), Word prediction software (with 5 frequency), Speech-to-Text Software, Text-to-Speech Software, Spelling checkers and Organizational and design tools (which of them with 3 frequency), Internet based technology and Dictionary are respectively in the next priority.

Background and Purpose: Autism spectrum disorder is a complex neurodevelopmental condition that influences different functions of the individual. Several interventional approaches have been used to help this group of individuals. Present study aimed to systemically review the rehabilitation of autism spectrum disorder through Assistive technology. Method: Searching the keywords of Assistive technology, educational technology, and learning technology in the context of autism spectrum disorder in the specialized national and international research databases of years 1993 to 2017, the information concerning the research objective were collected and then analyzed. Results: Single-case research design has the highest frequency in all types of research (48 %). Most of the 48 research articles selected in the context of improving the cognitive skills and behavioral skills were related to the application of social Assistive technology for individuals with autism spectrum disorder (each with a frequency of 11 %). Among the technologies applied, the educational software used for autism spectrum disorder was of the highest frequency (17 %). Centers for exceptional children and combined use of several training settings were the most applied training settings (33% in total). In addition, individualized assessment, family involvement, and ongoing support were studied in 25, 21, and 16 % of the articles, respectively. Results of most researches revealed the positive effectiveness of Assistive technology for autism spectrum disorder. Conclusion: The complementary role of Assistive technology including video modeling, virtual reality, picture exchange communication system, and humanoid robot for rehabilitation, is the main factor explaining their use for individuals with autism spectrum disorder. Results of different studies indicate that design of Assistive technology programs in the arena of developmental disabilities and assessment of their effectiveness on the individuals with autism spectrum disorder in Iran is necessary.

Objective: The current research aimed to study the application of Assistive technology in sever and multiple disabilities area. Method: for this purpose, we used Assistive technology related key words including: Assistive technology, instructional technology, and learning technology in sever and multiple disabilities, and from web the Dada of Iran and World, between 1996-2019 was conducted in accordance with the research objectives to execute current study. Results: The results revealed that among selected research papers, the researches on the application of Assistive technology in multiple disabilities have the highest frequency (33), and application of Assistive technology in orthopedic impairments (17), deaf blindness disorder, and traumatic brain injury have been investigated 4, 2, and 1 times, respectively. All of the mentioned of researches have single-subject designs. micro switch technologies (with 16 frequencies) the most used for individuals with multiple disabilities. combination of software programs and micro switch technology (with 9 frequencies), software programs (with 7 frequencies), social communication technologies (with 6 frequencies), combination of social communication technologies and micro switch technology (with 2 frequencies) are respectively in the next priority. the rehabilitation or exceptional centers (in 50% of researches) are the most widely used training setting in carry out researches. in addition, individualized assessment prior Assistive technology selection (in 37. 50% of studies), family involvement (in 80% of studies), and ongoing support for subjects (in 90% of studies) has been studied. the results of all studies have indicate that there is a positive effect of Assistive technology on multiple disabilities. Conclusion: the most of evidence-based practice research support toward Assistive technology and its effects on persons with multiple disabilities. the application and using technology can help persons with multiple disabilities in promote academic learning, social skills, and independent living. in Iran developing an Assistive technology programs in multiple disabilities areas and studding its effectiveness on these groups are needed.

Objective The global demand for Assistive technology (AT) is extensive, with over 2. 5 billion people requiring one or more Assistive devices. This number is expected to increase to 3. 5 billion by 2050. AT empowers individuals to enjoy a healthy, productive, and independent life. It has become a global priority, recognizing the importance of improving access to AT for those in need. Accurate measurement of the demand and accessibility of these technologies is crucial for effective action in this area. The World Health Organization (WHO) has developed the rapid Assistive technology assessment tool (rATA) to address this need. This tool serves to measure the utilization and requirement of AT among populations. This study aims to introduce and explain the steps taken to translate the rATA tool and examine its face validity in Iran.   Materials & Methods After receiving authorization from WHO, the English version of rATA was translated into Persian by two proficient experts in rehabilitation. Subsequently, a backward translation was conducted by two experts who were fluent in both Persian and English. Following a consensus on the resulting version, an expert panel comprising seven professionals in rehabilitation and health was established to validate the face validity of the Persian version. Necessary modifications were implemented based on their feedback and approval. Results The Persian version of the rATA consists of seven sections and 42 questions. These sections include preliminary information/administrative survey data, demographics, AT need assessment, supply and demand, satisfaction, recommendations, surveyor’s comments, and post-survey administration. As per the expert committee’s decision, an additional question was incorporated into the preliminary information section, and the answer choices now include an option for further AT providers. Conclusion The Persian version of the rATA serves as a valuable tool for gathering data on the demand and accessibility of AT within the Iranian context. These data can aid decision-makers and policymakers in devising strategies to enhance access to AT, ultimately contributing to the goal of achieving universal health coverage. Furthermore, due to its potential for global applicability, the rATA questionnaire can be utilized for inter-country comparisons, providing insights into Iran’s status regarding access to AT. Additionally, it can serve as a reliable platform for policy learning, facilitating the exchange of reliable and evidence-based policies among different countries.

Objectives: The purpose of this study is to examine the use of Assistive technology, social support in everyday life and psychological existential orientation for individuals with physical disabilities.Methods: Forty-six elderly persons with physical disabilities (aged 73.7±10.6 years, range 53-93 years) were examined with regard to the use of Assistive technology, social support in everyday life and psychological existential orientation by an extensive questionnaire set (questionnaire for Assistive technology (AT-24), questionnaire for social support (F-SOZU-K-22) and Brief Symptom Inventory (BSI).Results: The subjects stated that they needed aid and social support in order to carry out their daily indoor/outdoor activities (for e.g. dressing, having a bath / shower, using toilet, eating, going up / down the stairs, shopping, or going out). The most commonly used mobility aid was the walking frame that accounted for 61.9%, followed by the walking stick with 40.5% and a bathtub lift with 21.4%. The results also showed the psychopathological symptoms in the sample.Discussion: Assistive technologies together with the support of relatives and care services help people to cope with a variety of activities in their daily lives with fewer restrictions. The effectiveness of the aids differs between participants because it depends on several factors such as health, knowledge, and information about aids, as well as the appropriate selection of aids.

Background: The coronavirus disease 2019 (COVID-19) pandemic has impacted all segments of society, but it has posed particular challenges for the inclusion of persons with disabilities, those with chronic illness and older people regarding their participation in daily life. These groups often benefit from Assistive technology (AT) and so it is important to understand how use of AT may be affected by or may help to mitigate the impacts of COVID-19. Objective: The objectives of this study were to explore the how AT use and provision have been affected during the initial stages of the COVID-19 pandemic, and how AT policies and systems may be made more resilient based on lessons learned during this global crisis. Methods: This study was a rapid, international online qualitative survey in the 6 United Nations (UN) languages (English, French, Spanish, Russian, Arabic, Mandarin Chinese) facilitated by extant World Health Organization (WHO) and International Disability Alliance networks. Themes and subthemes of the qualitative responses were identified using Braun and Clarke’ s 6-phase analysis. Results: Four primary themes were identified in in the data: Disruption of Services, Insufficient Emergency Preparedness, Limitations in Existing technology, and Inadequate Policies and Systems. Subthemes were identified within each theme, including subthemes related to developing resilience in AT systems, based on learning from the pandemic. Conclusion: COVID-19 has disrupted the delivery of AT services, primarily due to infection control measures resulting in lack of provider availability and diminished one-to-one services. This study identified a need for stronger user-centred development of funding policies and infrastructures that are more sustainable and resilient, best practices for remote service delivery, robust and accessible tools and systems, and increased capacity of clients, caregivers, and clinicians to respond to pandemic and other crisis situations.

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.