Suchergebnisse

For a country such as Japan where higher education is historically and widely esteemed, the visually-impaired community's incongruous departure from the university route to a vocational one is considered in relation to post-school choices. The predominance of the riryoka vocation for the visually-impaired (VI) largely influences perception of employment pragmatics, even to the extent of those VI students aspiring for university. Higher education then appeals more to the need to 'follow one's dream' and to 'experience a new environment' – a less direct link to enhancing employability.

Two groups of visually impaired (VI) students in Britain confronting post-school transition are considered. One group aspires to enter university, the other group has decided on vocational training. Positive image, employment pragmatics and the notion of 'something extra' are contributing factors shaping VI students in their post-school choices. Underlying these influences is a determination to ensure employability is achieved at the completion of their chosen post-school path.

AbstractImproving the safety of autonomous vehicles (AVs) by making driving decisions in accordance with traffic rules is a complex task. Traffic rules are often expressed in a way that allows for interpretation and exceptions, making it difficult for AVs to follow them. This paper proposes a novel methodology for driving decision making in AVs based on defeasible deontic logic (DDL). We use DDL to formalize traffic rules and facilitate automated reasoning, allowing for the effective handling of rule exceptions and the resolution of vague terms in rules. To supplement the information provided by traffic rules, we incorporate an ontology for AV driving behaviour and environment information. By applying automated reasoning to formalized traffic rules and ontology-based AV driving information, our methodology enables AVs to make driving decisions in accordance with traffic rules. We present a case study focussing on the overtaking traffic rule to illustrate the usefulness of our methodology. Our evaluation demonstrates the effectiveness of the proposed driving decision-making methodology, highlighting its potential to improve the safety of AVs on the road.

This paper provides a speculative, conceptual and literature-based review of the relationship between disability and new technologies with a specific focus on inclusive education for disabled people. The first section critically explores disability and new technologies in a time of Industry 4.0. We lay out some concerns that we have, especially in relation to disabled people's peripheral positionality, when it comes to these new developments. The second section focuses on the area of inclusive education. Inclusion and education are oftentimes in conflict with one another. We tease out these conflicts and argue that we cannot decouple the promise of new technologies from the challenges of inclusive education, because, in spite of the potential for technological mediation to broaden access to education, there remains deep-rooted problems with exclusion. The third section of our paper explores affirmative possibilities in relation to the interactions between disability and new technologies. We draw on the theoretical fields of Science and Technology Studies; Critical Disability Studies; Assistive and Inclusive Technologies; Collaborative Robotics, Maker and DIY Cultures and identify a number of key considerations that relate directly to the revaluing of inclusive education. We conclude our paper by identifying what we view as pressing and immediate concerns for inclusive educators when considering the merging of disability and technology, accessibility and learning design.