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dc.contributor.advisorNeuwirth, Lorenz
dc.contributor.advisorMukherji, Runi
dc.contributor.advisorPark, Lillian
dc.contributor.authorChanl, Anders
dc.contributor.authorMcCabe, Katherine
dc.contributor.authorThomas, Sharon
dc.contributor.authorAlbanese, Nicole
dc.contributor.authorColmone, Sabrina
dc.contributor.authorFreitas, Rui
dc.date.accessioned2017-07-11T17:18:27Z
dc.date.available2017-07-11T17:18:27Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/1951/69322
dc.description.abstractThe National Center for Education Statistics (NCES) 2011-2012, reported that 11% of undergraduate students are identified as having a disability (i.e., 38% are enrolled in 2year vs 9.8% at 4-year institutions). Students with disabilities require support services such as accommodative technologies. However, little data exist on whether or not such technologies are sensitive to accommodating individual needs, that are tailored to specific or having multiple disabilities. There are five main categories describing students with disabilities: 1) learning disabilities (LD), 2) emotional/psychiatric conditions (EPC), 3) orthopedic/mobility impairments (EMI), 4) attention deficit/hyperactivity disorders (AD/HD) and 5) health impairments (HI). However, most data do not include students with multiple disabilities (MD), which is the most frequent and underserved. The literature lacks studies: 1) investigating the cognitive processing in people with multiple disabilities 2) whether technologies given to these students are beneficial; and 3) what are the educational outcomes in using such technologies. The study determined whether assessing student's visual processing abilities (i.e., eye gaze) through a 10-minute Flanker Task could be used as a predictive diagnostic tool to screen students with disabilities. The research protocol employed a triple blind procedure. Results indicate that visual eye gaze technology can detect and characterize visual processing differences in populations with LD, EPC, EMI, AD/HD, HI, and MD. Our future goal is to characterize and assess the needs of different groups of students with disabilities to identify which visual-based accommodative technologies available at our college are best matched to address their educational needs (SUNY-OW Faculty Development Grant).en_US
dc.description.sponsorshipLorenz Neuwirth, Runi Mukherji, Lillian Parken_US
dc.language.isoen_USen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectVisual Eye Trackingen_US
dc.subjectFlanker Tasken_US
dc.subjectEye Gazeen_US
dc.subjectStudents with Disabilitiesen_US
dc.subjectVisual-based Accommodationsen_US
dc.subjectNeuropsychologyen_US
dc.titleValidating Visual Eye Tracking Technology to Assess Accommodative Technology for Students with Disabilities in Undergraduate Educationen_US
dc.typeLearning Objecten_US
dc.typePresentationen_US


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  • Student Research [14]
    Select student presentations from the annual SUNY Undergraduate Research Conference (SURC)

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Attribution-NonCommercial-NoDerivs 3.0 United States
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