Handicapped vs Disabled: Understanding the Terminology in Modern Society

31/07/2024 by Author

Understanding Disability and Handicap

Disability and handicap are key terms in discussing limitations and barriers faced by individuals. These concepts have changed over time and impact how society views and supports people with different abilities.

Definitions and Distinctions

A disability is a physical, mental, or sensory condition that limits a person’s activities. It can be present from birth or happen later in life. Examples include blindness, deafness, and mobility issues.

A handicap is a barrier in the environment that makes it hard for someone with a disability to do things. It’s not about the person, but about how the world around them is set up. Stairs can be a handicap for someone who uses a wheelchair.

The main difference is that disability is about the person, while handicap is about outside factors.

Historical Evolution of Terms

In the past, words like “crippled” or “invalid” were common. These terms were hurtful and focused on what people couldn’t do. Over time, language has changed to be more respectful.

The word “handicapped” became popular in the mid-1900s. It was seen as better than older terms. But many people didn’t like how it made disability sound like a disadvantage.

Now, “person with a disability” is preferred. This puts the person first, not their condition. It shows that disability is just one part of who someone is.

The social model of disability is a new way of thinking. It says that society creates barriers for people with disabilities. These barriers can be physical, like buildings without ramps. They can also be attitudes, like thinking people with disabilities can’t work.

This model focuses on removing these barriers. It’s about making society more inclusive for everyone. Instead of trying to “fix” people, it aims to fix the environment.

The social model has led to changes in laws and policies. It has helped create more accessible spaces and services. It has also changed how people think about disability.

Types of Disabilities and Handicaps

A group of diverse symbols representing various disabilities and handicaps arranged in a circle

Disabilities and handicaps come in many forms. They can affect a person’s body, senses, mind, or emotions. Some are present from birth, while others develop later in life.

Physical Impairments

Physical impairments limit a person’s movement or body function. They can affect mobility, dexterity, or strength. Common examples include:

• Spinal cord injuries • Cerebral palsy • Arthritis • Muscular dystrophy • Amputations

People with physical impairments may use wheelchairs, crutches, or prosthetic limbs. They might need help with daily tasks like dressing or eating.

Some physical conditions are not always visible. Chronic pain or fatigue can limit a person’s abilities without being obvious to others.

Sensory Disabilities

Sensory disabilities affect one or more of the five senses. The most common are:

• Blindness or low vision • Deafness or hearing loss

These conditions can range from mild to severe. A person might be legally blind but still have some sight. Someone who is hard of hearing may use hearing aids.

Other sensory disabilities include:

• Loss of smell or taste • Reduced sense of touch

People with sensory disabilities often use adaptive tools. These might include braille books, sign language, or screen readers.

Cognitive and Intellectual Disabilities

Cognitive disabilities affect a person’s ability to learn, remember, or process information. They can impact:

• Memory • Problem-solving skills • Attention span • Reading, linguistic, and verbal comprehension

Intellectual disabilities involve below-average intelligence and limited adaptive skills. They’re often present from childhood.

Examples of cognitive and intellectual disabilities include:

• Down syndrome • Autism spectrum disorders • Traumatic brain injuries • Learning disabilities like dyslexia

People with these conditions may need extra time to learn new skills. They might benefit from simplified instructions or visual aids.

Emotional and Psychological Conditions

Mental health conditions can also be disabling. They affect a person’s thoughts, feelings, and behaviors. Common examples are:

• Depression • Anxiety disorders • Bipolar disorder • Schizophrenia

These conditions can make it hard to work, socialize, or do daily tasks. They may come and go or be long-lasting.

Treatment often includes therapy and medication. Some people with mental health disabilities need ongoing support to manage their symptoms.

Language, Labels, and Identity

A person holding two signs: one saying "handicapped" and the other "disabled." Labels hang in the air, emphasizing the impact of language on identity

Words shape how people view disability. The terms we use can affect self-image and social attitudes. Different groups prefer various labels to describe themselves.

Person-First vs. Identity-First Language

Person-first language puts the person before the disability. It says “person with autism” instead of “autistic person.” This aims to see the whole person, not just their condition.

Identity-first language uses the disability as a descriptor. Some people prefer this. They see their disability as a key part of who they are. For example, many deaf people call themselves “Deaf” with a capital D.

Both approaches have supporters. The best choice often depends on personal preference.

Impact of Language on Self-Esteem and Society

Words can boost or harm self-esteem. Positive terms may help people feel valued. Negative labels can lead to poor self-image.

Language also shapes how society views disability. Respectful terms can promote inclusion. Offensive words can reinforce stereotypes.

Media and public figures play a big role. Their word choices can spread to many people. This affects attitudes on a large scale.

Terminology Preferences and Controversies

Different groups prefer different terms. Some find “handicapped” offensive. Others dislike “disabled.” Many now use “person with a disability.”

Some terms spark debate. The word “special” is seen as patronizing by some. Others find it positive.

Cultural differences matter too. A term accepted in one country may offend in another.

It’s best to ask individuals what they prefer. Respect their choices. Be open to learning and changing your language.

Exploring Accessibility and Inclusion

A wheelchair-accessible ramp leads to a building entrance, with signage indicating accessibility. A diverse group of people move freely around the space

Accessibility and inclusion are key to creating a society where everyone can participate fully. These concepts aim to remove barriers and provide equal opportunities for people with disabilities in various aspects of life.

Barriers to Accessibility

Physical barriers often limit access for people with mobility impairments. Stairs, narrow doorways, and lack of ramps can make buildings hard to enter. Public transport may not have wheelchair spaces or accessible stops.

Digital barriers exist too. Websites without screen reader support exclude blind users. Videos without captions leave out deaf viewers. Complex layouts can confuse people with cognitive disabilities.

Attitudinal barriers are less visible but just as harmful. Prejudice and stereotypes about disabilities can lead to discrimination in education and jobs.

Universal Design Principles

Universal design makes spaces and products usable by all people. It benefits everyone, not just those with disabilities.

Key principles include:

Equitable use
Flexibility
Simple and intuitive design
Perceptible information
Tolerance for error
Low physical effort
Size and space for approach and use

These ideas guide the creation of inclusive environments. They help remove disadvantages faced by people with disabilities.

Inclusive Education and Employment

Inclusive education means all students learn together. Schools provide accommodations like extra time on tests or assistive technology. This approach helps students with disabilities reach their full potential.

In the workplace, employers are making changes too. Flexible hours, modified equipment, and remote work options create more opportunities. These accommodations allow people with disabilities to contribute their skills and talents.

Job training programs are becoming more inclusive. They teach skills that match current job market needs. This helps increase employment rates for people with disabilities.

Advocacy and Legal Aspects

Advocacy groups play a big role in promoting disability rights. They push for better laws and policies. These groups also raise public awareness about disability issues.

Laws protect the rights of people with disabilities. In the U.S., the Americans with Disabilities Act bans discrimination. It requires reasonable accommodations in work and public spaces.

Many countries have similar laws. They cover areas like education, employment, and access to services. These legal protections help create a more inclusive society.

Policies continue to evolve. New laws address emerging issues like digital accessibility. Ongoing advocacy ensures that the rights of people with disabilities stay in focus.

Societal Perspectives and Stigmas

Views on disabilities have changed over time. People now see disabilities differently than in the past. This affects how society treats those with disabilities.

Society’s views on disabilities have shifted. In the past, people with disabilities faced more discrimination. Now, there’s more focus on inclusion and equal rights. Laws protect people with disabilities from unfair treatment. Schools and workplaces make changes to help everyone take part.

Many now see disability as a social construct. This means society creates barriers, not the person’s condition. For example, a person who uses a wheelchair faces problems with stairs, not their mobility.

People are learning to see the person first, not the disability. This helps reduce stigma and promotes respect.

Role of Media and Representation

TV shows and movies now include more people with disabilities. This helps change how society sees them. When media shows people with disabilities in positive ways, it fights stereotypes.

Stories about real people with disabilities inspire others. They show what people can achieve. Sports events for people with disabilities get more attention now. This helps people see their skills and strength.

But some shows still use outdated ideas about disabilities. They might show pity or make the person seem helpless. This can hurt how people see disabilities in real life.

Confronting Stereotypes and Stigmas

Many wrong ideas about disabilities still exist. Some think all disabilities are visible. Others assume people with disabilities can’t work or live on their own. These ideas are often not true.

To fight these ideas, education is key. Learning about different disabilities helps people understand better. Meeting people with disabilities can change minds too.

Some words about disabilities have negative meanings. People are trying to use more respectful language. This helps reduce stigma and shows more understanding.

Self-advocacy groups speak up for their rights. They work to change laws and attitudes. This helps create a more inclusive society for everyone.

Americans with Disabilities Act Handicapped Parking Requirements: Essential Guidelines for Compliance

25/07/2024 by Author

The Americans with Disabilities Act (ADA) sets rules for handicapped parking spaces. These rules help make sure people with disabilities can access buildings and services.

Accessible parking spaces must be provided by state and local governments, businesses, and non-profit groups when they have parking lots or garages. The ADA tells them how many spaces they need and where to put them.

The ADA parking rules cover things like the number of spaces, their size, and their location. They also talk about signs and access aisles. These rules aim to make life easier for people with disabilities.

ADA Compliance and Regulations

The Americans with Disabilities Act (ADA) sets specific rules for handicapped parking. These regulations ensure equal access and protect the rights of people with disabilities.

Understanding ADA

The ADA is a civil rights law that bans discrimination against people with disabilities. It covers many areas of public life, including parking.

The law requires businesses and governments to provide accessible parking spaces. These spaces must meet certain size and location standards.

ADA rules apply to both new and existing parking lots. Older lots may need updates to comply with current standards.

Role of the Department of Justice

The Department of Justice (DOJ) enforces ADA regulations. It provides guidance on how to follow the law.

The DOJ can investigate complaints about ADA violations. It may take legal action against those who don’t comply.

The department also offers technical help. This includes answering questions and explaining the rules.

2010 Standards for Accessible Design

The 2010 ADA Standards updated the rules for accessible design. These standards cover parking space requirements.

Key points include:

Minimum number of accessible spaces
Van-accessible space requirements
Proper signage and markings

The standards also address access aisles, curb ramps, and routes to building entrances. They aim to make parking lots safe and usable for everyone.

Design Requirements for Accessible Parking

Accessible parking spaces must meet specific design standards to ensure they are usable for people with disabilities. These standards cover layout, van accessibility, and proper marking.

Parking Lot Layout

Accessible parking spaces must be located on the shortest route to building entrances. They need a level surface that is firm, stable, and slip-resistant. The spaces should be at least 96 inches wide.

An access aisle next to each space is required. For car spaces, this aisle must be at least 60 inches wide. The access aisle can be shared between two parking spaces.

Accessible spaces must make up a certain percentage of total parking:

1-25 total spaces: 1 accessible space
26-50 total spaces: 2 accessible spaces
51-75 total spaces: 3 accessible spaces

Van-Accessible Parking

Van-accessible parking spaces need extra room. They must be at least 132 inches wide with a 60-inch access aisle. Or, they can be 96 inches wide with a 96-inch access aisle.

One in every six accessible spaces must be van-accessible. These spaces need 98 inches of vertical clearance for lift-equipped vans.

Van-accessible spaces should be clearly marked with “van accessible” signs. This helps van users find appropriate spots easily.

Marking and Identification

All accessible parking spaces must be clearly marked. This includes painting the International Symbol of Accessibility on the pavement. The symbol is a blue and white icon of a person using a wheelchair.

Signs must be posted at the front of each space. These signs should be at least 60 inches high. This height ensures they’re visible even when a vehicle is parked in the space.

The signs must show the International Symbol of Accessibility. “Van Accessible” should be added to signs for van spaces. Some areas may require additional text about fines for misuse.

Spaces and access aisles should have clear, high-contrast boundaries. Blue or white lines are common for marking these areas.

Accessibility and Location Criteria

Accessible parking spaces must meet specific requirements for placement and design. These criteria ensure people with disabilities can easily reach their destinations.

Proximity to Entry Points

Accessible parking spaces must be located on the shortest accessible route to the building’s accessible entrance. This rule applies to both parking lots and garages.

In facilities with multiple entrances, accessible spaces should be spread out near each accessible entrance. This setup reduces travel distance for people with mobility issues.

For medical facilities, accessible spaces must be closer to specialized units like cardiology or orthopedics. This placement helps patients who may have difficulty walking long distances.

Accessible Routes to Facilities

An accessible route connects parking spaces to the facility entrance. This path must be clear of obstacles and have a firm, stable surface.

The route should be at least 36 inches wide. It needs to accommodate wheelchairs and other mobility devices.

Curb ramps are required where accessible routes cross curbs. These ramps should have a gentle slope and non-slip surfaces.

The path must be well-lit and free from overhanging objects. This design helps people with visual impairments navigate safely.

Vertical Clearance

Van-accessible parking spaces need higher vertical clearance than standard spaces. The minimum height is 98 inches.

This extra height allows for van-mounted wheelchair lifts to operate safely. It also provides space for roof-mounted wheelchair carriers.

In parking garages, clear signage must indicate areas with sufficient vertical clearance. This helps drivers of adapted vehicles find suitable spaces.

For outdoor lots, tree branches and other overhead obstructions must be trimmed. This maintenance ensures the required clearance is always available.

Allocation and Number of Accessible Parking Spaces

The Americans with Disabilities Act (ADA) sets rules for accessible parking spaces. These rules cover how many spaces are needed and where to put them. Parking lots must have enough spaces for people with disabilities.

Calculating Minimum Requirements

The number of accessible parking spaces depends on the total parking spots. For every 25 spaces, at least one must be accessible. Bigger lots need more. A lot with 76-100 spaces needs 4 accessible spots.

For very large lots, the ratio changes. A lot with 501-1000 spaces needs 2% accessible. Over 1000 spaces? The lot needs 20 plus 1 for each 100 over 1000.

Van-accessible spaces are important too. At least one of every six accessible spaces must fit vans. These spaces are wider for lifts and ramps.

Distribution of Spaces

Accessible spaces must be spread out in big parking areas. This helps people park close to different entrances. Medical facilities need more accessible spaces near entrances.

For lots with multiple levels, accessible spaces should be on levels with entrances. If a lot has many sections, each section needs the right number of spaces.

Accessible routes must connect parking to building entrances. These routes need to be safe and easy to use with mobility devices.

2 Year Old Tantrums Autism: Friendly Tips for Parents

25/07/2024 by Author

Understanding Autism Tantrums

Autism tantrums can be challenging for both children and parents. They differ from typical toddler tantrums in important ways. Let’s explore how autism affects behavior and the key differences between tantrums and meltdowns.

Autism Spectrum Disorder and Behavior

Children with autism may struggle to communicate their needs and feelings. This can lead to frustration and tantrums. Autism affects how the brain processes information, which can make some situations overwhelming.

Sensory sensitivities are common in autism. Loud noises, bright lights, or certain textures may trigger strong reactions. These sensitivities can contribute to behavioral outbursts.

Routine changes can be very upsetting for autistic children. Even small disruptions may cause distress and lead to tantrums. Social situations can also be challenging and stressful.

Distinctions Between Tantrums and Meltdowns

Tantrums and meltdowns look similar but have key differences:

Tantrums are often about getting something
Meltdowns happen when a child is overwhelmed

Tantrums may stop if the child gets what they want. Meltdowns don’t end quickly and can’t be reasoned with. Autistic meltdowns can happen at any age, not just in young children.

During a meltdown, an autistic person loses control. They may cry, scream, or become aggressive. Meltdowns are not manipulative behavior. They’re a response to being overloaded.

Recognizing the Motivation or Purpose of the Tantrum

Understanding why a tantrum happens is key to addressing it. Some common reasons for autism tantrums include:

Wanting attention
Trying to avoid something
Seeking a desired object or activity
Difficulty expressing needs

Keeping a tantrum diary can help spot patterns. Note when tantrums occur and what happened before. This can reveal triggers and help prevent future outbursts.

Positive reinforcement can encourage good behavior. Praise and rewards for calm moments may reduce tantrums over time. Visual schedules and clear communication can also help autistic children feel more secure.

Identifying Triggers and Stressors

A 2-year-old with autism throws a tantrum, surrounded by toys and sensory items, while a caregiver tries to soothe and redirect the child's attention

Recognizing what sets off tantrums in 2-year-olds with autism is key. Parents can learn to spot early signs and common triggers to help prevent meltdowns.

Early Warning Signs of Overload

Children with autism often show subtle cues before a tantrum starts. They might cover their ears, start rocking, or avoid eye contact. Some kids get very quiet or clingy. Others may talk faster or repeat words more.

Watching for these signs can help adults step in early. They can move the child to a calmer space or offer a favorite toy. Catching these signals takes practice but gets easier over time.

It’s important to keep a log of behaviors. This can reveal patterns and help predict future meltdowns.

Common Triggers in the Environment

Autism tantrums often start due to things in the child’s surroundings. Loud noises, bright lights, or crowded spaces can be overwhelming. Changes in routine or unexpected events may also cause stress.

Some common environmental triggers include:

New places or people
Waiting in line
Transitions between activities
Messy or cluttered spaces
Strong smells

Knowing these triggers helps parents plan ahead. They can bring noise-canceling headphones to loud events or arrive early to avoid crowds.

Sensory Overstimulation

Many 2-year-olds with autism are extra sensitive to sensory input. This can lead to meltdowns when they feel overloaded. Touch, taste, smell, sight, and sound can all be sources of stress.

Some kids may hate certain textures in food or clothing. Others might get upset by flickering lights or humming appliances. Even gentle touches can feel painful to some children.

Parents can create a “sensory profile” for their child. This lists which sensations are calming and which are upsetting. With this info, they can better control the child’s environment and avoid triggers.

Communication and Emotional Regulation

Kids with autism often struggle to express themselves and manage their feelings. There are ways to help them improve these skills.

Improving Language and Nonverbal Communication

Communication challenges are common in autism. Some kids may not speak at all. Others might have a hard time understanding words or body language.

Using pictures or signs can help. These visual aids let kids show what they want or need. A speech therapist can teach new ways to communicate.

Practice is key. Talk to your child often, even if they don’t respond. Describe what you’re doing as you do it. This helps build language skills.

Encourage any attempts at communication. Smile and respond when your child points or makes sounds. This shows them that communicating is good.

Building Trust and Understanding

Creating a safe, loving environment is crucial. When kids feel secure, they’re more likely to open up.

Be patient and consistent. Don’t rush your child or get upset if they don’t respond right away. Give them time to process.

Learn your child’s cues. They might have unique ways of showing feelings. A flapping hand could mean excitement. Covering ears might signal stress.

Use simple, clear language. Break tasks into small steps. This makes things easier to understand and less overwhelming.

Emotional regulation strategies can help manage meltdowns. Deep breathing or squeezing a stress ball might calm your child. Find what works best for them.

Preventing and Managing Outbursts

Outbursts in 2-year-olds with autism can be tough. Here are some ways to help prevent and handle these situations. These tips can make life easier for both kids and parents.

Calming Techniques for Immediate Relief

When a meltdown starts, quick action is key. Soft music or white noise can help soothe a child. A quiet space away from noise and bright lights may also work well.

Deep pressure can be calming. Try gentle hugs or a weighted blanket. Some kids like squeezing a stress ball or using a fidget toy.

Noise-canceling headphones can block out sounds that upset the child. A hat or cap might help too, giving the child some space from others.

Simple words and a calm voice can reassure the child. Avoid long talks during a meltdown. Just be there and offer comfort.

Long-Term Strategies for Managing Meltdowns

Keeping a record of meltdowns can help spot triggers. Look for patterns in time, place, or events that happen before outbursts.

Make a plan for tough times. Have a bag ready with things that calm your child. This might include favorite toys or snacks.

Regular routines can help prevent meltdowns. Set meal times, nap times, and bedtimes. Use pictures to show what comes next in the day.

Praise good behavior often. This can help your child want to stay calm more often. Give extra attention when they handle tough situations well.

Skill-Building for Impulse Control

Teaching skills can help reduce meltdowns over time. Start with easy tasks and slowly make them harder. This builds confidence.

Practice taking turns with games or toys. This helps kids learn to wait. Use a timer to show how long they need to wait.

Teach ways to ask for help or a break. Simple signs or picture cards can work well. Praise the child when they use these instead of acting out.

Play games that teach stop and go. “Red Light, Green Light” is a fun way to practice control. Board games also help kids learn to follow rules and take turns.

Creating a Supportive Environment

A supportive environment helps 2-year-olds with autism feel safe and calm. It reduces meltdowns and promotes learning. Key elements include adapting spaces and providing behavioral supports at home and school.

Adapting Physical Spaces for Comfort

Creating a supportive environment for a 2-year-old with autism starts with their physical space. Soft lighting and muted colors can reduce visual overload. Thick curtains or noise-canceling headphones help manage sound sensitivity.

Cozy corners with bean bags or cushions offer a safe retreat. Sensory tools like fidget toys, stress balls, or weighted blankets can be placed within easy reach. These items help the child self-soothe when feeling overwhelmed.

Organizing toys and materials in clear, labeled bins makes the space predictable. This helps the child feel more in control. A visual schedule with pictures can show daily activities, reducing anxiety about what comes next.

Behavioral Supports at Home and School

Consistent routines are key for 2-year-olds with autism. They provide structure and reduce anxiety. At home, parents can use picture cards to show steps for tasks like getting dressed or brushing teeth.

Effective distraction techniques can prevent or stop tantrums. These might include offering a favorite toy or starting a fun activity. Calm-down kits with items like bubbles or squishy toys can help during meltdowns.

At school, teachers can use visual cues and timers to help with transitions. A quiet area in the classroom gives the child a place to regroup. Positive reinforcement, like sticker charts, encourages good behavior.

Social stories prepare the child for new situations. These simple books explain what to expect and how to behave in various settings.

Sensory Tools and Resources

Sensory tools can help prevent and manage meltdowns in 2-year-olds with autism. These resources provide calming input and reduce overwhelming stimuli.

Using Sensory Input to Prevent Overwhelm

Sensory input can soothe an overstimulated child. A weighted blanket offers deep pressure that many find calming. Its gentle weight feels like a hug, helping kids relax.

Noise-canceling headphones block out loud sounds. This cuts down on sensory overload in noisy places. Some kids like soft music or white noise instead.

Fidget toys give restless hands something to do. Squeezing a stress ball or twirling a spinner can be calming. Chewable necklaces are great for kids who need oral input.

Dimming lights or using sunglasses can help with visual sensitivities. A cozy corner with soft textures provides a safe space to decompress.

Portable Sensory Toolkit for Meltdowns

A portable sensory toolkit is handy for outings. Pack a small bag with calming items. Include a favorite stuffed animal for comfort.

Add chewy tubes or gum for oral seekers. Putty or play-doh gives tactile input. A small weighted lap pad can help in the car or at restaurants.

Bring sunglasses and earplugs to manage light and sound. Scented lotion or a essential oil roller can provide calming smells.

Don’t forget snacks and water. Hunger and thirst can trigger meltdowns. A picture schedule can help with transitions. Small sensory toys like marble maze games offer distraction.

Understanding and Handling Aggression

Aggression in autistic 2-year-olds can be challenging. Parents need strategies to manage aggressive behaviors safely while supporting their child’s needs.

Coping with Aggressive Behavior

Aggressive behavior in autistic children often stems from environmental factors. Loud noises, bright lights, or changes in routine can trigger outbursts.

Look for patterns in your child’s aggression. Keep a log of when it happens and what might have caused it. This can help you spot triggers.

Try to stay calm when your child gets aggressive. Your reaction can make a big difference. Take deep breaths and speak in a soft, soothing voice.

Give your child a safe space to calm down. This could be a quiet corner with comfy pillows or a favorite toy. Let them know it’s okay to feel upset.

Safety and De-escalation Strategies

Safety is key when dealing with aggression. Remove any objects that could hurt your child or others. Clear the area of siblings or pets if needed.

Use simple, clear words to help your child understand what’s happening. “You’re feeling mad. Let’s take deep breaths together.”

Offer choices to help your child feel in control. “Do you want to squeeze this ball or hug your teddy bear?” This can help reduce frustration.

Calming techniques like deep pressure or gentle rocking might help. Some kids find comfort in weighted blankets or fidget toys.

If aggression continues, talk to your child’s doctor. They might suggest therapies or strategies to help manage these behaviors.

Helping with Emotional Overload

A 2-year-old with autism throws a tantrum, overwhelmed with emotions. Toys and books are scattered around, as the child cries and screams

Kids with autism often feel strong emotions. They need help to manage these feelings. Parents can use simple ways to spot signs of stress and help their child calm down.

Recognizing the Signs of Distress

Autistic meltdowns can look like regular tantrums, but they’re different. Watch for these signs:

Covering ears or eyes
Rocking back and forth
Repeating words or sounds
Sudden crying or screaming

These actions show the child is having trouble with their surroundings. They might feel too much noise, light, or touch. Their body makes more cortisol, a stress hormone, when this happens.

Techniques for Redirecting Frustration

When a child shows signs of stress, try these tips:

Speak softly and calmly
Offer a favorite toy or comfort item
Move to a quiet, less busy place
Use simple words to name feelings

Calming techniques can help a lot. Deep breathing or counting to ten might work for some kids. Others may like squeezing a stress ball or listening to soft music.

Try to find what works best for your child. Every kid is different. What helps one might not help another. Keep trying new ways to help your child feel better.

Reinforcing Positive Behavior

A 2-year-old with autism calmly receives praise for positive behavior during a tantrum

Encouraging good behavior in 2-year-olds with autism can be done through rewards and routines. These methods help create a positive environment and teach kids what actions are expected.

Reward Systems and Positive Reinforcement

Positive reinforcement is a key tool for promoting good behavior. When a child does something well, praising them right away helps them understand what they did right.

Small rewards work great for toddlers. Stickers, extra playtime, or a favorite snack can motivate them. A reward chart can track progress visually. This makes it fun for kids to see their good choices add up.

It’s important to be specific with praise. Instead of just saying “good job,” try “Great job putting your toys away!” This helps the child know exactly what behavior to repeat.

Remember, every child is different. What works for one may not work for another. Parents should try different rewards to see what their child responds to best.

Developing Consistent Routines

Routines help children with autism feel safe and calm. A daily schedule can reduce stress and tantrums. It lets the child know what to expect next.

Start with simple routines like a bedtime ritual. This might include a bath, story, and cuddle time. Use pictures or a chart to show the steps.

Meal times, getting dressed, and playtime can all have set routines. Keep the order the same each day. This helps the child learn and follow along.

When changes happen, give plenty of warning. Use a timer or count down to help the child transition. Praise them for handling changes well.

Stick to the routine as much as possible. This builds trust and helps the child feel secure. Over time, they may even start following the routine on their own.

Tips for Parents and Caregivers

Handling tantrums in 2-year-olds with autism can be tough. These tips can help make things easier for both you and your child.

Maintaining Patience and Consistency

Stay calm when your child has a tantrum. Take deep breaths and remember it’s not personal. Your child is struggling, not trying to upset you.

Be consistent with rules and reactions. This helps your child know what to expect. Use simple, clear words to explain things.

Try to spot signs of a coming tantrum. Look for things that upset your child. If you see these signs, try to change the situation or distract your child.

Use visual aids like picture schedules. These can help your child understand what’s happening next. This can reduce stress and tantrums.

Building a Supportive Community

Find other parents who have kids with autism. They can offer advice and understanding. Look for local support groups or online forums.

Work with your child’s teachers and therapists. Share what works at home. Ask them what works at school. This team approach can help your child.

Don’t be afraid to ask for help. Family, friends, or respite care can give you a break. Taking care of yourself is important too.

Learn about autism resources in your area. There might be special programs or services that can help your family.

Professional Support and Therapy

A therapist supports a 2-year-old with autism during a tantrum

Getting help from experts can make a big difference for 2-year-olds with autism who have tantrums. There are many ways to support these children and help them manage their emotions better.

Navigating Resources and Professional Help

Finding the right help can be tricky. Start by talking to your child’s doctor. They can point you to autism specialists in your area. Look for centers that focus on autism care. They often have teams of experts who work together.

Support groups can be great too. Other parents can share tips and suggest good therapists. Don’t forget to check online resources. Many autism organizations have lists of local professionals.

It’s okay to try a few different experts. Finding the right fit is key. Good professionals will work with your whole family. They’ll teach you ways to help your child at home too.

Therapeutic Interventions for Sensory Processing

Many 2-year-olds with autism have trouble with sensory input. This can lead to tantrums. Occupational therapy can help a lot. These therapists teach kids how to handle different sensations better.

Some helpful tools include:

Weighted blankets
Noise-canceling headphones
Fidget toys

Therapists might use special play areas. These have things like ball pits or swings. They help kids get used to different textures and movements.

ABA therapy is another good option. It helps kids learn new skills and behaviors. This can make tantrums less likely. ABA therapists often work on communication skills too. This helps kids express their needs without getting upset.

Artificial Intelligence, Privacy and Intellectual Developmental Disabilities: Exploring Privacy Concerns impacting Quality of Life Outcomes.

24/07/2024 by Author

Abstract

Artificial Intelligence (AI) continue to develop at an extraordinary pace across all sectors of industry and society. Employees, Students, Academics, Professionals and Journalists now routinely use these tools as part of their day-to-day activities, sometimes unknown to them. However, there is a large group of individuals who do not have access or limited access to these AI tools due to unemployment, poverty, or disability.

This study will investigate the impact of Privacy and Ethical Considerations that delay the adoption and implementation of these tools despite the clear and obvious benefits for communication, education and employment opportunities for people living with Intellectual Developmental Disabilities (IDD).

This research paper will explore existing literature on the topic while also conducting quantitative research involving relatives or families of people living with IDD’s such as Down Syndrome, ADHD and/or Autism. Through a questionnaire the study intends to firstly identify if families are using AI or ML tools and if not why. Secondly the insights gathered will help define the future topics of research.

Contents

Introduction. 3

Literature Review.. 5

2.1 Introduction. 5

2.2 Privacy Calculus Theory. 5

2.3 Quality of Life. 6

2.4 Research Gap. 8

Methodology. 9

3.1 Study Overview.. 9

3.2 Survey Design. 9

3.3 Sampling Techniques. 9

3.4 Data Collection. 9

3.5 Data Analysis. 10

3.6 Ethical Considerations. 10

Data Analysis & Results. 11

4.1 Data Overview.. 11

4.2 Tests of Normality. 13

4.3 Reliability Testing. 15

Limitations. 15

Future Suggested Research. 16

Introduction

Artificial intelligence (AI) has developed at a phenomenal pace over the last decade, to the extent that people do not realise how integral AI is in their daily life. Computational Social Science is the field dedicated to the use of statistical and computational analysis of different aspects of society and how different phenomena can be analysed and measured for the betterment of society.

However, there are conflicting views on whether this rapid and continuous involvement has the publics best interests at core, such as the risk to vulnerable groups of society due to the increased use of sophisticated algorithms and computational models in AI is leading to heightened concerns regarding privacy according to Jones et al (2024).

This research aims to explore privacy concerns and evaluate whether they impact on the use of Artificial Intelligence tools in various educational and life skills settings for Individuals living with Intellectual Developmental Disabilities (IDD).

This introduction will provide an overview of the Research Project in several ways by first discussing the background and context of where AI tools can be used to improve Quality of Life (QoL) metrics, followed a brief discussion of the research problem, aims, objectives and questions that will be addressed throughout the paper. The significance of the topic will be identified from the survey results and finally the limitations from the survey will be outlined.

The most common form of IDD is Down Syndrome with a Birth rate of 1 in 700 according to the CDC, while the WHO has analysed data confirming the rate of incidence of Autism is 1 in 100 children. It is quite clear from these statistics that the number of individuals who could benefit from AI in a therapeutic setting is quite high.

Historically people living with IDD were not given the same opportunities and access as others, this is slowly evolving but there is more to be that can be done. People living with an IDD are not always able to communicate their needs, wants, desires, physical condition, emotional wellbeing, and current health status effectively. Each of these areas offers opportunities for AI applications to be developed addressing these needs.

The most common Apps currently available are the See and Learn range which is a combination or Speech and Language Therapy with Occupational therapies from an educational perspective. Down Syndrome Ireland’s “Good health app” has been developed as a means for people living with Down Syndrome to track their dietary and nutrition habits to share with healthcare professionals and family members.

Numerous studies have investigated Privacy, Bias and Ethical concerns around the use of AI. According to Hutchinson et al (2020), AI has preconceived bias because of the data models it was trained on in two examples of conversation classification and sentiment analysis the models were shown to be more hostile, toxic and negative when disability was mentioned. Almufareh et al (2023), discuss how concerns around the storage of data and the privacy around its collection and retention is a major issue for companies to complying with best practice risk, cyber security protocols while ensuring that they comply with various regulations such as GDPR.

While researchers agree that there are privacy issues around Information Technology covered through extensive research usage through many studies there seems to be limited research on the Privacy and Ethical considerations when it comes to AI and specifically in vulnerable groups of society.

As a result, this Research Paper intends to engage with individuals who have a relative living with IDD to ascertain the level of privacy concerns out there and if this impacts on the usage of AI tools and applications to further the discussion on the current research which is inadequate and unrepresentative of society, specifically targeting the following research question: How do peoples privacy concerns impact on their usage of Artificial Intelligence to achieve better quality of life outcomes for individuals living with Intellectual & Developmental Disabilities?

To achieve this an online survey has been created and shared with various disability groups to capture respondents’ views which is hoped can be used to further contribute to the development of studies around privacy and AI.

It is envisaged that this study can be used to contribute to the development of a body of research looking at how more vulnerable groups of society interact with ICT and AI and that their viewpoints including very specific needs and concerns are factored into future discussions.

The following sections discuss current literature and lack there of in this area to show why this topic is of importance, the research methodology undertaken and then the presentation and analysis of the results. No research paper would be complete without highlighting the limitations within the study and these are documented.

Literature Review

2.1 Introduction

This section will go into detail on current Literature in the area around privacy concerns and the use of AI. The purpose of this section is to discuss current research in Privacy Calculus Theory and identify gaps to support our research question.

Artificial Intelligence (AI) in the last ten years has become a powerful tool in all sectors of industry and society. For people living with Intellectual and Developmental Disabilities (IDD) the potential to enhance Quality of Life (QoL) outcomes is limitless, particularly in areas of Learning, Communication and Life Skills.

However it is clear from current research that Privacy Calculus Theory shows how perceptions are key influencers in decision making around privacy concerns as discussed by Wang et al (2016) and “The Privacy Paradox” where cognitive dissonance also plays a part in influencing individuals decisions as discussed by Whelan et al (2024).

2.2 Privacy Calculus Theory

Privacy Calculus Theory is a Theoretical Framework that focus’ on decision making regarding online data disclosure. Cullnan & Armstrong (1999) described the Privacy Calculus as peoples thought process as they evaluate the trade-off between sharing private information and the perceived risks and benefits associated with the decision.

The theory provides a very valuable medium to understand how individuals make complex decisions in the new AI driven digital world as discussed by Krasnova et al (2012) who identified that trusting beliefs and uncertainty avoidance drive these decisions.

Dinev & Hart (2006) discussed how once the perceived benefits outweighed the perceived risks the risk was deemed acceptable. While Kim et al (2019) went further and demonstrated the above hypothesis in an IoT device study.

Interestingly Haug et al (2020) highlighted that while privacy concerns are at the forefront of peoples mind it does not necessarily relate to a corresponding negative impact on technology adoption.

Princi & Kramer (2020) addressed the issue of whether individuals were comfortable with the control over personal data collection by IoT devices which confirmed that Privacy Calculus could be applied in this area.

Figure 1 Extension of the privacy calculus model to predict intention to use IOT devices (adapted based on Kim & Kim, 2020)

2.3 Quality of Life

Quality of Life (QoL) is multifaceted when it comes to the potential benefits for the IDD communities below studies and projects show from an educational, healthcare and Life Skills perspective that the potential is enormous such as enhanced independence, improved access to education, communication and a better ability to integrate successfully in society.

In September 2022, the National Institute for Health and Care Research in the UK agreed with my assumption and provided funding for the DECODE project which will use Machine Learning to track, analyse and visualise data gathered on the health conditions and comorbidities people with intellectual disabilities live with. The core focus is to build a more joined up approach to provision of health care through proactive planning based on historical data to ensure better health outcomes.

Gupta et al (2022), discussed how Machine Learning can be used as a tool to assist healthcare professionals aided through work done by researchers who have analysed and interrogated data gathered as part of complex medical research projects providing a basis for better identification of potential health related issues by monitoring prevalence of certain conditions such as thyroid and respiratory health in people with intellectual disabilities.

Chao et al (2022), built a Machine learning model to investigate the potential to diagnose Autism in people with intellectual disabilities. Children with Down Syndrome have a 35% chance of a dual diagnosis of Autism. A dual diagnosis like this makes development much more difficult for children and early identification is essential as mentioned above to ensure these kids meet their potential. Through numerous observational techniques Chao and team were able to predict a dual diagnosis with 95% accuracy. Johnson et al (2019) went further and built an AI driven model with tracked and monitored health markers to reduce hospital visits and overall health for people living with IDD.

Engagement and attention are the two areas that educators try to activate in young children to promote a learning environment. Unfortunately for children with intellectual disabilities attention spans are shorter and “engagement, boredom and frustration” comes much quicker. Standen et al (2022), discovered in an albeit small group of children containing 67 subjects that harnessing sensory engagement through AIed tools led to better understanding and outcomes for children. Multi-modal Apps embracing multiple sensory objectives can be built to encourage positive learning environments. Heins et al (2020) built a personalized learning environment for children with autism that showed significant improvements in engagement and attention.

Aggarwal (2018) built a “Support Vector Machine” to identify the differences between typical children and children with intellectual disabilities and had a 97% success rate in identifying the level of intellectual disability in a child from mild to moderate. This distinction in mainstream psychology is notoriously difficult to make and many children are borderline ending up with the wrong diagnosis which will impact future care and schooling options.

A sense of belonging in society is all people want to achieve and this is very difficult when you have an intellectual disability. Unfortunately stereotypes and bias are parts of daily life and impact on opportunities for social inclusion. These bias can be then brought across to Machine Learning depending on the data used for training the applicable models, this is one caution provided by Broda et al (2021) who built a Predictive Machine Learning algorithm which can be used by agencies and policy makers to show the positive impact on the quality of life of individuals with Intellectual disabilities through the tracking of employment and participation in service provision.

Gaurav et al (2022), identified a need to help build a predictive model that measured Quality of Life (QoL) for people living with Intellectual Disabilities as they age. Well-being, Social Inclusion and Independence are unfortunately areas outside the control of Intellectually disabled and as they age and family dynamics change, sheltered housing and residential care becomes inevitable. By using the ML model to monitor the QoL, entities can adjust to ensure better outcomes for people in later life.

It is clear from the above small sample of research papers published that the possibilities and areas that can be positively impacted by AI, Machine Learning and Algorithms for people living with Intellectual Disabilities is limitless and more importantly there is the potential to have an extraordinary impact on lives.

2.4 Research Gap

While it is clear there are numerous research studies completed around Privacy and Technology for society there seems to be a lack of sufficient research undertaken in AI and Privacy for people living Intellectual Disabilities.

While Rai (2023) highlights the urgent need to look into Ethical and Privacy concerns in AI as a broad societal approach, there is a gap where IDD is concerned and the specific privacy concerns in that group of Society whose needs and wants are more extreme.

By addressing this research gap, we can ensure the conversation includes all vulnerable groups in society in the privacy discussion.

Methodology

3.1 Study Overview

The main goal of this study is to establish how people feel about using Artificial Intelligence in relation to privacy concerns and how Artificial Intelligence can improve Quality of Life for individuals with IDD.

As such a Quantitative Research Strategy was applied and a Descriptive Research approach was adopted to gather our own primary data with the largest number of respondents possible in an efficient manner rather than using smaller focus groups and interviews. According to Ghanad (2023), a survey is the most beneficial way to gather information on attitudes and behaviours of a population.

The Methodology section outlines the Survey Design, Sampling Techniques, Data Collection and Data Analysis methods applied throughout the research to test reliability and accuracy of the data.

3.2 Survey Design

The survey consisted of 8 multiple choice questions followed by 60 questions with a 5-point Likert Scale, described by Joshi et al (2015) as the most effective way to measure human attitudes in social sciences. The aim of the survey was to gather a minimum of 100 responses from people who had a relative or family member living with an Intellectual, Developmental or other Learning Disability. The questions were developed based on personal experience of this area and having discussions with other members of the IDD community as a form of pre-testing the topics.

3.3 Sampling Techniques

The target population for this survey are relatives and family members of an individual living with an IDD. To reach this population a sample was taken from Down Syndrome Limerick that covers numerous age groups, genders, educational achievements and relationships to ensure a diverse range of respondents within the sample.

3.4 Data Collection

The survey was conducted online using University of Galways Microsoft Forms account released on May 13^th for a period of one month. Before release, the required ethics documentation and formal approval to proceed was received from Dr Pierangelo Rosati.

Respondents were required to be over 18 and the survey would close if someone confirmed they were under 18. Respondents were not given a time limit for completion as the survey was quite detailed.

Down Syndrome Limerick and the T21 Journey shared the survey with their members via their websites and through their social media platforms. A total of 63 people completed the survey but as some failed qualifier questions only 58 surveys were valid and used in the analysis.

3.5 Data Analysis

The data collected was exported from MS Forms to MS Excel. A Master file copy was saved, and a file named “SPSS ready” was created for loading and analysis. The statistical software SPSS from IBM was used for the analysis.

Ali et al (2016), discusses the importance of using both Descriptive statistics and Inferential statistics on the data to ensure that meaningful interpretations can be drawn from the data giving something tangible to rows and columns of numbers.

The Descriptive Statistics used to include the mean, median, mode and standard deviation were calculated via SPSS to summarize the data and create data visualisations.

Inferential Statistics such as Correlation and Regression analysis were used to test relationships between different variable and to test the overall Hypothesis.

A Cronbach’s Alpha and factor analysis were used to test the validity and reliability of the collected data.

3.6 Ethical Considerations

From initial conversations with people who have a relationship with someone living with an IDD it was very clear that they are very private about Disability and their family members which is understandable and ensuring that attitudes and beliefs impacting privacy while ensuring anonymity was a key consideration for the research gathering.

DR Pierangelo Rosati reviewed the survey and Ethics forms supplied for the research and signed off the approach. A cover letter in every survey provide participants with detailed information on how the data would be gathered and stored. The surveys’ purpose and was clearly identified and respondents were asked to confirm they consented to proceed with the survey as their choice.

Data Analysis & Results

4.1 Data Overview

The survey was input into SPSS and a number of analysis were carried out to extrapolate some useful information. The below table in fig 2 of descriptive statistics gives some high level details around the data.

The Gender data had 58 valid responses with a high Kurtosis and positive skewness indicating the data was well dispersed tailing off to the right. The Mean indicates more respondents were female.

The Marital Status Data also had 58 valid responses with a sharp Kurtosis and a positive skewness to the right. The Mean indicates that the majority of respondents were married.

The highest level of education achieved showed via the mean as an Undergraduate degree, the Kurtosis was a slight peak and there was a negative Skewness showing the distribution of data tails off to the left.

Figure 2. Descriptive Statistical Analysis

Fig 3 below shows the split by Gender with 74% of repondents classed as female, 24.1% male and 1.7% classed as non binary.

Figure 3. Gender Statistics

Figure 4 below shows that 70.7% of the respondents were married

Figure 4. Marital Status Statistics

Figure 5 below shows that 47% achieved a highest educational achievement at undergraduate degree level

Figure 5. Educational Achievement Statistics

4.2 Tests of Normality

Figure 6 below shows the Kolmogorov-Smirnov and Shapiro-Wilk tests that were conducted to see if the distribution of the Total Privacy variable deviated significantly from a normal distribution.

The Kolmogorov-Smirnov Test returned the below statistical details of note

Statistical Test: The test statistic value is .080.

Significance: The p-value (Sig.) is .200.

The p-value is greater than .05, so we must fail to reject the null hypothesis. This means that there is no significant deviation from normality for the Total Privacy variable based on this test and its results.

The Shapiro-Wilk Test returned the below statistical details of note

Statistical Test: The test statistic value is .972.

Significance: The p-value (Sig.) is .201.

Figure 6 Tests of Normality

Figure 7 below shows the Total Privacy Histogram data was evenly distributed.

Figure 7 Total Privacy Histogram

Figure 8 below shows the Q-Q plot for Total Privacy follows a normal distribution, as most of the data points lie close to the line. The deviations at the end or tails are minor and typical for real-world data. This visual inspection supports the results from the Kolmogorov-Smirnov and Shapiro-Wilk tests, which indicated that the distribution does not significantly deviate from the previous tests of normality.

Figure 8 Total Privacy Q-Q Plot

The survey section on assessing privacy and ethical concerns around AI was for most of the questions strongly negative as represented by figure 9 below. 80% of respondents felt that their data was not safe when stored on mobile devices while 72% of respondents do not trust Organisations to use AI in an ethical manner. A further 38% of repondents do not feel comfortable sharing their data around a family member with IDD on platforms or AI devices.

Figure 9 Assessing Privacy Concerns

4.3 Reliability Testing

Statistical test: Cronbach’s Alpha which is a measure of the values in a scale to ensure they are all correlated and recorded consistently.

Results: The Cronbach’s Alpha value in this analysis for Total Privacy Concerns which can be seen in the Reliability Statistics Fig 1 below is 0.804, which shows an acceptable value for Cronbach’s Alpha as it is greater than 0.7.

Fig xx Cronbachs Alpha = 0.804

Fig xx Cronbach’s Alpha if item deleted correlation & Positive Corrected item – Total Correlation

Limitations

This research paper like all academic research papers must acknowledge the potential limitations, inaccuracies and risks contained withing the data collected from the respondents via the survey.

Firstly, the most important issue to flag is that the number of expected responses is far lower than the response rate that was anticipated before releasing the survey. However, this is because of a technical issue many respondents encountered while trying to complete the survey where they were blocked by Microsoft from accessing and completing the survey, this was reported by numerous people. See fig xxxx below as a sample of the issue many respondents encountered even though security and access settings for the survey were correctly setup.

Secondly, it is important to highlight that the data collected is based on respondents providing accurate and honest feedback which is outside of the control of the researcher and a potential limitation.

Thirdly, while respondents may have answered questions to the best of their ability it is possible that they did not understand the topic of Artificial Intelligence or how prevalent it is in their daily activities fully. This can be seen in the “Assessing Knowledge” section of our survey.

Fourthly, due to the group of respondents that was specifically targeted for this area of research it most be noted that there is a chance of sample bias which is not reflective of wider society.

Finaly the survey depending on the readers viewpoint may have design limitations due to its length and the time required to complete, average completion time was 11 minutes which may indicate a level of respondent fatigue which was confirmed from some feedback received. Also, the format of the questions may contain inherent bias and some leading questions.

Future Suggested Research

The survey results clearly indicate that the respondents have significant concerns around the ethical and privacy issues surrounding the use of AI for family members or relatives living with IDD, yet the respondents also believe in the untapped potential to improve quality of life outcomes in many different aspects of life such as education, communication skills and social skills, therefore future research can explore many different opportunities.

One area that requires further research based on our survey results is new strand of research into the Privacy Calculus Theory within the context of AI for individuals living with an IDD. This theory concludes that individuals weigh the perceived benefits of data sharing against the potential privacy risks, but how should this be addressed for people who sometimes may not have the mental capacity to make informed decisions.

As Rai (2023) pointed out there is an urgent need for Future research which should focus on developing and validating frameworks that balance privacy concerns with the benefits of AI.

Studies should examine the specific types of AI applications mentioned throughout the study for individuals with IDD and their carers that they find most beneficial such as Speech Sounds and Sign Language applications which are clearly high reward and the conditions under which carers are willing to accept privacy risks.

Further longitudinal studies should be undertaken that track the long-term impacts of AI interventions on the quality of life, assessing how privacy concerns evolve over time for individuals and families or relatives of people living with an IDD become more familiar with these technologies.

Research should also explore the role of transparent data governance policies and enhanced consent mechanisms in mitigating privacy concerns. Enforced white box applications for vulnerable groups of society is an area that national governments could fund for the greater good of society.

Understanding how to effectively communicate the benefits and risks of AI effectively to advocacy groups, educational bodies and state agencies can help to develop and create best practices for developers and policymakers, which will ultimately foster a more ethical and user-centered approach to AI implementation.

The key aspect of all future research is that it focuses on a lived experience for people living with an IDD and includes Privacy, People, Process and Technology concerns.

Conclusion

While Artificial Intelligence is evolving continuously it is important that Privacy Concerns and Ethical Considerations are at the heart of all developments especially when we look at vulnerable groups in society such as people living with Intellectual and Developmental Disabilities.

Our study clearly shows that Privacy Calculus Theory is underpinning peoples decisions when it comes to the use of AI driven devices, tools and applications. People are concerned about sharing, storing and engaging with AI but on the other hand there is a clear understanding of how the technology can help people with IDD’s to enhance learning and developmental.

The most heartening take away from this study is that 80% of respondents believed that AI would help their loved ones achieve a better quality of life, which fully deserves to be explored further and developed into a core part of Computational Social Science.

Acknowledgements

I would like to thank Dr Pierangelo Rosati for his feedback and guidance as my supervisor for this research project.

The survey responses would not have been possible with the assistance of Down Syndrome Limerick who shared the survey across their social media accounts.

I would also like to thank The T21 Journey for also sharing the survey across their website and social media platforms.

Appendix

Research Ethics Guidelines for students enrolled in the

BIS Postgraduate Project Module

Project Title

Exploring the Influence of Bias, and Ethical Considerations on the Acceptance and Utilization of AI and Machine Learning to achieve better outcomes in Learning, Communication, and Quality of Life for Individuals living with Intellectual and Developmental Disabilities.

Aims of Research

Under this heading, please give an outline of the significance of the proposed project and an explanation of any expected benefits to individuals, organisations and/or the community in general (100-150 words approximately)

There are many mobile device applications that leverage Artificial Intelligence and Machine Learning for therapies, medical tracking and wellness that are available to carers who have a family member living with Down Syndrome, however there appears to be a reluctance for people to engage with these apps.

I would like to investigate what types and categories of mobile applications are available and what the root cause of the reluctance to engage with these AI technologies is.

Proposed Methods

Under this heading, please give an outline of the proposed methodology, including details of how potential participants will be approached, data collection techniques, tasks participants will be asked to do, and the estimated time commitment involved. This section will vary in length depending on how many different research techniques you intend using and how many different groups of participants you intend involving in your study. However, you should be able to summarise your research methods adequately in under 600 words.

The survey will be administered via MS Forms and all data collected will be stored on University of Galway’s OneDrive.

I am a member of several private parent groups on Facebook such as Raising a child with Down Syndrome in Ireland who have over 2,000 members and this group would be willing to allow me to share my survey with all members.

I am also a member of Down Syndrome Limerick and Family Carers Ireland who regularly assist researchers by sharing surveys, focus groups and studies with their members via email and social media to help further research into different aspects of Down Syndrome that impact on members.

I intend to ask these organisations to share the link to my online survey and collect the anonymous answers for statistical analysis which will form the basis of my conclusion and further research suggestions.

I also own a DS advocacy website called The T21 Journey and was hoping to publish the survey there and to our followers on our various social media channels.

I hope to recruit a minimum of 100 participants from the membership of these groups ro complete my survey.

Ethical Implications of My Study and Steps Taken to Protect Participants:

Under this heading, please describe the ethical implications of your research and provide an overview of the various methods you have used to protect participants in your study from risk. This section will vary in length depending on the ethical implications of your study. However, you should be able to summarise these procedures adequately in under 600 words.

As the research deals with Intellectual Disabilities in particular Down Syndrome it is understandable that people would not want to share private and identifiable information, as such the survey is completely anonymous no names or locations are taken as part of the survey to ensure this.

Privacy is of utmost importance to the integrity of the research.

Once you have completed the sections above to your own satisfaction, please sign one copy and submit them to the module coordinator as per the assignment guidelines.

Please include copies of the following with your form:

Your informed consent letter(s)
Where appropriate, a draft of your questionnaire
Where appropriate, a draft of your interview questions or in the case of open-ended interviews, your topics

Please note that you should not engage in any primary research until your supervisor has contacted you . If you undertake any primary research involving human participants without first submitting a completed research ethics form and assessment by the module coordinator, this research cannot be considered for the final evaluation.

Exploring the Influence of Bias, Privacy and Ethical Considerations on the use of AI and Machine Learning to achieve better outcomes in Learning, Communication, and Quality of Life for Individuals living with Intellectual Developmental Disabilities.

Dear Participant,

As part of my Master of Science in Business Analytics major project, I am conducting research into the area of Exploring the Influence of Bias, Privacy and Ethical Considerations on the Acceptance and Utilization of AI and Machine Learning to achieve better outcomes in Learning, Communication, and Quality of Life for Individuals living with Intellectual and Developmental Disabilities in the University of Galway.

I am investigating this because I want to understand if personal bias and privacy concerns prevent carers from using Artificial Intelligence apps on mobile devices to support their family member living with Down Syndrome in different areas of therapy, health management and education.

I am inviting you to participate in this research project because of your membership and participation in the Down Syndrome Community. Accompanying this letter is a short questionnaire that asks a variety of questions about Artificial Intelligence and privacy concerns.

I am asking you to review the questionnaire and, if you choose to do so, complete it and submit it back to me. It should take you about five minutes to complete. The questionnaire does not require you to give your name or any other information that might identify you.

The survey will be completed via MS Forms and all data will be stored on University of Galway’s OneDrive storage accounts.

Information compiled from the questionnaire will be reported in aggregate form and individuals will remain anonymous. No information you give will be shared with any other individual.

Through your participation I hope to understand how we can tailor new applications to help people living with Down Syndrome to reach their full potential addressing all concerns carers may have.

I hope that the results of this survey will be useful for developing applications, action groups and activities with a view to embracing technology. While I do have the support of Pierangelo Rosati Associate Professor in Digital Business and Society who is my Research Supervisor to engage in this research, it is being conducted by me in a personal capacity.

You do not have to participate in this study if you do not wish to do so. I would like to thank you for taking the time to read this letter.

Regardless of whether you choose to participate, please let me know if you would like a summary of my survey findings.

Do you consent to participate in this survey? YES/No skip logic if no

Are you 18 years old or older? YES/NO skip logic if no

Key terms Overview

IBM defines Artificial intelligence, or AI, “as a technology that enables computers and machines to simulate human intelligence and problem-solving capabilities.”

IBM defines Machine learning (ML) “as a branch of artificial intelligence (AI) and computer science that focuses on the using data and algorithms to enable AI to imitate the way that humans learn, gradually improving its accuracy.”

Bias is the tendency to show support or opposition towards one idea, person, or thing regardless of the full facts.

Survey

1. Sex: _____Male _____Female (please tick whichever applies)

2. Age: ___________ 18-24 _________25 -34 ________ 35-44

_______45-54 ______55-64______65+

3. What is your marital status: (please tick whichever best describes your current situation) _____single _____in a steady relationship _____living with partner _____married

_____separated _____divorced _____Widowed.

4. Do you care for or have a relative living with Down Syndrome: _____Yes _____No

5. How do you define your role: _______Carer _______Therapist ______Family Member

_______All of the Above

6. What is the highest level of education that you have completed: (please tick the highest level you have completed).

_____ primary school

_____ secondary school

_____ some additional training (apprenticeship, trades etc.)

_____ completed undergraduate University programme.

_____ completed postgraduate University programme.

______apprenticeship or trade

Section 1 Assessing knowledge around Artificial Intelligence & Machine Learning

Please read through the following statements and decide how much you either agree or disagree with each. Using the scale provided write the number that best indicates how you feel on the line next to each statement.