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The Journal has considered several recent developments in housing for older people, the future of sheltered housing, ideas about extra care housing and now on retirement communities. This article looks at some of the reasons for fresh thinking and the results of listening to what people say they want. With a housing market dominated by owner occupation, the voice of the consumer is probably much stronger than in other areas of public housing and social services. The idea of retirement communities presents a contrast to the prevailing ideas of mixed housing communities or of ordinary homes in the community. Choice in housing in this case appears to be producing a consumer‐led revolution in our ideas for housing care and support. The article describes some of the key features of retirement communities and the reasons for a growing popularity.

During a conference keynote address in Australia, delegates (teachers, therapists and parents) were asked to indicate their experiences of the use of assistive technologies. Their responses showed that the most often mentioned experiences related to independence, giving a voice and eliciting a response. Delegates were also asked to describe the type of assistive technology not yet available but which would meet current needs. These responses have been grouped into ten main areas and are discussed with examples.

Given the persistent receptive skills challenges faced by language learners and the numerous merits of using technologically-enhanced learning in the form of mobile-assisted language learning in language teaching, this study decides to incorporate a context-analysis-practice-exploration lesson-planning framework with mobile learning to improve the receptive skills of learners. This step is necessary on the recommendation by scholarly research that while implementing technology, teacher training, digital literacy and expertise, incorporating good teaching practices and lesson planning frameworks may assist in yielding positive results.

This study decides to utilize a mixed-method research design through an experimental approach to elicit information from 90 EFL students concerning the effectiveness of incorporating the context-analysis-practice-exploration framework in a mobile-leaning mode instructional delivery to improve their reading and listening skills.

After collecting and analyzing data, the study found that while the participants perceived enhanced-mobile learning to make lessons enjoyable, integrating this framework and m-learning improved their reading skills. This study used notable findings to make pedagogical conclusions on the objective of this study.

This study contributes through empirical evidence on the effectiveness of incorporating mobile learning and a responsive lesson planning framework towards improving English as a foreign language learners' learning outcome. Besides, this study is the first to probe and unpack the effectiveness of a responsive lesson-planning framework in language education.

Last spring, EBSCO Information Services conducted a usability study with several students with visual impairments. The goal was to understand how these students conduct research and identify areas for improvement of EBSCO Discovery Service™ such that it would meet the needs of all potential users. EBSCO Discovery Service™ provides users with means of accessing all of an institution’s internal (library) and external (database vendors) information resources through a single search. The purpose of this paper is to outline the findings of this research and the applicability to the design of any online resource.

Using the Bentley University’s user experience lab to facilitate the study and the Carroll Center for the Blind in Newton, Massachusetts, for recruitment of college students, EBSCO solicited feedback on how students conduct research on the Web in general, as well as their experience using EBSCO’s discovery service. The study involved a structured interview with eight visually impaired students from the Boston area, who had recently been enrolled in a college course. The students were also asked to complete certain tasks using the discovery service and report out as they completed each activity.

The findings demonstrated that for the most part, students with visual impairments engaged in research on the Web and within the discovery service in a similar manner to sighted students. They used the same standard search sites, expected the same layout conventions for results’ lists and filters and wanted easily savable full-text documents. Main differences involved their ability to navigate in a similar way to sighted users. Elements that one could skip over quickly as a sighted user were more of a hindrance to those relying on a screen reader. Additionally, improved descriptions for graphics, functions and form fields were noted as opportunities for improvement. For those with low vision, using screen magnifiers, modal boxes and hover features or other unexpected changes on the site proved to be challenging.

This study focused only on students with visual disabilities. There are many other print disabilities that were not explored such as color blindness, cognitive disabilities or learning disabilities. All the students were in their 20s and had experience conducting research and using library or research-related search sites. Many of the findings highlighted areas of improvement that would benefit all students.

A study on students with visual disabilities using assistive technologies as they completed research tasks on a discovery system has not been studied before. Guidelines and audits do not provide a complete picture as to whether a website is fully accessible. It is only by working with actual users that insight into what it means to create a truly accessible experience can be gained.

Barriers exist on large scale assessment when students are not able to perform at potential for a variety of reasons. Accommodations are mostly available for students who meet criteria for diagnosed disability or criteria for the identification of students who have English as a second language. However, knowing that students have diverse needs, accommodations for a few may not be providing appropriate access for all. Options for designing broader universal design for learning (UDL) on large scale assessment, through strategies that are typically restricted to special accommodations, increase access.

Electronic reserves help registered campus users who need anytime‐access to documents. Electronic reserves comprise digital files, mostly HTML or PDF formats. In some circumstances the HTML or PDF file is “readable” to the sighted individual, but are sometimes either partially or completely unreadable to the visually impaired using assistive technology. Creating “accessible” PDF files poses more challenges than creating “accessible” HTML files. Several options are suggested to help solve this problem.

The term intellectual disability is broad and encompassing. Regardless of the severity of a child’s intellectual disability, early education is important. This chapter discusses educational considerations of young learners with intellectual disability. Specially, the chapter focuses on academics, life skills, social skills and social development, and behavior. Instructional content and instructional strategies are shared for these areas considering young children, although particular attention in paid to preschool and early elementary age students.

This chapter presents an exploration of the phenomenon of speaking with, or perhaps better stated “through,” a device. Autobiographical works and other published accounts of perceptions of Speech-Generating Devices (SGDs) by persons who have used them are reviewed. The bulk of the chapter focuses on insights gathered from research into the lived experiences of young people who use SGDs. Emerging themes focus on what is “said” by a person who cannot speak, how SGDs announce one’s being in the word, the challenge of one’s words not being one’s own, and the constant sense of being out of time. Reflections on these themes provide insights for practice in the fields of speech language pathology, education, and rehabilitation engineering. The importance of further qualitative inquiry as a method to gather and listen to the voices and experiences of these often unheard individuals is stressed.

This paper aims to review the literature on assistive technologies (AT) during the COVID-19 pandemic and afterward, in libraries globally, as portrayed on blogs, wikis and the internet.

Reports from blogs, internet sources and databases during the pandemic in 2019 up to July 2022 are examined and findings highlighted the trends in the use of AT within that period.

AT were not readily available in libraries, archives and museums during the lockdown. Some institutions made emergency contingency provisions to loan out equipment. Online resources were made available over time, however. In aftermath of the pandemic, there is a concerted effort to bridge the gaps in service delivery to the clientele that need AT and plan for possible future emergencies.

This paper presents an overview of the trends in the use of AT during and after the COVID-19 pandemic globally.