First, we search for products that are already on the market, such as consumer electronics and dedicated technological aids. Sometimes, it's possible to adapt an existing product to make it accessible and cater to the needs of an individual. If we can't find a solution, we conduct research and query within our network to discover whether solutions have already been developed, prototyped, or if suitable start-ups exist. In some cases, co-creation can help prevent reinventing the wheel. When it's not possible to use any of the aforementioned meth- ods, the only option left is to develop custom-made solutions. So, when the only option left is to create custom-made solu- tions, we have to design and build. It's crucial to collaborate with all disciplines involved, including caregivers, behavioural experts, occupational therapists, parents, and, as much as possi- ble, involve the client during the development process. We also closely cooperate with the Expertise Centre of Deafblindness at Bartiméus (ECDB), where knowledge about (congenital) deaf- blindness is centralized. There are several ways to develop custom-made solutions for individuals with deafblindness. In this article, I would like to discuss the following: • Pencil Case Sensor: This assistive device builds upon ex- isting skills and incorporates technology without the cli- ent's awareness. • The Disk Timer: This device emphasizes the importance of learning skills and can be particularly beneficial for cli- ents with reasonably high cognitive abilities. • Proxacare: a system designed to help deaf-blind individ- uals sense the presence and approach of others PENCIL CASE SENSOR: Imagine a deafblind client (completely deaf and blind) with an intellectual disability. This individual always seeks physical contact with their caregiver, necessitating constant one-on-one care throughout the day. Over the years, brief moments of no contact or touch became possible, and at times, the client would even push the caregiver away. But when the client called for the caregiver, an immediate response was expected. Gradually, the client learned to use a pencil case as a way to signal their need for contact. This particular pencil case was al- ways accessible to the client. When they picked up the case, it indicated their desire for contact, a communication method that had been in place for several years. However, if there wasn't an immediate response when the client picked up the pencil case, they would exhibit undesirable behavior. Unfortunately, it wasn't always immediately noticeable to the caregiver when the client had picked up the pencil case. That's when they turned to the FabLab for assistance in solving this problem—how to ensure they don't miss the client picking up the pencil case.
Technology surrounds us in various forms. We've become reli- ant on even the simplest forms of technology, such as automatic car keys that unlock doors, coffee makers that brew a fresh pot upon your return home, or watches that track your daily steps. Using these basic technologies has become the new norm. With just a button click or a swipe on your phone, the world is at your fingertips. Accessing information is effortless for you and me, making life more convenient and, in some cases, safer. Our reli- ance on technology is evident. The impact on our daily lives is significant when these tech- nologies fail to function. Imagine a day without Wi-Fi, smart- phones, or tablets – it seems unimaginable. We'd probably have a rather challenging day if that were to happen. However, if I were to pose the same question to a person with congenital deafblindness, the impact would be minimal compared to us, as they have limited reliance on technology. So, there is a digital divide. Why? There are four main reasons: • When someone has congenital deafblindness, the com- mon solutions for the visually impaired are often too complex: º To use a braille display, one must be able to read braille. º To use audio description, the ability to hear is required. º Many solutions designed for individuals with learning difficulties are not useful because they rely on visualizations and animations to compen- sate for written text. • There are almost no ready-made solutions specifically developed for this target group. Commercially, the de- mand is not yet sufficient to attract suppliers and create a market. • There is limited advocacy from the target group and their network regarding what they want and why they want it. • Implementation is also challenging. Even when a solu- tion is found, it often can't be used immediately. For peo- ple with congenital deafblindness, learning new skills takes time, requires support, and demands considerable patience from all involved. Almost everything is possible; however, there is a lack of connection between users and developers. There is hardly any exchange of ideas and solutions, and most solutions are cus- tom-made. Consequently, solutions are often expensive. As ex- plained, this is one of the causes of the digital divide. Assistive technology is intended to enhance the quality of life, promote participation, and foster independence for indi- viduals with disabilities. For those living with deafblindness, the interactive effects of combined vision and hearing impairment often hinder the usability of assistive devices. When we are asked for help in finding a (technical) solution, the FabLab strategy is as follows:
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