A co-design process involving autistic children can provide a substantial benefit and optimal utilization of technologies to an off-the-shelf design-based one. Having a voice and making a contribution plays a major role in the co-design process. Yet autistic children exhibit varying communication and social skill and some of them may be minimally verbal or non-verbal. For these reasons, harmonizing the techniques of the co-design process with autistic children with varying characteristics requires detailed and careful consideration. To understand the techniques of the co-design process that accommodates all categories of autistic children, a systematic review of a co-design process involving autistic children was conducted, using six large databases (Scopus, ACM Digital Library, ScienceDirect, IEEE Xplore, SpringerLink, and Google Scholar). The search result includes 2482 papers of which only 82 met the inclusion criteria. The result of the data extraction analysis collection is classified according to techniques for accommodating autistic children of varying characteristics, the challenges encountered, and methods of minimizing those challenges. The review identifies four prominent themes within co-design research for autism: advances in co-design objectives and outcomes, participant recruitment determinants, core co-design methods, and the management of co-design challenges. Highlighting the need for inclusivity and equitable support, the study proposes recommendations for better integration of diverse communication abilities and multiple diagnoses in the co-design process, underlining the importance of adaptive technologies and methods to accommodate the needs of all children.

The Internet of Things (IoT) is an ever-evolving ecosystem that enables interactions between humans and interconnected objects, including healthcare domains. IoT addresses the lack of access to medical resources, the growing elderly population with chronic conditions, and the rising medical costs. This research analyzes 20 review articles on IoT applications for the well-being and healthcare of the elderly population. IoT can significantly improve well-being and healthcare through remote monitoring, communication, automating tasks, and access to various services and information. However, several limitations and challenges must be considered when employing IoT for the elderly's well-being and healthcare.

In the United States, the National Institute on Deafness and Other Communication Disorders estimates that 90% or more deaf children have hearing parents. Communication is one of the first aspects of family life impacted by having a deaf child. The hearing parents of deaf children and teachers often have difficulty communicating with their deaf children and need to interact with them using sign language. Deaf children and hearing parents still face many challenges in learning sign languages despite technological advances such as mobile apps, desktop and web applications, and new instructional materials and methods. In Qatar, 13.7% of the persons with disabilities have some difficulties, many challenges, or cannot hear totally, highlighting the need to include and foster ICT accessibility of deaf and hard of hearing persons in education. In this paper, we presented a new approach based on virtual reality (VR) to teach the basics of Qatari Sign Language (QSL) for teachers and parents, which can be extended to beginner interpreters for sign language. We experimented on 52 participants from specialized primary schools and higher institutes to teach them new signs in QSL (Arabic Sign Language). Virtual reality presented an innovative way for fast education through impact assessment conduct before and after the training sessions.

Information and Communication Technology ICT is increasingly becoming a cornerstone of both work and daily lives for many people. Everyone should then be able to access and use ICT at the same level as everyone else, including individuals with disabilities and the elderly. Even so, many forms of technologies and services are still not being designed with accessibility in mind. Several factors are yet hindering ICT accessibility including, among others, the scarcity of adequate ICT accessibility learning and training programs, as well as the lack of integration of ICT accessibility courses into curricula, which means that most of graduate students do not acquire knowledge and skills on how to make technology accessible. This paper presents a novel open ICT accessibility and inclusive design ICT-AID competency framework with a view to support individuals, and education and training institutions on delimiting the required relevant ICT accessibility competencies, and to fostering accordingly the integration of accessibility into curricula. The proposed framework, as a new standard featured on the open educational resources OER Commons platform, can also be availed for locating, aligning and sharing accessible OER serving globally learners and educators, toward closing the ICT accessibility training and knowledge gap.