Traditional window browsers in physical computer laboratories have limits when it comes to improving the learning experience for students with cognitive disabilities. For example, students with cognitive disabilities have difficulties understanding while displaying many web pages at the same time; also, having multiple tabs open can be distracting and stressful. A virtual reality (VR) environment can give an immersive browsing experience by displaying numerous online pages at the same time, making browsing and learning more efficient. Furthermore, the virtual environment can eliminate distractions and improve focus by offering a regulated browsing environment. This work project focused on multi-browser development in a VR environment to explore the skills experience of, helping students with cognitive disabilities to improve their independence in learning activities. The system uses a virtual environment to visualize several web pages and their interconnections; additionally, the user movement inside the virtual environment uses camera movement to create a unique and immersive browsing experience suitable for cognitive disabilities. The results demonstrate the ability to retrieve websites in a virtual environment, as well as the movement experience between browsers inside the virtual computer laboratories. Currently, the system is being tested with The System Usability Scale, but the results will be ready on camera-ready submission.

This paper investigates the integration of creative activities with interactive technology to enhance the participation and engagement of individuals with intellectual disabilities. Conducted in two workshops, the study explores the use of Play-Doh, drawing, and game creation, combined with Makey Makey and Scratch programming. Seven participants with varying verbal communication abilities engaged in activities tailored to their preferences and needs. The methodology involved thematic analysis of participant and support worker interactions, observations, and the artifacts created. Key findings demonstrate the importance of adaptability in activities, the empowering role of technology in creative expression, and the significant impact of facilitators and support workers. The study underscores the need for flexible, participant-led approaches in educational settings for individuals with intellectual disabilities, highlighting technology's role as an enabler of engagement and creative exploration.

The paper presents the concept of SMED, a smart chair designed for real-time monitoring of patients' vital signs like heart rate and respiratory rate and a functional prototype developed to evaluate the effectiveness of the concept. The prototype leverages a strain gauge system integrated into a harmonic steel to detect changes in body pressure and vibrations. Physiological data of interest are obtained using the ballistocardiography methodology.
The final goal of this work is to enhance the quality of care and support for individuals with Autism Spectrum Disorder (ASD) who face difficulties in communicating their emotions, stress and discomfort, during medical or dental visits.

People with cognitive disabilities have the right to actively participate in various aspects of society, including culture, on an equal basis with others. Since these groups of people may encounter difficulties in the reading comprehension process, the Easy-To-Read (E2R) methodology was created to make texts more accessible by providing a set of guidines and recommendations related to both writing and layout aspects. Currently, this methodology is manually applied, limiting the amount of accessible texts; however, the application of Artificial Intelligence (AI) methods and techniques could be used for automatising part of the E2R adaptation process. Specifically, in this paper we present a first approach to an AI-based method for adapting dialogues to a theatrical style, as suggested by the E2R methodology. This method is based on symbolic and sub-symbolic AI to automatically adapt dialogues, and is implemented as a proof-of-concept.

The work presented in this paper is part of a project which aims to enable people with no programming skills to create human-machine interaction scenarios without programming. An example of a human-machine interaction scenario could be an interactive cognitive stimulation exercise created by a therapist for an Alzheimer's patient, or a sensorially adapted digital learning exercise for a student with an autism spectrum disorder, created by a teacher. This paper presents a literature review whose objectives are to understand why learning computer programming and algorithms is such a complex activity, and how visual programing languages, learning tools, digital tools designed for non-developers and their features can inspire the design of a human-machine interaction scenarios authoring tool, in order to propose a series of recommendations for the design of a human-machine interaction scenarios authoring tool.