Q. How can predictive algorithms enhance text-based communication for users with speech impairments?

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Q. What design considerations are important for users with dyslexia?

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Q. Why might conventional spelling correction programs be ineffective for dyslexic users?

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Q. What is the triad of impairments associated with autism?

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Q. How might technology contribute to improving communication for individuals with autism?

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Q. In what area can computers potentially play a role in the education of children with autism?

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Q. Why might computers be particularly motivating for individuals with autism?

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Q. What is the main demographic trend contributing to the growth of older users in technology?

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Q. What percentage of people over 65 have some kind of disability?

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Q. What potential benefits can mobile technologies offer to older individuals?

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Q. What design principles are important for creating technology interfaces for older users?

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Q. Why is attention to designing technology for older people important?

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Q. What approach has been developed to involve children actively as members of the design team?

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Q. What are some of the challenges in involving children in the design of interactive systems?

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Q. What is a potential alternative input device for younger children who have difficulty using a keyboard?

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Q. What can enhance children's experience with technology interfaces?

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Q. What is semiotics in the context of universal design?

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Q. Why should care be taken when using gestures in virtual reality and avatars?

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Q. How can the potential misunderstandings related to color interpretations be mitigated in interface design?

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