Søk via klassifikasjoner - Hjelpemidler
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Products intended to provide instruction that improves a person's capacity and performance of physical, mental and social activities with the goal of enhancing the person’s participation in all relevant domains (such as communication, self-care, mobility, housekeeping, work, education, and recreation). Included are, e.g. assistive products used in education/learning. Included are, e.g. assessment, test and evaluation materials. Devices that have a function other than training, but that may also be used for training, should be included in the class covering its principal function. Assistive products for vocational assessment and vocational training, see >28 27
Assistive products for training alternative communication techniques and vocabulary. to allow interpersonal communication. Included are, e.g. Braille, sign language, Bliss language. Assistive products for communication and information management, see >22
Products for training in, and learning, finger spelling, i.e. tactile communication for deaf. blind persons
Products for training in, and learning, sign languages, i.e. visual languages for deaf persons
Products for training in, and learning, lip-reading. Included are, e.g. assistive products for training deaf and hard of hearing persons to understand what other persons say by watching the movement of their lips.
Products for training and learning vocal language supplemented by signing
Products for training blind persons to read and write using Braille code
Products for training and learning simplified and formalized pictures that represent a message or information. Included are, e.g. pic-symbols.
Products for training and learning communication with Bliss
Products for training and learning communication using pictures and drawings which. illustrate the word or sentence to be communicated. Assistive products for drawing and writing, see >22 12
Products for teaching the Morse alphabet and training a person to use it. Assistive products for alarming, indicating, reminding and signalling, see >22 27
