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Universal (or broadened) accessibility, or Universal Design means excellent Usability , particularly for people with disabilities. But, argue advocates of assistive technology, universally accessible technology yields great rewards to the typical user; good accessible design ''is'' universal design, they say. The classic example of an assistive technology that has improved everyone's life is the " Curb Cut s" in the sidewalk at street crossings. While these curb cuts surely enable pedestrians with mobility impairments to cross the street, they have also aided parents with carriages and strollers, shoppers with carts, and travellers and workers with pull-type bags, not to mention Skateboard ers and Inline Skate rs.

Consider an example of an assistive technology. The modern Telephone is, except for the deaf, universally accessible. Combined with a Text Telephone (also known as a TDD Device for the Deaf and in the USA generally called a TTY[TeleTYpewriter]), which converts typed characters into tones that may be sent over the telephone line, the deaf person is able to communicate immediately at a distance. Together with "relay" services (where an operator reads what the deaf person types and types what a hearing person says) the deaf person is then given access to everyone's telephone, not just those of people who possess text telephones. Many telephones now have volume controls, which are primarily
intended for the benefit of people who are hard of hearing, but can be useful for all
users at times and places where there is significant background noise.

Another example: Calculator s are cheap, but a person with a mobility impairment can have difficulty using them. Speech Recognition software could recognize short commands and make use of calculators a little easier. People with cognitive disabilities would appreciate the simplicity; others would as well.

Toys which have been adapted to be used by children with disabilities, may have advantages for "typical" children as well. The Lekotek movement assists parents by lending assistive technology toys and expertise to families.

Telecare is a particular sort of assistive technology that uses electronic sensors connected to an alarm system to help caregivers manage risk and help vulnerable people stay independent at home longer. A good example would be the systems being put in place for senior people such as fall detectors, thermometers (for Hypothermia risk), flooding and unlit gas sensors (for people with mild Dementia ). The principle being that these alerts can be customised to the particular person's risks. When the alert is triggered, a message is sent to a carer or contact centre who can respond appropriately. The range of sensors is wide and expanding rapidly.

Technology similar to Telecare can also be used to act within a person's home rather than just to respond to a detected crisis. Using one of the examples above, unlit gas sensors for people with dementia can be used to trigger a device that turns off the gas and tells someone what has happened. This is safer than just telling an external person that there is a problem.

Designing for people with dementia is a good example of where the design of the interface of a piece of assistive technology (AT) is critical to its usefulness. It is important to make sure that people with dementia or any other identified user group are involved in the design process to make sure that the design is accessible and useable. In the example above, a voice message could be used to remind the person with dementia to turn of the gas himself, but who's voice should be used, and what should the message say? Questions like these must be answered through user consultantion, involvement and evaluation.


ASSISTIVE TECHNOLOGY PRODUCTS

  • Magnifier s magnify computer displays for people with some degree of Visual Impairment .

  • Closed Circuit Television (CCTV) or Video Magnifiers can magnify printed text for people with low vision.

  • Text readers use Text-to-Speech (TTS) technology to convert text to speech. Used commonly by people with reading-based learning disabilities or low vision.

  • Reading Machine s allow blind people to access printed material.

  • Screen Reader s allow blind people to use computers by communicating what is on the screen via speech or Braille.

  • Refreshable Braille Display can be used to convert on-screen text to Braille characters.

  • Sticky Keys is a feature of Microsoft Windows and Mac OS X operating systems allowing key combinations (such as Control-Alt-Delete) to be pressed in sequence rather than simultaneously.

  • Switches allow access to computers for people with severe physical or cognitive difficulties.

  • Standing Frames support wheelchair users in a standing position, increasing their reach, as well as improving their health and self-esteem.

  • Wakamaru provides companionship, reminds users to take medicine and calls for help if something is wrong.



SEE ALSO



FURTHER READING

  • Behrmann, M. & Schaff, J.(2001). Assisting educators with assistive technology: Enabling children to achieve independence in living and learning. Children and Families 42(3), 24-28.


  • Bishop, J. (2003). The Internet for educating individuals with social impairments. Journal of Computer Assisted Learning 19(4), 546-556. Available as a free download


  • Cain, S. (2001). Accessing Technology - Using technology to support the learning and employment opportunities for visually impaired users. Royal National Institute for the Blind. ISBN 1858785170.


  • Cook, A., & Hussey, S. (2002). Assistive Technologies - Principles and Practice, 2nd Edition. Mosby. ISBN 0323006434


  • Franklin, K.S. (1991). Supported employment and assistive technology-A powerful partnership. In S.L. Griffin & W.G. Revell (Eds.), Rehabilitation counselor desktop guide to supported employment. Richmond, VA : Virginia Commonwealth University Rehabilitation Research and Training Center on Supported Employment.


  • Lahm, E., & Morrissette, S. (1994, April). Zap 'em with assistive technology. Paper presented at the annual meeting of The Council for Exceptional Children, Denver, CO.


  • Lee, C. (1999). Learning disabilities and assistive technologies; an emerging way to touch the future. Amherst, MA: McGowan Publications.


  • McKeown, S. (2000). Unlocking Potential - How ICT can support children with special needs. The Questions Publishing Company Ltd. ISBN 1841900419


  • Nisbet, P. & Poon, P. (1998). Special Access Technology. The CALL Centre, University of Edinburgh. Available as a free download The CALL Centre. ISBN 189804211X


  • Nisbet, P., Spooner, R., Arthur, E. & Whittaker P. (1999). Supportive Writing Technology. The CALL Centre, University of Edinburgh. Available as a free download The CALL Centre. ISBN 1898042136


  • Rose, D. & Meyer, A. (2000). Universal design for individual differences. Educational Leadership, 58(3), 39-43.


  Adlam, T Et Al The Installation And Support Of Internationally Distributed Equipment For People With Dementia" IEEE Transactions On Information Technology In Biomedicine (1089-7771) Yr:2004 Vol:8 Iss:3 Pg:253-257 "http://ieeexploreieeeorg/iel5/4233/29401/01331402pdf" class="copylinks" target="_blank">download from IEEE (694k PDF)