An Adaptive Technologies Course in a CS Curriculum Blaise W. Liffick Department of Computer Science Millersville University Millersville, PA 17551 USA +1 717 872 3536
[email protected] ABSTRACT
THE ROLE OF COMPUTER PROFESSIONALS IN AT
This poster describes part 2 of the 2-year project “Integrating Assistive Technology into an Undergraduate Computer Science Curriculum from an HCI Approach,” funded by the National Science Foundation [3]. (Part I of this project is documented in [1, 2].) The intent of this phase of the project is to introduce the topic of computerized aids for the disabled (generally called assistive or adaptive technology (AT)) as an advanced elective course offered for senior Computer Science majors. This report will briefly describe some of the topics to be covered in this new course, how these topics fit within the CS curriculum, sample assignments, and the laboratory equipment used to support demonstrations and assignments. This course is more fully described in [4].
There is an increasing need for computer professionals who are familiar with assistive technology: (1) in support of company employees who have a disability and require accommodation, and (2) in support of clients or customers of the employer who may require access to company information, services, and products by ensuring that company products meet requirements for accessibility. As more employees, clients, and consumers demand accommodations, the need to evaluate, recommend, install and configure, provide training for, and maintain (in addition to research and design) assistive devices will likewise increase. These tasks require support from persons highly skilled in computer technology. Many AT devices require extensive configuring and installation of companion computer systems.
Categories and Subject Descriptors
Human-computer interaction, assistive technology, disabilities
In some cases, such as with augmentative/alternative communication (AAC) devices, the device itself is a special purpose computer with its own computer-oriented command structure, interface, and programming environment that requires extensive skill to set up, use, modify, and maintain. In addition, the trend is toward making the underlying operating system entirely trans-parent, so that the power of a general computer system can also be accessed by the user. Add to this the complexity of interfacing the AAC device to other computers (for purposes such as backup and access to the Internet), and the complexity of the system increases dramatically.
INTRODUCTION
COURSE TOPICS
H.1.2 [Models and Principles]: User/Machine Systems – human factors. K.3.2 [Computers and Society]: Computer and Information Science Education – computer science education, curriculum. K.4.2 [Computers and Society]: Social Issues – handicapped persons/special needs.
General Terms Human Factors.
Keywords
Topics in this course include
Computer professionals in HCI have an expertise in devel-oping and evaluating devices from a usability perspective. However, many AT devices are poorly designed from a usability perspective, resulting in extensive training needs, poor utilization by clients, and abandonment of the AT by the user. Also, the complexity of many AT devices is often an impediment to potential users, requiring extensive computing experience to fully take advantage of features, as well as extensive training and experience to learn to use. Understanding the intricacies of hightech AT devices requires a level of computer sophistication that is much higher than what those who provide primary services to the disabled typically have.
I. II. III. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. XIII.
Understanding the Disabled User Disabilities Legislation Universal & User-Centered Design Basic Human-Computer Interaction Practices Control Interfaces AAC Devices Visual Impairment Aids Speech Synthesis Speech Recognition Web Accessibility Wireless AT Devices AT for the Elderly User evaluation and assessment Intelligent Agents and AI Techniques
THE LABORATORY The funding for this project provided a model laboratory for teaching about AT. Specialized hardware for the lab includes an AAC device, alternative keyboards, alternative pointing devices, and single-switch input devices. Specialized software includes
Copyright is held by the author/owner(s). ASSETS’05, October 9–12, 2005, Baltimore, Maryland, USA ACM 1-59593-159-7/05/0010.
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is on the high side of cost, primarily because of the relatively small target market. Good software packages often cost in the $1000 range (e.g. for screen readers, voice recognition, and AAC software), while specialized hard-ware (e.g. Braille devices, AAC devices, eye-gaze systems) routinely cost several thousands of dollars (AAC devices typically run between $6500 and $8000). Vendors have not typically been willing to grant significant educational discounts (K-12 schools are a significant customer base because of the Individuals with Disabilities Education Act). While software vendors often have trial systems (and some companies have even produced emulations of their hardware devices, particularly in AAC), these are often timed to a short trial period (e.g. 30 days). This is a problem not easily resolved, especially considering that Moore’s Law applies to the more advanced systems.
OCR translation to text, screen readers, word prediction, speech recognition, and on-screen keyboard. These devices and software are considered a minimal set of what a lab of this sort should contain. For instance, one shortcoming is that the one AAC device is not representative of all types, but is just one example of about a half-dozen different approaches to the problem. The lab is supplemented through using software instead of hardware in some cases (e.g. emulators of some devices exist, and other devices use a separately available software system as their basis), and by borrowing equipment (e.g. from an Assistive Technology Lending Library, available in most states).
ASSIGNMENTS Typical assignments include •
Development of a single-switch performance test program, to be used by clinicians to determine appropriate placement of switches for disabled users.
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Evaluation of website accessibility.
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Evaluation of composition speed using different input methods, such as word compaction, word prediction, and iconic languages.
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Development of a web-based e-mail system from the perspective of a motor-impaired or blind user.
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Development of basic software for interfacing AAC devices to standard computers.
The second most significant concern is acceptance by computer science colleagues of the subject matter. Typical criticisms naturally have to do with such a course being more appropriate for a rehabilitation engineering program. While on the surface this course could perhaps be comfortably placed in such a program, there are two main counter arguments: (1) many more schools have a computer science program than rehabilitation engineering; and (2) the subject matter as proposed is filtered through the lens of computer science. The main thrust of the course is in the development of AT systems, not just their use. However, the side benefit of a group of computer science graduates who can offer AT services is not to be minimized.
These projects have been highly successful and enjoyable for the students. In two cases, student implementations have been selected for inclusion on the AAC Institute’s website (www.aacinstitute.org). Not only do students enjoy the challenge of developing practical systems, they are also highly gratified that their work is being put to real use.
ACKNOWLEDGMENTS The author thanks the National Science Foundation and Millersville University for support of this project.
REFERENCES 1.
Liffick, B. “Introducing Assistive Technology in an HCI Course." Proceedings of ITiCSE 2004. Leeds, UK. June 2830, 2004.
2.
Liffick, B. “ An Assistive Technology Project for an HCI Course." Proceedings of ITiCSE 2004. Leeds, UK. June 2830, 2004.
3.
Liffick, B. “Integrating Assistive Technology into an Undergraduate Computer Science Curriculum from an HCI Approach.” National Science Foundation (CCLI-EMD, DUE-0230969). June 2003 – May 2005.
4.
Liffick, B. “Adaptive Technology in a Computing Curriculum." In Diversity in IT Education. G. Trajkovski (Editor). Idea Group Publishing: Hershey, PA. In Press.
RESULTS AND LESSONS Through pre-testing, it is easy to demonstrate how little senior computer science majors know about disabilities, adaptive technology, or their potential roles in providing services to the disabled. Upon completion of the course, students are much more aware of these issues, and have practical experience in selecting, configuring, and developing AT. Several students have since gone on to either jobs in the AT field or to graduate school with plans to continue working in AT development. This demonstrates that this type of course opens up new career paths for computer science alumni. There are some practical difficulties in offering this course, however. The most obvious is cost. Much of assistive technology
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