ASSISTIVE TECHNOLOGY AS AN HCI TOPIC*
PRE-CONFERENCE WORKSHOP
Blaise W. Liffick, Ph.D. Department of Computer Science Millersville University Millersville, PA 17551 717-872-3536
[email protected]
1.0 ABSTRACT Assistive technology (AT) for the disabled encompasses everything from special handles, to padding for arranging seating position, to computerized devices of various kinds. This latter category fits naturally within the area of human-computer interaction (HCI), but is largely ignored within the field (as evidenced by its cursory mention within HCI textbooks). The purpose of this workshop is to introduce assistive technology from the perspective of HCI, as a means of encouraging its inclusion within standard HCI courses. Furthermore, an entire course on AT from a computer science point of view will be discussed. 2.0 OVERVIEW Nearly 20% (more than 50 million) of the population of America is disabled, with 10% being classified as "severe." [1] The main categories of disabilities include vision impairments, mobility impairments, hearing impairments, learning disabilities, speech impairments, and traumatic brain injuries. Approximately 180,000 disabled students graduate from high school each year; nationally, 10.5% of college students are disabled. [2] As life expectancy continues to increase both for the disabled and for the population at large, this number will continue to grow. Furthermore, laws such as the Americans with Disabilities Act of 1990 place significant
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requirements on employers, educators, and industry to provide reasonable accommodations to assist the disabled. Assistive technology (AT) is increasingly available to either help compensate for a disability or to provide accessibility to information and services, and to in general improve the quality of life of the disabled. Human-computer interaction professionals have an expertise in developing and evaluating devices from a usability perspective. However, currently this expertise is seldom directed at the AT field. As a consequence, 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. Involving HCI professionals in the development of new devices, evaluation of available AT devices, and the evaluation of persons with disabilities to assist them in the selection of appropriate AT and subsequent training and support, should improve the overall usability, adoption, and acceptance of AT. Furthermore, AT devices offer an excellent source for effective student project topics in an HCI course. There is clearly an increasing need for computer professionals who are familiar with assistive technology in two domains: (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. For instance, the Americans with Disabilities act states: "A public accommodation shall take those steps that may be necessary to ensure that no individual with a disability is excluded, denied services, segregated or otherwise treated differently than other individuals because of the absence of auxiliary aids and services, unless the public accommodation can demonstrate that taking those steps would fundamentally alter the nature of the goods, services, facilities, privileges, advantages, or accommodations being offered or would result in an undue burden, i.e., significant difficulty or expense." [3] Section 508 of the Vocational Rehabilitation Act states that all federal agencies must ensure that their electronic and information technology is accessible for persons with disabilities. [4] As more employees, clients, and consumers demand accommodations, the need for personnel to evaluate, recommend, install and configure, provide training for, and maintain assistive devices will likewise increase. At this point in time, these tasks require persons who are highly skilled in computer technology. While not all assistive technology requires the skill of a computer science college degree, many of the devices do require extensive configuring and installation of companion computer systems. In some cases, such as with augmentative communication 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 use. This workshop introduces the area of assistive technology (AT) for the disabled, and presents ideas on how AT can be used to illustrate HCI concepts and principles as part of an HCI course, primarily at the undergraduate level. It looks at specific examples covering systems for the visually impaired, vocally impaired, motor impaired, hearing impaired, and cognitively impaired. This includes built-in accessibility controls, voice input and output systems, augmentative communicationdevices, website accessibilityissues, and customized switch inputs.
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A model laboratory to support student lab work will be discussed and example AT products will be demonstrated. 3.0 OUTLINE OF WORKSHOP The legal issues of disabilities support Interaction methods to support Vision impairment Hearing impairment Motor impairment Augmentative communication Cognitive impairment Demonstrations of representative assistive technology devices AT as an HCI teaching tool 4.0 PARTICIPANTS (WHO SHOULD ATTEND) Any faculty, but particularly those involved in HCI, who would like to use AT as a demonstration of interaction methods or for potential student projects. 5.0 REFERENCES [1] U.S. Census Bureau data available at http://www.census.gov/prod/3/97pubs/cenbr975.pdf [2] Cunningham, C. and N. Coombs. Information Access and Adaptive Technology. Oryx Press. 1997. [3] American with Disabilities Act, Sec.36.303 Auxiliary Aids and Services. Available at the US Department of Justice website http://www.usdoj.gov/crt/ada/adahom1.htm. [4] Section 508 Compliance Website at http://www.section508.gov.
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