Accessibility in an on Demand Era

Total Page:16

File Type:pdf, Size:1020Kb

Accessibility in an on Demand Era IBM Accessibility Center March 2004 www.ibm.com/able Question and Answer Document Accessibility in an on demand era Q1: What is the IBM Accessibility Center? A1: Stemming from the IBM Special Needs Systems group, the IBM Accessibility Center was created in 2000 to apply research technologies to solve problems experienced by people with disabilities. In 2002, the Accessibility Center team expanded its focus to include access to information by virtually anyone under virtually any circumstances. IBM Accessibility Center locations are in the United States, Europe, Japan and Australia. Key initiatives include: y Driving accessibility as a worldwide IBM strategic initiative. y Driving accessibility of IBM products. y Developing or licensing key assistive technologies. y Pursuing partnerships to co-market accessibility solutions. y Creating comprehensive accessibility architectures and leading cross-IBM implementation. y Guiding and participating in external regulations, standards and technology organizations. Q2: What does accessibility mean to information technology (IT) providers? A2: Accessibility means enabling IT hardware, software and services to be used by more people, either directly or in combination with assistive technology products. IBM is taking the lead in making IT accessible to many people, including those with disabilities. Helping more people benefit from computing and information resources is part of IBM’s larger vision of on demand computing. e-business on demand™ promises to make a wide range of affordable business services readily accessible and easy to use. Accessibility features will be embedded in on demand technology as a benefit that can easily be activated if needed to support employees with temporary or chronic disabilities or simply adjusting to characteristics associated with aging. Technologies such as voice recognition, wireless communications and speech output improve the ability to access IT for those who have disabilities and are also increasingly in demand by today’s society seeking convenience and ease of use. IBM is committed to creating accessible and easy-to-use technologies that will enhance the overall workplace environment and contribute to the productivity of all employees. Q3: What is assistive technology? A3: Assistive technology is specialized hardware or software that is used to help increase, maintain or assist the functional capabilities of people with disabilities. It can be any device or technique that assists people in removing or reducing barriers to computing technology and information and enhances their everyday activities. An example of assistive technology is a screen reader, which uses a text-to-speech synthesizer to translate what is displayed on a screen into audible text. 1 Q4: When did IBM become involved in accessibility? A4: IBM has had a long history of commitment to accessibility since 1914, when IBM hired its first disabled employee, 76 years before the Americans with Disabilities Act (ADA). Additionally, as both an IT company and a developer of assistive technology, IBM can provide clients accessible solutions that align with their business initiatives. For more information on IBM’s history in accessibility visit ibm.com/able/history. Q5: Why is IBM focusing on accessibility? A5: According to the World Health Organization, of the world’s more than six billion people, between 750 million and one billion have a disability. In the United States alone, there are over 54 million people with disabilities. The number is increasing, in part, because people are living longer and health programs are continually improving. Disability refers to one or a combination of the following: blindness or visual impairment; deafness or being hard of hearing; motor or mobility impairment; and reading or cognitive impairment. Also significant is the aging population, because as people age they may begin to experience one or more disability characteristics. The accessibility of IT is essential because it can allow use by and facilitate the daily lives of many people with disabilities – both at home and at work. Accessibility affects many aspects of an IT business, and IBM recognizes the importance of enabling its products and services to help serve the various needs of the abled and the disabled. Additionally, to continue to sell products and services to the federal government, IBM must provide accessible solutions. In 1998, the U.S. Congress amended the existing Rehabilitation Act with Section 508, requiring federal agencies to acquire electronic and IT products and services that are accessible to people with disabilities. Enforcement of this law began in June of 2001. Q6: To whom does U.S. Section 508 apply? A6: U.S. Section 508 applies to federal agencies when they develop, procure, maintain or use electronic and information technology. Under Section 508, agencies must give disabled employees and members of the public access to information that is comparable to the access available to others. Section 508 applies to all electronic and IT products procured by the federal government after June 21, 2001. It was enacted to eliminate barriers in IT, to make new opportunities available for people with disabilities, and to encourage development of technologies that will help achieve these goals. Q7: Are there any products that are exempt from Section 508? A7: No specific products are exempt from Section 508. However, Section 508 does not apply to: y U.S. federal micropurchases made prior to October 2004. However, even for micropurchases made prior to this date, U.S. federal contracting officers are strongly encouraged to make micropurchases that comply with the applicable accessibility standards to the maximum extent practicable. y Electronic IT that is used for a national security system. y Electronic IT acquired by a contractor incidental to a contract. y Electronic IT located in spaces frequented only by service personnel for maintenance, repair or occasional monitoring of equipment. Examples may include servers, disk storage devices, tape storage devices and the interconnection devices associated with these items. y Electronic IT that would impose an undue burden on the federal agency. Undue burden means there are circumstances that make it extremely expensive or difficult to comply. 2 Q8: Was IBM involved with the introduction of Section 508? A8: IBM was vice-chair of the committee that developed recommendations on which the final Section 508 standard was based. Q9: Will IBM publish a list of products that support U.S. Section 508 along with corresponding industry voluntary product assessment templates (VPATs)? A9: Today IBM includes information about accessibility features and support for Section 508 standards in the product announcement materials. IBM continues to investigate the feasibility of publishing IBM product Section 508 VPATs. Q10: Which clients will IBM’s accessibility initiative target? A10: The relationship is particularly relevant to governments in the U.S., Europe, Asia and Australia, given Section 508 and similar accessibility-related regulation in other parts of the world, but the private sector can also benefit as it moves towards accessible IT. Q11: How does IBM plan to work with clients to help them receive the biggest benefit from accessibility? A11: To help clients maximize the benefits of accessible technologies, IBM and the IBM Accessibility Center will focus on three key areas: y Aligning accessibility with client business initiatives – Through its consulting services, IBM can evaluate and understand clients’ key business initiatives and help them incorporate accessibility into their solutions. Solutions consist of services, hardware, software, and in some cases, research to provide customized accessible solutions. To help reduce total cost of ownership, IBM will focus on interoperability and compatibility with existing infrastructure. y Providing more people with access to technology and information – By providing consultation and hardware, software and solutions that are accessible, IBM helps give people of varied abilities access to information and technology. This will help IBM clients respond more quickly to the IT access needs of their clients, constituents and employees, and can result in lower support costs. For example, by offering an accessible Web site, agency staff can offload handling of repetitive tasks such as answering commonly asked constituent questions; this can help reduce operational costs for items such as call centers, printing and postage. The improved flexibility offered by accessible online tools can help improve an agency’s ability to deliver services to a broader range of constituents as well, and may also improve satisfaction by allowing constituents to access information at their convenience via an accessible Web site, rather than obtaining information only during staffed office hours. Giving people of all abilities access to information and technology helps provide employers larger skill and hiring pools and helps reduce government support costs. From a marketplace perspective, building accessibility features into products and services means reaching more clients – for more profit potential. y Enabling clients to use innovative technology – By working with IBM, clients can have access to innovative technologies that can be incorporated into products and services and integrated into existing business initiatives, helping them reach new markets and provide differentiation. This can help increase customer satisfaction and employee
Recommended publications
  • Assistive Technology
    Teachers’ Desk Reference: Practical Information for Pennsylvania’s Teachers Assistive Technology As a teacher, you have the responsibility to Assistive technology, as defined by the federal design learning environments that are respon- law, may also be a service - any service that sive to diverse student needs and to foster directly assists a child with a disability in the participation and achievement. You may have selection, acquisition, or use of an assistive students in your class or school who need technology device. AT services may include assistive technology (AT) to communicate or to evaluating a student’s need for assistive tech- help them access, participate, and/or respond nology; selecting or adapting AT devices; or to instruction within the general education coordinating AT services such as training for the classroom. This Teachers’ Desk Reference pro- student, the student’s family, and educational vides an overview of what assistive technology team members. is and how it can benefit students both in school and in their everyday lives. Who uses assistive technology? What is assistive technology? IDEA – and Pennsylvania Assistive technology devices and services may be used by stu- An assistive technology device, as Chapters 14 and 711 – require dents with disabilities to increase defined by IDEA 2004, isany item, that teams consider assistive access to the general curriculum piece of equipment, or product and help these students make system, whether acquired com- technology needs (also referred progress toward attaining their mercially off the shelf, modified, Individualized Education Program or customized, that is used to to as assistive devices) for every (IEP) goals.
    [Show full text]
  • Interdependence As a Frame for Assistive Technology Research and Design Cynthia L
    Interdependence as a Frame for Assistive Technology Research and Design Cynthia L. Bennett Erin Brady Stacy M. Branham University of Washington Indiana University (IUPUI) University of California, Irvine Seattle, WA Indianapolis, IN Irvine, CA [email protected] [email protected] [email protected] ABSTRACT In this paper, we describe interdependence for assistive technology design, a frame developed to complement the traditional focus on independence in the Assistive Technology field. Interdependence emphasizes collaborative access and people with disabilities’ important and often understated contribution in these efforts. We lay the foundation of this frame with literature from the academic discipline of Disability Studies and popular media contributed by contemporary disability justice activists. Then, drawing on cases from our own work, we show how the interdependence frame (1) synthesizes findings from a growing body of research in the Assistive Technology field and (2) helps us orient to additional technology design opportunities. We position interdependence as one possible orientation to, not a prescription for, research and design practice––one that opens new design possibilities and Figure 1. An independence frame (left) emphasizes an affirms our commitment to equal access for people with disabilities. individual’s relationship with the environment. Assistive technology (AT) devices are meant to bridge a perceived gap CCS Concepts between disabled bodies and environments designed for non- • Human-centered design and evaluation methods. disabled people. An interdependence frame (right) emphasizes the relationships between people, ATs, and environments, Keywords drawing out the roles of those with disabilities during Interdependence; assistive technology design. collective work they do to create access. 1. INTRODUCTION “independence” really mean, especially in the context of “No one is actually independent; we are all actually AT? To our knowledge, there has yet to be an exploration of interdependent.
    [Show full text]
  • Adaptive Devices in Young People with Upper Limb Reduction Deficiencies: Use and Satisfaction
    J Rehabil Med 2015; 47: 346–355 ORIGINAL REPORT ADAPTIVE DEVICES IN YOUNG PEOPLE WITH UPPER LIMB REDUCTION DEFICIENCIES: USE AND SATISFACTION Ecaterina Vasluian, MSc1, Iris van Wijk, MD, PhD2, Pieter U. Dijkstra, PhD1,3, Heleen A. Reinders-Messelink, PhD1,4 and Corry K. van der Sluis, MD, PhD1 From the 1Department of Rehabilitation Medicine, University of Groningen, University Medical Center Groningen, Groningen, 2Rehabilitation Center De Hoogstraat, Utrecht, 3Department of Oral and Maxillofacial Surgery, University of Groningen, University Medical Center Groningen, Groningen and 4Rehabilitation Center “Revalidatie Friesland”, Beetsterzwaag, The Netherlands Objective: To evaluate use of, satisfaction with, and social ad- INTRODUCTION justment with adaptive devices compared with prostheses in young people with upper limb reduction deficiencies. Young people with an upper limb reduction deficiency (ULRD) Methods: Cross-sectional study of 218 young people with are generally able to perform activities of daily living (ADL) upper limb reduction deficiencies (age range 2–20 years) (1–3) by finding solutions to facilitate difficulties in activities and their parents. A questionnaire was used to evaluate and participation (2). However, some ADL pose more functional participants’ characteristics, difficulties encountered, and limitations; for example, lifting heavy objects, engaging in preferred solutions for activities, use satisfaction, and social sports, cycling or driving (3, 4). Although prostheses are usu- adjustment with adaptive devices vs prostheses. The Quebec ally prescribed for activity limitations (5–7), they are rejected User Evaluation of Satisfaction with assistive Technology by 35–45% of young people with ULRD (8) due to the weight, and a subscale of Trinity Amputation and Prosthesis Experi- lack of functional gain and loss of or reduced sensory feedback, ence Scales were used.
    [Show full text]
  • For Individuals With
    ASSISTIVE TECHNOLOGY FOR INDIVIDU A LS WITH COGNITIVE IMP A IRMENTS A Handbook for Idahoans with Cognitive Impairments and the People Who Care for Them Promoting greater access to technology for ASSISTIVE TECHNOLOGYIdahoans FOR INDIVIDU withA LS WITHcognitive COGNITIVE IimpairmentsMP A IRMENTS 1 Acknowledgements A number of people need to be thanked for their assistance in making this handbook a reality. First, a big thank you goes to the staff of the Idaho Assistive Technology Project for their help in conceptualizing, editing, and proof-reading the handbook. A special thank you to the North Dakota Interagency Program for Assistive Technology (IPAT), and especially to Judy Lee, for allowing the use of their materials related to assistive technology and people with cogni- tive disabilities. A special thank you also goes to Edmund Frank LoPresti, Alex Mihailidis, and Ned Kirsch for allowing the use of their materials connected to assistive technology and cognitive rehabilitation. Illustrations by Sarah Moore, Martha Perske, and Sue House Design by Jane Fredrickson Statement of Purpose This handbook is designed as a guide for individuals, families, and professionals in Idaho who are involved with persons who experience cognitive disabilities. The application of assistive technology for meeting the needs of individuals with cognitive disabilities is still in its infancy in Idaho. This handbook was developed to increase knowledge and expertise about the use of assistive technology for this population. The handbook also provides information about how to locate funding for needed devices and lists a broad array of resources related to this topic. The handbook is designed to provide information that can be used by persons of all ages.
    [Show full text]
  • How to Get Assistive Technology on Your Child's Iep
    HOW TO GET ASSISTIVE TECHNOLOGY ON YOUR CHILD'S IEP Assistive Technology A FAMILY GUIDE New York City Department of Education Division of Specialized Instruction and Student Support Center for Assistive Technology and Tech Solutions Corinne Rello-Anselmi, Deputy Chancellor Spring 2016 CONTENTS Section I: Introduction – The Purpose of this Guide ..................................................................................... 2 Section II: Definition of Assistive Technology (AT) ....................................................................................... 2 Section III: Evaluating the Need for AT ......................................................................................................... 3 Determining What AT Equipment and/or Services are Needed ............................................................... 3 The AT Evaluation Process – Requesting an Evaluation ........................................................................... 4 Timeline for Processing an AT Evaluation Request ................................................................................... 4 Section IV: Formalizing the AT Recommendation on the IEP ....................................................................... 5 AT Consideration AT the IEP Meeting ....................................................................................................... 5 Best Practices in Adding AT to the IEP ...................................................................................................... 5 How AT Needs are Reflected on
    [Show full text]
  • GLOBAL REPORT on ASSISTIVE TECHNOLOGY (Great) CONSULTATION
    ` GLOBAL REPORT ON ASSISTIVE TECHNOLOGY (GReAT) CONSULTATION Thursday, 22 August 2019 OPENING SESSION (venue: Executive Board [EB] Room) Chairs: Mac MacLachlan and Rosangela Berman-Bieler 09:00-10:00 Welcome and opening remarks Mariângela Simão, Assistant Director-General, Medicines and Health Products Division, WHO Ana Lucia Arellano, Chair, International Disability Alliance Balram Bhargava, Director General, Indian Council of Medical Research Silvia Perel-Levin, Chair, Geneva NGO Committee on Ageing, International Longevity Centre Global Alliance representative to the UN Faatino Utumapu and Mataiti Mataiti, Pacific Disability Forum and Cook Islands National Disability Council Chief Guest, Her Exellency Samina Alvi, The First Lady of the Islamic Republic of Pakistan 10:00-10:30 Setting the scene Soumya Swaminathan, Chief Scientist, WHO Samira Asma, Assistant Director-General, Data Analytics and Delivery for Impact, WHO Johan Borg, Lead Editor, Global Report on Assistive Technology 10:30-11:00 Tea/coffee & Audiovisual displays SESSION 1 (venue: Executive Board [EB] Room) Moderator: Arne Eide 11:00-12.30 Assistive technology needs and supply Ali Khan Shazad. Rapid Assistive Technology Assessment (rATA) survey on the use and demand for assistive products in Pakistan Lindsay Lee. Assistive product use and demand: MDS survey with Gallup in Tajikistan, India and Laos Tifenn Humbert, Rana Al-Tayar, Alice Guo. A rapid assessment on access to assistive technology in the WHO European Region Cecilia Nleya. Measuring met and unmet assistive technology needs at the national level: Comparing national database collection tools 1 Program Complete as of 12:00 20 August 2019 ` GLOBAL REPORT ON ASSISTIVE TECHNOLOGY (GReAT) CONSULTATION across eight case countries Arne Eide.
    [Show full text]
  • Assistive Technology Resources (APTA)
    Assistive Technology Resources Assistive technology (AT) and AT services for children with disabilities FACT are now a greater part of pediatric physical therapy practice due to the increased availability of technology and federal legislation that promotes the use of AT. Many pediatric physical therapists are seeking reliable SHEET information and resources for this part of their practice. Resources and online training and discussion communities are now available to enhance the ability to meet the AT needs of children. The following is a select list of the many resources available to assist service providers in evaluation and assessment of the need, effectiveness, and fit of AT. The resource list includes funding, online discussion groups and learning communities, professional associations and organizations, research, technology and devices, training modules, and federal- and state- funded assistive technology projects. Books Alliance information sheet. Assistive Technology for Infants and Young Children. Minneapolis, MN: PACER Center; 2002. Angelo J. Assistive Technology for Rehabilitation Therapists. Philadelphia, PA: F. A. Davis; 1997. Bryant DP, Bryant, BR. Assistive Technology for People with Disabilities. Boston, MA: Allyn & Bacon; 2003. www.ablongman.com Flippo KF, Inge KJ, Barcus JM. Assistive Technology: A Resource for School, Work and Community. Baltimore, MD: Brookes Publishing Co; 1997. Judge SL, Parette HP. Assistive Technology for Young Children with Dis- abilities: A Guide to Providing Family-Centered Services. Brookline, MA: Brookline Books; 1998. National School Boards Association’s ITTE: Education Technology Programs. Technology for Students with Disabilities: A School Leader’s Resource Guide. Alexandria, VA: National School Boards Association; Section on Pediatrics, APTA 2004. www.nsba.org 1111 North Fairfax Street Alexandria, VA 22314-1488 Olsen DA, DeRuyter F.
    [Show full text]
  • Recent Trends in Assistive Technology for Mobility
    Cowan et al. Journal of NeuroEngineering and Rehabilitation 2012, 9:20 JOURNAL OF NEUROENGINEERING http://www.jneuroengrehab.com/content/9/1/20 JNERAND REHABILITATION REVIEW Open Access Recent trends in assistive technology for mobility Rachel E Cowan1*, Benjamin J Fregly2, Michael L Boninger3,8, Leighton Chan4, Mary M Rodgers5,6 and David J Reinkensmeyer7 Abstract Loss of physical mobility makes maximal participation in desired activities more difficult and in the worst case fully prevents participation. This paper surveys recent work in assistive technology to improve mobility for persons with a disability, drawing on examples observed during a tour of academic and industrial research sites in Europe. The underlying theme of this recent work is a more seamless integration of the capabilities of the user and the assistive technology. This improved integration spans diverse technologies, including powered wheelchairs, prosthetic limbs, functional electrical stimulation, and wearable exoskeletons. Improved integration is being accomplished in three ways: 1) improving the assistive technology mechanics; 2) improving the user-technology physical interface; and 3) sharing of control between the user and the technology. We provide an overview of these improvements in user-technology integration and discuss whether such improvements have the potential to be transformative for people with mobility impairments. Keywords: Disability, Assistive technology, Robotics Introduction To identify new opportunities for improving assistive Mobility encompasses an individual’s ability to move his technologies for persons with a mobility impairment, the or her body within an environment or between environ- National Science Foundation initiated a study using the ments and the ability to manipulate objects. Collectively, World Technology Evaluation Center.
    [Show full text]
  • Web Accessibility - Bridging the Gap Between IT & HR 1.3 Billion People with Disabilities Globally
    Web Accessibility - Bridging the Gap Between IT & HR 1.3 Billion People With Disabilities Globally Over 60 Million People With Disabilities Make it the Largest Minority Group in Us 19.3% of Americans Self- identify as Having a Disability Friends And Family Represent Another 105 Million Consumers Who Have an Emotional Connection to Disability People With Disabilities Control $2 Trillion in Income Globally 3 What is Web Accessibility? Web accessibility means that websites, tools, and technologies are designed and developed so that people with disabilities can use them. Learning the Lingo • W3C – World Wide Web Consortium • HTML – Hypertext Markup Language • WCAG – Web Content Accessibility Guidelines • HTML5 – The latest version of HTML • AODA – Accessibility for Ontarians with • CSS – Cascading Style Sheets Disabilities Act • ARIA – Accessible Rich Internet Applications Section 508 – US Federal government web • • VPAT – Voluntary Product Accessibility Template accessibility requirement • HOH – Hard of Hearing • EN 301 549 – Europe web accessibility requirements • A11y – Accessibility (11 letters between A andY) • ADA – Americans with Disability Act (Has • AT – Assistive Technology different Titles) • UD – Universal Design • Section 504 – Civil Rights Law (Rehabilitation Act) Everyone Benefits from Accessibility How many times have you used voice recognition or text to speech on your phone? Have you ever zoomed in on a webpage to increase the text to a readable size? Have you ever used word prediction when typing or texting? Have you ever
    [Show full text]
  • Milestones of the Disability Rights Movement Over the Years the Center for Students with Disabilities Is Celebrating Our 50Th Ye
    Milestones of the Disability Rights Movement Over the Years The Center for Students with Disabilities is celebrating our 50th year of service at the University of Connecticut. In memorandum of the past 50 years, this timeline was created. The timeline details historical events relating to disability rights and advocacy, as well as major milestones for our Center across the years. Join us in celebrating the history of our Center by taking a virtual walk through various events throughout time that have been influential to our success. 1776 Declaration of Independence signed by Stephen Hopkins Stephen Hopkins, a man with cerebral palsy signs the Declaration of Independence. His historic statement echos, “my hands may tremble, but my heart does not.” 1784 Institution for Blind Children founded in Paris Valentin Huay established the Institution for Blind Children, a facility in Paris aimed at making life more accessible to those who are blind. Huay also discovered that individuals who are blind could read if texts were printed with raised letters. 1800 Treatise on Insanity is Published The first medical classification system of mental disorders created by Phillipe Pinsel in his Treatise on Insanity. His classification system included 4 parts: melancholy, dementia, mania without delirium, and mani without delirium. 1805 Medical Inquiries and Observations Published Father of modern day psychiatry, Dr. Benjamin Rush published Medical Inquiries and Observations, a text aimed at explaining the symptomatology of mental disorders. Louis Braille 1809: Louis Braille is born. He attended the Paris Blind School, founded by Valentin Huay. 1817 Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons Thomas Galludet founded the Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons in Hartford, Connecticut - the first school for the deaf in America.
    [Show full text]
  • Part I – Introduction
    PRE-PUBLICATION FINAL VERSION WILLIAM & MARY BILL OF RIGHTS JOURNAL, Vol. 12:825 (2004) DISABILITY CIVIL RIGHTS LAW AND POLICY: ACCESSIBLE COURTROOM TECHNOLOGY Peter Blanck, Ann Wilichowski & James Schmeling* INTRODUCTION Fair access to the courts is a fundamental right in any system of justice. In the United States, this right has been established in constitutional history, reinforced by legislation, and affirmed by court decisions. Although access to the courts is a core right, both historically and today, segments of the U.S. population have struggled for meaningful participation in our legal system. We do not recount here the individuals and groups in the United States who have been deprived of access to the courts, and their struggles to attain that right. Rather, this Article examines how one minority group in U.S. society, individuals with disabilities, is engaged in a movement for access to, and equal participation in, the legal system. Accessible courtroom technology is one cornerstone of participation in the courts for many persons with disabilities. The quest for access to the courts by persons with disabilities has coincided with * Peter Blanck is the Charles M. & Marion Kierscht Professor of Law, Professor of Public Health and of Psychology, and Director of the Law, Health Policy, and Disability Center (LHPDC) at the University of Iowa; Ph.D., Harvard University; J.D., Stanford University. Ann Wilichowski is Research Assistant, Law, Health Policy & Disability Center; J.D., University of Iowa College of Law (expected 2005). James Schmeling is Associate Director, Law, Health Policy & Disability Center; J.D., University of Iowa College of Law.
    [Show full text]
  • Assistive Technologies for People with Disabilities
    Assistive technologies for people with disabilities IN-DEPTH ANALYSIS Science and Technology Options Assessment EPRS | European Parliamentary Research Service Scientific Foresight Unit (STOA) PE 603.218 Assistive technologies for people with disabilities In-depth analysis IP/G/STOA/FWC/2013-001/LOT 6/C3 January 2018 Abstract Assistive technologies (ATs) are designed to improve the functional capabilities of people with disabilities. Some are relatively low-tech and very familiar, such as such as reading glasses, crutches and hearing aids. Others are more advanced, using cutting-edge science and technology, with future ATs under development that could have a huge impact on all our lives. The focus in this study is on ATs for three specific disabilities: blindness and visual impairments, deafness and hearing impairments, and autism spectrum disorders. These three disabilities exhibit both similarities and differences in terms of their implications for ATs. A description of the regulatory environment, including international agreements and EU regulations regarding disabilities and technologies, is followed by four case studies on Germany, Hungary, Portugal and Sweden. The study includes a review of the ATs currently available and future ATs at various stages of development, and also a survey of people from each disability group, focusing upon their perspectives and needs with regard to ATs. This is supplemented by expert interviews and a stakeholder workshop. Through this combination of primary and secondary research, several social, technical, ethical, demographic, regulatory, economic and environmental trends are identified. These are used to compile four explorative scenarios about the future of ATs, and to develop social, ethical and legal reflections on the role of current and future initiatives of the European Parliament.
    [Show full text]