Disability, Bias, and AI
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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. -
Authoring Tool Accessibility Guidelines 1.0 †Working Draft‡
Authoring Tool Accessibility Guidelines 1.0 (working draft) Authoring Tool Accessibility Guidelines 1.0 (working draft) W3C Working Draft 13-July-1999 This version: http://www.w3.org/TR/1999/WAI-AUTOOLS-19990713 (plain text, HTML gzip tar archive, HTML zip archive, PostScript, PDF) Latest version: http://www.w3.org/TR/WAI-AUTOOLS Previous version: http://www.w3.org/TR/1999/WAI-AUTOOLS-19990503 Editors: Jutta Treviranus <[email protected]> Jan Richards <[email protected]> Ian Jacobs <[email protected]> Charles McCathieNevile <[email protected]> Copyright © 1999 W3C (MIT, INRIA, Keio), All Rights Reserved. W3C liability, trademark, document use and software licensing rules apply. Abstract This document provides guidelines for Web authoring tool developers. Its purpose is two-fold: to assist developers in designing authoring tools that generate accessible Web content and to assist developers in creating an accessible authoring interface. Accessible Web content is achieved by encouraging authoring tool users ("authors") to create accessible Web content through mechanisms such as prompts, alerts, checking and repair functions, help files and automated tools. It is equally important that all people can be the authors of Web content, rather than merely recipients. It is therefore of critical importance that the tools used to create this content are themselves accessible. Adoption of these guidelines will result in the proliferation of Web pages that can be read by a broader range of readers and in authoring tools that can be used by a broader range of authors. This document is part of a series of accessibility documents published by the W3C Web Accessibility Initiative. -
Report of the Arl Joint Task Force on Services to Patrons with Print Disabilities
REPORT OF THE ARL JOINT TASK FORCE ON SERVICES TO PATRONS WITH PRINT DISABILITIES November 2, 2012 Mary Case, Chair (Illinois at Chicago) Cynthia Archer (York) Nancy Baker (Iowa) Will Cross (North Carolina State) John Harwood (Penn State) Sarah Hawthorne (California, Berkeley) Kurt Herzer (Johns Hopkins) Tito Sierra (MIT) Ed Van Gemert (Wisconsin–Madison) Tom Wall (Boston College) ARL Staff Liaisons: Prue Adler Judy Ruttenberg © 2012 ARL. This report is licensed under a Creative Commons Attribution Noncommercial-Share Alike 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/us/. 1 TABLE OF CONTENTS I. EXECUTIVE SUMMARY 4 FINDINGS 6 RECOMMENDATIONS 8 II. PRINT DISABILITIES, LIBRARIES, AND HIGHER EDUCATION 10 SIDEBAR: ADAPTIVE TECHNOLOGY FOR PRINT DISABILITIES 11 PRINT DISABILITIES AND THE POPULATION 14 III. US AND CANADIAN DISABILITY POLICIES, RECENT CHALLENGES, AND US AND CANADIAN COPYRIGHT LAW 15 RECENT CHALLENGES TO INSTITUTIONAL PRACTICES 16 AIM COMMISSION 19 US COPYRIGHT LAW AND ISSUES FOR PRINT-DISABILITIES SERVICES 20 AUTHORS GUILD V. HATHITRUST LITIGATION 23 US ENGAGEMENT WITH WORLD INTELLECTUAL PROPERTY ORGANIZATION (WIPO) 24 DISABILITY AND COPYRIGHT LAW IN CANADA 24 LICENSING ISSUES 26 IV. RESEARCH LIBRARIES AND INDIVIDUALS WITH PRINT DISABILITIES 27 RETROSPECTIVE PRINT COLLECTIONS 27 LICENSED ELECTRONIC RESOURCES 28 LIBRARY WEBSITE ACCESSIBILITY 29 ELECTRONIC-BOOK READERS 30 USER SERVICES 31 SIDEBAR: ONTARIO COUNCIL OF UNIVERSITY LIBRARIES (OCUL) REPOSITORY 33 V. UNIVERSAL DESIGN, INCLUSIVE DESIGN, ACCESSIBILITY, AND USABILITY 35 VI. CONCLUSION 39 VII. APPENDIX A: MODEL LICENSING LANGUAGE 40 ARL is deeply grateful to Howard P. Knopf, Counsel, Macera & Jarzyna/Moffat & Co., and Peter Jaszi, Washington College of Law, American University, for their assistance in framing the copyright discussions in this report. -
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. -
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. -
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. -
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. -
DSAP Supplemental Report on the Sidewalk Labs Digital Innovation Appendix (DIA)
DSAP Supplemental Report on the Sidewalk Labs Digital Innovation Appendix (DIA) Author: Waterfront Toronto’s Digital Strategy Advisory Panel Provided to Waterfront Toronto: February 17, 2020 Published: February 26, 2020 Summary In August 2019, Waterfront Toronto’s Digital Strategy Advisory Panel (DSAP) set out in a Preliminary Commentary its initial impressions, comments and questions on Sidewalk Labs’ Master Innovation Development Plan (MIDP). Since then, significantly more information has been made public about the Quayside project, including a Digital Innovation Appendix (DIA) and the October 31 Threshold Issues Resolution letter. This Report is supplemental to the Preliminary Commentary, identifying areas in which the additional information has addressed (in whole or in part) concerns raised and areas in which questions or concerns remain. Panelists have also taken the opportunity to provide input into other matters relevant to their expertise, including considerations related to digital governance and to Sidewalk Labs as an innovation and funding partner. Comments include, but are not limited to: ● Overall impressions of the DIA: Overall, Panelists were generally in agreement that the DIA was a significant improvement over the MIDP and appreciated the amount of information provided in a more streamlined format. However, concerns remain - notably, that certain critical details are still outstanding. ● Digital Governance: While Panelists support the outcome of the October 31 Threshold Issues resolution, which reaffirmed that digital governance belongs exclusively in the purview of Waterfront Toronto and its government partners, the most significant outstanding issues for Panelists was generally the DSAP Supplemental Report 2 lack of a fully realized digital governance framework and the need for expedited public sector leadership. -
Considerations for Ai Fairness for People with Disabilities
AI MATTERS, VOLUME 5, ISSUE 3 SEPTEMBER 2019 Considerations for AI Fairness for People with Disabilities Shari Trewin (IBM; [email protected]) Sara Basson (Google Inc.; [email protected]) Michael Muller (IBM Research; michael [email protected]) Stacy Branham (University of California, Irvine; [email protected]) Jutta Treviranus (OCAD University; [email protected]) Daniel Gruen (IBM Research; daniel [email protected]) Daniel Hebert (IBM; [email protected]) Natalia Lyckowski (IBM; [email protected]) Erich Manser (IBM; [email protected]) DOI: 10.1145/3362077.3362086 Abstract Introduction Systems that leverage Artificial Intelligence In society today, people experiencing disabil- are becoming pervasive across industry sec- ity can face discrimination. As artificial intel- tors (Costello, 2019), as are concerns that ligence solutions take on increasingly impor- these technologies can unintentionally ex- tant roles in decision-making and interaction, clude or lead to unfair outcomes for marginal- they have the potential to impact fair treatment ized populations (Bird, Hutchinson, Ken- of people with disabilities in society both pos- thapadi, Kiciman, & Mitchell, 2019)(Cutler, itively and negatively. We describe some of Pribik, & Humphrey, 2019)(IEEE & Sys- the opportunities and risks across four emerg- tems, 2019)(Kroll et al., 2016)(Lepri, Oliver, ing AI application areas: employment, educa- Letouze,´ Pentland, & Vinck, 2018). Initiatives tion, public safety, and healthcare, identified to improve AI fairness for people across racial in a workshop with participants experiencing (Hankerson et al., 2016), gender (Hamidi, a range of disabilities. In many existing situ- Scheuerman, & Branham, 2018a), and other ations, non-AI solutions are already discrimi- identities are emerging, but there has been natory, and introducing AI runs the risk of sim- relatively little work focusing on AI fairness ply perpetuating and replicating these flaws. -
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 -
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. -
Accessibility and Development: Environmental Accessibility and Its Implications for Inclusive, Sustainable and Equitable Development for All
Accessibility and Development: environmental accessibility and its implications for inclusive, sustainable and equitable development for all June 2013 Accessibility and Development: environmental accessibility and its implications for inclusive, sustainable and equitable development for all 2 Department of Economic and Social Affairs The Department of Economic and Social Affairs (DESA) of the United Nations Secretariat is a vital interface between global policies in the economic, social and environmental spheres and national action. The Department works in three main interlinked areas: (i) it compiles, generates and analyses a wide range of economic, social and environmental data and information on which Member States of the United Nations draw to review common problems and to take stock of policy options; (ii) it facilitates the negotiations of Member States in many intergovernmental bodies on joint courses of action to address ongoing or emerging global challenges; and (iii) it advises interested Governments on the ways and means of translating policy frameworks developed in United Nations conferences and summits into programmes at the country level and, through technical assistance, helps build national capacities. Note The designations employed and the presentation of the material in the present publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country or territory or of its authorities, or concerning the delimitations of its frontiers. The term “country” as used in the text of this review also refers, as appropriate, to territories or areas. The designations of country groups in the text and the tables are intended solely for statistical or analytical convenience and do not necessarily express a judgment about the stage reached by a particular country or area in the development process.