Hci Assistive Technology Devices for Specially-Abled

The Accessibility for Ontarians with Disabilities Act (AODA) assists Ontarians by “developing, implementing and enforcing accessibility standards in order to achieve accessibility for Ontarians with disabilities…”. This act creates a standard that must be met through all facets of society. Whether it be in an in-store customer experience, in the workplace or online, AODA lays a framework that will assist in the day-to-day lives of Ontarians with disabilities. This act greatly impacts the IT field, in that it changes the way IT professionals utilize technology, in order to assist and accommodate disabled citizens. Disabled Ontarians occupy a significant population within all of Ontario, “15.5% of Ontario’s population has a disability and this

The author of this article is a professor in the Department of Special Education at San Diego University. In addition to his participation in the Department of Special Education at the University, Rena B. Lewis, PhD is a member of the faculty of the San Diego State University-Claremont Graduate University doctoral program. She focuses much of her research on the application of technology for individuals with learning disabilities. Her qualifications alone would make me feel confident in her writing and findings. The article was published in the Journal of Learning Disabilities in

Usability is a critical portion of web design that one must be ever mindful of when constructing websites. Whether creating a personal web space or building multiple pages for a large corporation, it is the burden of the designer to guarantee people can access that content. According to the United Nations, disabled people compose roughly 10 percent of the world’s population (United Nations, 2010). Many regulations and standards have been set forth to provide disabled people with the same opportunities to access content available on the World Wide Web, as it is most of the World’s population.

To ensure, users do not experience any issues particularly with users with disabilities when accessing the website, the guidelines set by W3C's Web Content Accessibility Guidelines (WCAG), the most broadly adopted Web accessibility standard. They are set a set of guidelines that specify how to make content accessible, including devices. The guideline covers many areas, including alternatives for auditory and visual content, navigation mechanisms, ensure that documents are clear and simple, design for device independence, and many

Illinois Legal Aid. (2002, November). Retrieved from Disabilities Guidebook: Technology-Related Assistance for People with Disabilities: http://www.illinoislegalaid.org/index.cfm?fuseaction=home.dsp_content&contentid=205

Learning disabilities are neurologically based processing problems that can interfere with higher-level skills such as organization, time planning, abstract reasoning, long or short-term memory and attention. (Pardun, 2015)

This technology includes voice amplifiers, wheelchair software, and other computing software to assist learning for those with a disabilities. The technology used is high tech especially in the wheelchair software. If the system was to fail it could lead to potential distress or harm of the individual in the wheelchair. In addition, staff must be properly trained so they are capable of carrying out the software

With new technology comes new ways to let disabilied people use more items. An example is, voice recognition screen readers can help peole who are blind. For instance, eye-tracking programs can make using computers simple for people who can´t move their hands.

In this artifact, I researched for alternative technological tool(see Assistive technology.doc) for students with disabilities to represent how technology could be a great assistance for them. This assignment represents how technology could be used by all students no matter what they need. Therefore, in this assignment, I looked for tools and ways to implement access to technology resources for students who have neuromuscular difficulties, and/or difficulties of counting with her finger to show that there are varieties of technological tool for all the needs.

Each day we find ourselves more and more reliant on technology. Our dependence on computers and smart phones has naturally produced some major advancement in technology. Though both exciting and liberating, major advancements in technology have also produced some unforeseen consequences. People with disabilities, for example, have increasingly faced barriers to access and enjoy the same technology we often take for granted every day. In 1998, the US Congress sought to alleviate this problem by amending the Rehabilitation Act. Specifically, Congress enacted Section 508, requiring Federal agencies to make their electronic and information technology accessible to people with disabilities.

This week we read about the history of assistive technology and assistive technology. In addition, we read about the reauthorization of IDEA 1997 and how it changed the individual educational plan (IEP) by requiring that IEP teams consider assistive technology for all students with IEPs. (Grand Canyon University, n.d. Lecture 1) Initially, I thought that I had limited experience with assistive technology. It became clear to me this week through the readings, that many accommodations and methods I have used in the classroom, are actually a form of assistive technology. I am speaking of the low- tech tools, for examples, pencil grips, paper holders, sticky notes and reading guide to name a few. (Dell, Newton, Petroff, 2012, p.6.) In addition,

The use of technology in educating children with special needs has widely grown in the past few decades, and has since has changed the way people with disabilities live, work, and learn” (Winzer, 2002, p. 98). Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, have helped people to find useful and easier ways to become educated.

Following the amendment and reauthorization of Section 504 of the Rehabilitation Act of 1973, Microsoft Corporation began an initiative to research, develop, and market software, hardware, systems, and services that would assist and appeal to people with disabilities. The corporation also turned its attention to attracting, hiring, and retaining people with disabilities who have the qualifications to work at Microsoft a division for accessibility and disabilities was formed by the company. The goal going forward was to make valuing diversity and accessibility an article of faith at Microsoft.

The use of technology in educating children with special needs has widely grown in the past few decades. Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, it has become much easier for people to find useful and easier ways to become educated. Because of this, “technology has changed the way people with disabilities live, work, and learn.” (Winzer,98)

"Our vision is to create innovative technology that is accessible to everyone and that adapts to each person's needs. Accessible technology eliminates barriers for people with disabilities and it enables individuals to take full advantage of their capabilities."