The Impact of Information Technology on People with Disabilities

Contents

• 1. Introduction
• 2. Definition(s) of Disability
• 3. The Prevalence of Disability in New Zealand
  • Figure 1: Percentage of Disability by Gender and Age
  • Figure 2: Total Disability by Ethnicity
• 4. The Changing Attitude to Society
• 5. The Impact of Information Technology on People with Disabilities in Education and Employment
  • 5.1 Education
  • 5.2 Employment
  • Figure 3: Labour Force Status by Disability and Gender
  • 5.4 Distance Learning
  • 5.5 Economic Benefit
  • 5.6 Assistive Devices
• 6. Issues
  • 6.1 Awareness
    • 6.1.1 Labour Market
    • 6.1.2 Government Response
  • 6.2 Social Interaction
  • 6.3 Training and Technical Support
  • 6.4 Barriers to Access
• 7. Conclusion
• Appendix 1: Workbridge Employment Service
• Bibliography

1. INTRODUCTION

In March 1996 the New Zealand Futures Trust, The Information Technology Advisory Group (ITAG) and the Information Technology Association of New Zealand (ITANZ) produced a report (Impact 2001) on the future impact of Information Technology (IT) on New Zealand society. The report indicates that although it is difficult to predict the future of New Zealand society with any accuracy, it is clear that new technologies are likely to affect almost every part of our lives (Butler,1996).

One segment of the population that may have benefited from the advances made in IT more than any other is people with disabilities. Technological advances and the continuing convergence of computing and telecommunications are reducing barriers, but for many people with disabilities the impact is more profound. The ever-increasing range of assistive devices, from low-technology self care mobility devices through to high technology "smart homes", are all contributing to minimising and managing the effects of a "disabling condition" (N Combs,1990). Technologies are now allowing people with disabilities to participate in society more fully and exert greater control over their own future.

IT developments make it possible for more people with disabilities to realise their educational and employment aspirations. Students are able to accomplish a greater range of tasks independent of physical assistance from others, and are able to enter a greater number of academic fields with increasing success. (Bitter,1996).

While the ‘physical’ barriers of a disability have been substantially reduced by technology, social attitudes still act as a major impediment to the level of opportunities available to people with disabilities. (Hunt, 1992). As Kramer (1994) and Sullivan (1991) states

"disability is a relational concept. It does not solely reside within an individual but within society."

It is therefore important to examine the social barriers to greater participation and opportunity in tandem with advances in technology.

The impact of IT on people with disabilities is and will be, dramatic and far reaching. Therefore, it is imperative that the issues surrounding IT and disability be examined and understood so that steps may be taken to make the appropriate tools of IT available to people with disabling conditions so they can take their place in, and contribute to society as equal and independent citizens.

2. DEFINITION(S) OF DISABILITY

The range of disabilities experienced by people is very broad, making a single definition problematic. For example, any definition is going to be dependent upon the manner in which the specific disability is seen by society as a whole. Consequently, the figures stated in this report are just as much about how people perceive themselves as they are about disability.

The last twenty years have seen a radical re-think in the way in which disability is perceived by some sections of our society. In short, as Martin Sullivan (1991) states:

"The medical model with its individualized, psychologised and medicalized account of disability has been rejected in favour of a sociological account that views disability as an oppressive social creation. . . the focus shifts from individual impairment to the disabling effects of social organisation and structures designed around and for non-disabled people."

Social theorists of disability begin with a re-definition of disability which involves a two fold classification:

• Impairment: lacking part or all of a limb, organism or mechanism of the body.
• Disability: the disadvantage or social restriction of activity caused by contemporary social organisations which take no or little account for people who have physical impairments and thus excludes them from the mainstream (Sullivan, 1991).

This definition shifts the focus of disability from individuals and places it onto society. Disabled people are oppressed by attitudes as well as the built environment: both play a part in denying physical, emotional and intellectual access to mainstream society.

Consequently, when the term "disability" is used in this report, it should be noted that there will almost always be social barriers that are created through the imperfect interaction of people with an impairment and a society that does not accommodate them either through an inaccessible physical environment, or discriminatory attitudes or both.

3. THE PREVALENCE OF DISABILITY IN NEW ZEALAND

• Almost four in ten New Zealanders report some type of long term illness or disability;
• Four out of five people over 65 have a disability or long term illness;
• Maori have significantly higher rates of disability than other ethnic groups.

When all types of disability are considered the New Zealand Health Survey shows that over 1.3 million people in New Zealand (39%) have at least one of the disability types surveyed.(Ministry of Health, 1993).

More males than females have a disability or long term illness. This difference is due to the higher rate of disability for males than females in the under 15 and 25-44 age groups (Figure 1). Figure 1 also shows that disability and long term illness increase with age. Almost four out of five people over the age of 65 have a disability or long term illness and this figure increases to 86% at the age of 75 (Ministry of Health, 1993).

Figure 1: Percentage of Disability by Gender and Age

Source: NZ Household Health survey 1992-1993.

Significant variation is found among ethnic groups. In numeric terms European/Pakeha have the highest prevalence of disability or long term illness, followed by Maori, Pacific Islanders and other ethnic groups. However, Maori have proportionately significantly higher rates of disability than other groups (Ministry of Health, 1993).

Figure 2: Total Disability by Ethnicity

Source: NZ Household Health survey 1992-1993.

4. THE CHANGING ATTITUDE OF SOCIETY

Forty years ago New Zealand society and Government had a very paternalistic attitude towards people with disabilities (Sullivan, 1991). Society had been reshaped by the growth of humanitarianism which led to an increased concern for the problems of physically and mentally disabled people. Further, the end of the Second World War brought society face to face with many of the effects and consequences of disabilities (Coombs,1991).

The multitude of physical, intellectual and psychiatric problems resulting from World War II provided the medical profession with new and unusual opportunities to learn and grow. The invention of the transistor in 1948 and the onset of the Cold War saw continuing development by both industry and the military of technologies with significant domestic spin-offs (Coombs,1990). The National Aeronautics and Space Administration (NASA) has as part of its official mission the encouragement of technology transfer from military to civilian uses (Coombs, 1990).

The neglect and brutal mistreatment of previous ages was replaced by the establishment of special facilities providing clinical care in a closed environment. Hospitals, asylums and special institutions, while providing a level care, segregated and isolated disabled people from the rest of society. While those who would have suffered from neglect were better off, others who might have struggled towards independence were prevented from realising their potential. The goal was care rather than rehabilitation or restoration.

Two of the factors behind the adoption of this sort of treatment were a lack of knowledge about specific disabilities, and a lack of awareness and acceptance of people with disabilities. The creation of groups like CCS (NZ) and the Disabled Persons Assembly (DPA) was a result of a growing need for support and networking for parents with disabled children. Many disability support groups have made a significant contribution in educating parents, society and lobbying government on disability related issues. At the same time disability advocacy groups were becoming a voice for people with disabilities and space age technologies were providing yet another form of empowerment.

In the 1990s, empowerment for disabled people means equal access to opportunities and the development of technologies to compensate for physical impairment. Leaders in the disabled community are working to help disabled people develop the dignity which comes with independence and self-determination What they are

asking society for is not so much humanitarian assistance as human empowerment (Worth,1996). As much as physically impaired people look to society at large for understanding and support, they have a new realisation that the real empowerment is something they must do for themselves (Wright, 1996).

Steven Hawking, a Cambridge Don and sufferer of Motor Neurone Disease, is an example of what can be accomplished by the human spirit in conjunction with state-of- the-art technology. A prominent physicist, Hawking has used a wheelchair for many years and since 1985 has been unable to speak. He now communicates with a computerised speech synthesiser attached to his wheelchair. Hawking continues to write books and still travels and lectures extensively.

5. THE IMPACT OF INFORMATION TECHNOLOGY ON PEOPLE WITH DISABILITIES IN EDUCATION AND EMPLOYMENT

5.1 Education

There have always been a range of barriers to education and training for people with disabilities like physical accessibility, communication and social integration. These types of problems have stifled and in some cases stopped the education and training of many people with disabilities (Workbridge, 1996). The level of educational qualifications gained by disabled people gives an indication of the difficulties they face. Seventy percent of disabled people who are actively seeking employment have no formal qualifications (Workbridge, 1996).

However, voice recognition software, scanning technology, increasing use of e-mail and other forms of electronic data transfer and an ever expanding range of assistive devices have enabled increasing numbers of people with disabilities to retrain and enter the labour market (Workbridge, 1996).

5.2 Employment

There is a direct correlation between education and employment. It is hardly surprising therefore, that people with disabilities are under-represented in the labour market. Over half (51%) of disabled females are either unemployed or not in the workforce, compared with 47% of non-disabled females. For males the situation is worse. Thirty nine percent of disabled males are either unemployed or not in the work-force, compared with 27% of comparable males without a disability. (Ministry of Health, 1993). The chart below illustrates this situation.

Figure 3: Labour Force Status by Disability and Gender

Source: NZ Household Health survey 1992-1993

There are several reasons for the poor representation of disabled people in the labour market. Some are fairly obvious, others far more subtle. It is clear that the limitations of a disability, physical access and mobility and the previously mentioned discriminatory attitudes within society provide the biggest barriers. However, the greatest challenge for many disabled people in gaining or re-entering traditional employment is actually getting to work.

Despite the barriers, there are more people with disabilities in the New Zealand labour market now than ever before (Workbridge, 1996). This is largely due to two major developments: the creation of an employment centre specifically for people with disabilities or special needs and the advances in IT.

Disabled people who are equipped and ready to compete in an educational, social or employment setting may now do so in a computer based environment without the disability being known to other users (Coombs, 1989). Computer Conferencing and the Internet are two technologies that permit genuine mainstreaming in both employment and academic environments.

5.3 Teleworking

Teleworking involves working from a separate location from an employer, or traditional place of work. This often involves electronic processing of information and the use of telecommunications equipment to keep the employee and employer in touch.

Teleworking helps overcome the key problem of actually getting to work for many people. Working at home enables a person to operate in a physical environment which is more tailored to their specific needs, for example, blind people know the layout of their home and can control their environment. Similarly, the layout of shelves, filing cabinets, stationary supplies, etc can be arranged to suit a particular disability- for example, low shelving for those who use wheelchairs.

A further benefit is the flexibility of working hours which is particularly important for those who tire quickly and need regular breaks to recover. It can be difficult to accommodate these needs and retain productivity when restricted to traditional working hours. However, if disabled employee’s are able to control the manner in which they work, they can determine the best way to work taking into account their individual needs.

5.4 Distance Learning

Accessible distance learning using various technologies is a valuable tool in the education of people with disabilities. Some of the implications are, improved access to education resources and institutions through distance learning. The ability to participate from a familiar and accessible environment.

A learner is responsibility for learning, rather than an expectation to be taught. This gives the opportunity for disabled people better able to manage the pace and time of learning to fit within existing structures of their day.

5.5 Economic Benefit

Increased participation by people with disabilities within the education system gives them the skills required to actively participate in the labour market which not only improves their quality of life but also benefits society.

There are over 10,000 people with some form of disability who are actively seeking employment in New Zealand, but who currently require some form of social welfare assistance (Workbridge, 1996). It is clearly of economic as well as social benefit to empower people with disabilities so they can participate in the education system and the labour market.

5.6 Assistive Devices

One of the basic tools for any teleworker is likely to be a PC or data terminal. A major concern is therefore, how a disabled teleworker interacts with their machine. Fortunately, a number of suitable user interfaces and input devices exist; some specifically designed for people with disabilities (Gray, 1993). For example, High resolution large PC screens make it possible to tailor the display of text by providing large fonts for those with a visual impairment, and the use of graphical interfaces makes typing easier for people with poor coordination. Input devices such as, the computer mouse, trackballs, Light-Pens, Touch Sensitive Screens and Ergonomic keyboards provide a further customising of the interface for people with disabilities.

Computerised Voice Recognition provides even further opportunities, particularly for those with severe Arthritis or other problems like Occupational Overuse Syndrome (OOS). The machines are activated by verbal commands enabling the users to dial telephones, turn fixtures on and off, and even write checks and letters.

Other recent technological advances include:

• computerised devices that can read printed documents aloud;
• specially adapted "talking" computer terminals that enable blind people to gain access to data banks;
• sip-and-puff air tubes that control the movements of motorised wheelchairs, and
• computerised electronic grids attached to video cameras that translate eye movements into speech.

6. ISSUES

Although, the increasing use of IT by people with disabilities has been extremely beneficial, it has brought about a range of new issues and resparked debate on some unresolved issues.

6.1 Awareness

6.1.1 Labour Market

Although society has been quick to accept all the advances made in IT over the last few decades, acceptance of disabled people into the labour market has been rather slow. Many employers still hold the view that all people with disabilities are unable to work, or if they are able to work their contribution will be inferior to that of a non-disabled. This sociological stereotype fosters uncertainty and has a serious negative impact on the confidence of a person with a disability (Hunt,1993).

However, as this report has shown IT is a major influence enabling people with disabilities to enter or re-enter the education system and labour market.

Following in the footsteps of the US, UK and Australia the New Zealand Government has passed and amended legislation in recognition of this.

6.1.2 Government Response

In the area of policy and practice the Government has actively promoted its ‘good employer’ obligations as outlined in the State Sector Act (1988), established an office of the Health and Disability Commissioner and provided Human Rights legislation with the passage of the Human Rights Act (1993).

Government departments are obliged under the State Sector Act (1988) to promote and implement an Equal Employment Opportunity (EEO) policy. However, discussions with public servants indicate that departments’ attitudes towards EEO vary greatly. At one end of the spectrum some departments actively promote EEO policies with such initiatives as academic scholarships and work experience. While at the other end so-called initiatives towards EEO are ad hoc to the point of tokenism and little more than gestures. As Tremaine (1991). states:

"…window dressing has now become the name of the game with departments publishing EEO plans but under-resourcing the execution of those plans…for some target group members, EEO has become oppressive in so far as it promised so much but has delivered relatively little. "

The office of the Health and Disability Commissioner is an independent agency established by Parliament for two main purposes:

1. to promote and protect the rights of consumers of health services and disability support services, and
2. to facilitate the fair, simple and efficient resolution of complaints relating to the infringement of those rights.

The Human Rights Act (1993) prohibits all forms of discrimination on the grounds of disability. Since its inception there have been a number of successful prosecutions. However, two outstanding issues have been identified ;

1. the rationale for the Government being exempt from the Act until 1999
2. the effectiveness of the Act in comparison to similar legislation in other countries (e.g. Americans with Disabilities Act).

6.2 Social Interaction

The potential for increased independence and greater participation by people with disabilities in the community through IT is tremendous. However, if people with disabilities are to make extensive use of IT there needs to be support and encouragement to assist them in overcoming any initial resistance. Perhaps the most promising development in this regard are communications systems, which by increasing disabled users independence and self reliance also increases their sense of self confidence.

There are however, possible disadvantages with some aspects of the technology. Oestreich (1995) and Thomson (1995) note that although technologies like the Internet make learning and employment more accessible to people with disabilities, such technologies may isolate the user by relegating them to distance learning/teleworking modes. It must be remembered that although computers do assist people with disabilities, they are just one tool in the wider process of achieving the same quality of life enjoyed by people without disabilities. (Hunt, 1996).

The reason why many disabled people are initially resistant to new communication technology can in fact be its greatest strength. The anonymity which may at first seem very isolating, can act as a screen from behind which an under confident user can gradually emerge as increasingly communicative and assertive. Anonymity is a great leveler, allowing people from all walks of life to communicate as equals.

Further, online activities can sometimes lead to virtual communities, social aggregations that emerge from public discussions via the Internet. This new type of forum allows people who have common interests, or who are affected by common issues, conditions or concerns to communicate together technologically, if not geographically, and to share their views and raise their voices. It has been advocated that putting simple modem-equipped computers in the hands of people with disadvantages can lead to political breakthroughs where issues can be raised, discussed and fought with different approaches (Cookes, 1995). The Internet has been extensively used by individuals, organisations or groups to collectively discuss, share or even mobilise people for action on varying issues.

IT has made the world and information readily available. A person with restricted mobility or access difficulties can now select what, where and who to interact with anywhere in the world from their own computer terminal. The Internet, allows individuals enormous business, recreation or social. Activities which usually involve physical or face-to-face contact, e.g. meetings, conversation or shopping,can now be carried out through 'online' interaction. (Rheingold, 1993).

6.3 Training and Technical Support

If government agencies responsible for funding special needs education are committed to promote the use of IT in education, there must also be an equal amount of commitment to adequately fund both the training and backup support of the people using the technologies. The issue of training and technical support cannot be overstated. If a person is not comfortable with, or adequately trained the technologies will be at best under-utilised, at worst detrimental to an individuals learning process.

Various agencies associated with special education funding have expressed concern that certain technologies are sometimes imposed on those with special education needs or disability. It is important to correctly identify a users needs so that the technology is of benefit to them and they are able to participate in educational and training forums to the best of their ability.

It is also clear that staff must be adequately skilled in the technology provided so that curriculums can be altered to accommodate the users needs, and parties are able to freely discuss any technology related issues (Kramer, 1994).

Similarly, backup and technical support must be adequate. many technologies used by severely disabled people have a great impact on their standard of living. For example, many severely disabled people rely solely on computer technology as their only means of communication, if there is a malfunction in the equipment, they are unable to communicate, hence the ongoing need for fast and effective backup service.

6.4 Barriers to Access

There are a number of factors affecting access to IT for people with disabilities. The first is cost, both of the equipment itself and the necessary adaptations. Then there is the ongoing cost of accessing certain services like the Internet. The average charge by Internet Service Providers (ISPs) to connect to the Internet is between $20 and $50 per month.

According to a Ministry of Health study in 1994, people with disabilities are more likely to be in a low income group. (Ministry of Health, 1996). They are therefore disadvantaged from the outset in gaining access to IT.

7. CONCLUSION

The relationship between people with disabilities and the rest of society has always had an ambiguous dimension. On one hand, the disabled depend on and appreciate the assistance of others in compensating for their disabilities, but on the other hand, they often feel that the negative attitudes towards them held by society serve to increase their disabilities and enlarge their sense of powerlessness and dependence. This frequently places the disabled person in the position of needing help, while simultaneously resenting the helper. Transcending the disability through developing new personal skills or creating tools which compensate for the disability becomes one key way to escape from this trap.

Over the course of this century, the attitude of disabled people towards the rest of society has also undergone a fundamental shift in focus. As it became clear that paternalism itself contributed to their powerlessness and disability, disabled people followed the lead of other interest groups in demanding that the social and economic structures be made more equally accessible.

The sense of empowerment available through IT in New Zealand is not well researched. Nevertheless, reports by individuals describing their adaptation experiences are overwhelmingly positive. The consensus is that technology is enabling people with disabilities to take a more active role in society, with increasing numbers of disabled people re-entering the mainstream education system and labour market. Such trends are not only beneficial to people with disabilities status in society but also society and the economy in general.

The impact of IT on disabled peoples’ sense of well-being is equally profound On an emotional level there is a sense of relief when they are able to participate with less stereotyping, since identity and physical make-up are less relevant in electronic online communication. They can only be judged by what they say and do. Activities like tele-conferencing and e-mailing also bring positive. These feelings of being on a level playing field during social online interaction enhances self-esteem and confidence, and pave the way for greater integration with society as a whole.

As much as disabled people continue to look to society at large for understanding and support, they have a new realisation that through IT real empowerment is something they can at last begin to achieve for themselves.

APPENDIX 1: Workbridge Employment Service

Workbridge employment services is an organisation that was established in 1990 and is contracted by the Community Funding Agency to assist people with disabilities and special needs into training and the labour market. Workbridge has 27 employment centres throughout New Zealand. A total of 108 staff assist people with disabilities to attain their vocational goals and ensure good matches are made between employers and job seekers. In the 1994/95 financial year Workbridge made 5,357 work placements and 10,571 training placements, 1,920 of them work experience. (Workbridge,1996). The success of Workbridge can largely be attributed to the commitment of its staff, "to meet the aspirations of people with disabilities for full participation and equal opportunity in the labour market" and a professional attitude. In 5 years of operation Workbridge is fulfilling a vital role as liaison between employers and jobseekers and has cemented its position as New Zealand’s leading employment agency for people with disabilities (Workbridge, 1996).

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