JSET ejournal
The Role of Technology Developers
Technology developers play different roles in making technology
accessible, depending on the types of technology they develop.
This paper specifically examines the roles of those who develop
operating systems, software applications, user agents, authoring
tools, and assistive technologies. Generally, the term assistive
technology (AT) applies to technology developed specifically
for users with disabilities, as opposed to other users. The Assistive
Technology Act of 1998 defines "assistive technology devices"
as "any item, piece of equipment, or product system, whether
acquired commercially, modified, or customized, that is used
to increase, maintain, or improve functional capabilities of
individuals with disabilities." A few common examples of
computer technologies that are commonly categorized as AT include
screen readers for users with blindness, screen magnification
software for users with low vision, and scanning/reading software
for users with learning disabilities.
It is sometimes beneficial to group such technologies together
under a collective label. It is, in fact, helpful within the
context of this paper, as assistive technology developers play
unique roles in technology accessibility (see the following section,
The Role of Assistive Technology Developers). Such categorization
is also necessary in a legal context. If entities covered by
a given law are charged with responsibilities related to AT,
they must have a clear understanding of how AT is defined by
that law. The Assistive Technology Act of 1998, for example,
provides grants for states to provide programs that address consumers'
assistive technology needs, so clearly states need a clear definition
of assistive technology within this context.
However, the distinction between AT and non-AT is often much
more fuzzy than such categorization would suggest. Arguably,
all technology is assistive technology, in that it assists users
in performing tasks that would otherwise be difficult or impossible.
For example, the automobile is a technology that allows humans
to overcome our inability to walk great distances efficiently,
calculators benefit consumers who have deficiencies in their
ability to mentally process mathematics, and the spell checker
in most word processing programs allows consumers to overcome
imperfect spelling skills. Further, some devices that have traditionally
been identified as assistive technology (e.g., trackballs and
speech recognition software) are now primarily marketed to and
purchased by consumers in the general population.
Given the fuzzy line between AT and non-AT, it is often helpful
in some contexts to use the all technology is assistive technology
model. This model avoids lumping certain groups of technology
into a category that might be perceived as special or
otherwise unrelated to the work of other players. For example,
based in part on the perception that assistive technology is
different, assistive computing technology in higher education
has traditionally been provided by disability services offices,
usually in isolated locations. Migrating AT into the public computing
environment in higher education requires a fundamental shift
in philosophy, to a position that accepts AT as a technology
not unlike other technologies, and therefore falling within the
scope of responsibility of those responsible for installing and
supporting all other computing technologies.
Another benefit of the all technology is assistive technology
model concerns technologies whose primary disability market is
users with hidden disabilities, such as learning, cognitive,
or psychiatric disabilities. For example, scanning/reading applications
can read scanned text aloud and highlight the text as it's being
read. These applications are extremely helpful for sighted individuals
who have disabilities that affect reading. However, many universities
have a difficult time persuading students to use them. One plausible
explanation for this is that consumers with hidden disabilities
are reluctant to use products that clearly identify them as having
a disability. If these products' benefits are marketed to non-native
English speakers, and even to the general population, they would
perhaps be less likely to be perceived as stigmatizing and would
be more readily utilized by consumers who need them.
The all technology is assistive technology model is also
important for mainstream technology developers. Software developers,
when asked about their products' accessibility, often respond
with "people with disabilities are not our target market."
It seems, therefore, that accessibility must be communicated
differently. Technology developers are not being asked to develop
products for people with disabilities. They are being asked to
develop products that consider the needs of their broadest possible
user base, and to recognize that individuals within this user
base have different needs, and will be using a variety of input
and output technologies to interface with the developers' products.
