WebJunction

Even though computer technology offers seemingly unlimited possibilities for learning, electronic barriers (eBarriers) face those persons with disabilities who use standard, off-the-shelf equipment, software, and furniture.  The Hartford Public Library helped customers overcome these barriers by implementing adaptive technology for its customers with disabilities. Targets needed assistive technology in order to participate in classes and to use software available at the library for email, word processing, and web browsing.  The target population of adults with disabilities became able to participate fully and independently in the many computer training classes offered by the library, and thus became able to use computers for recreation, communication with friends, family, or prospective employers, and to obtain information from governmental and other agencies that assist them.

Both passive and active adaptive technology, including hypersonic sound technology, an array of pointing devices and adaptive keyboards, software for one-handed typing, and adjustable height furniture, were pursued and installed on computers funded by the library. By purchasing, installing and marketing the new equipment associated with this project, the library effectively opens its doors to a population that otherwise could not use library materials (books, videos, software, computers) and programs. The assisted listening devices allowed customers to hear speakers and teachers, and the software and hardware provided accessibility to those with visual impairments and people with limited upper arm mobility.

The library first formed a focus group to determine the community's adaptive technology needs.  Project coordinator Sandy Gamzon and the group's research determined that approximately 330 disabled adults who attend computer classes at the library; this comprised the target population.  Some, with visual impairments, required a variety of text enlarging enhancements available through software and hardware. Those who were wheelchair-bound needed adjustable height tables; people with hand and arm disabilities needed an array of mice to be able to use software products being taught in instructional classes; customers with hearing and speech impairments required speech output software to be able to communicate aloud (i.e. software for speech output and speech prediction); special assisted listening devices such as headphones/receivers were linked to a built-in sound system in which the microphone acts as a transmitter.

The group determined that a trackball mouse, magnifier mouse, and large lettered keyboard should be located at each library branch.  Further, an adjustable height table was easily the most desired (and, later, appreciated) purchase.  Recognizing that small branches have limited space, the library researched inexpensive risers that enabled tables to have adjustable heights.  Special pointing devices included a touch screen pad, and a thumb mouse. The trackball mouse was used by various customers, some with disabilities who could not physically use any other type of mouse, some who just liked it better for its ease of use, and some who had hand mobility problems.

The coordinator learned about the Microsoft Magnifier mouse which acts as a magnifier, is inexpensive, and can be used with or without special text enlarging software.  Instructors who utilize the Central Library's Learning Lab received training on the new assistive technology equipment; procedures for documenting its use were established. Workshops to train staff, instructors, and patrons were developed and held. The coordinator developed and presented a class, called Don't be Hurt by Your Computer that covered the various types of adaptive technology available.  The coordinator also trained staff at each of the library's 9 locations on the accessibility options embedded in Windows XP. 

The library also experimented with a holosonic directed sound to announce availability of assistive technology; while this was appreciated by those who heard it, and effectively marketed assistive technology, a customer survey showed that most people either did not hear it clearly or were puzzled (even startled) by it.  Helpful suggestions included that a longer pause at the elevator would allow people in wheelchairs more time to enter the elevator and also to allow more time to listen to the audio message. 

The best and simplest products were those received most enthusiastically by people with and without disabilities. Of the several keyboards purchased, the ergonomic one did not suit most people at first, but those who persevered began to enjoy using it.  Large key keyboards, on the other hand, were not well received, even by those with impaired vision. The size of the keys made using the keyboard difficult for those people who touch type. Only hunt-and-peckers could really employ it. However, the large lettered keyboards were a total success.

The project laid the groundwork for continued conversations with the public on accessibility issues, especially the focus group members who helped prioritize purchases.  The project demonstrated that ergonomic technology needs to be suited to individual needs as the range of disabilities is as varied as each individual.  Hence, libraries need to have an array of assistive technology to accommodate users' most frequent needs.  A broad selection of pointing devices accommodated most hand and arm mobility issues, and text enlarging and speech prediction software accommodated most speech and vision impairments.  For less frequent accommodations, the library made arrangements with the New England Adaptive Technology  Marketplace (NEAT), to borrow items for short term use.

On the whole, the library reported increased attendance to programs by a diverse group of people with disabilities; these customers used their skills with computers to email friends and family and to seek and get jobs. 

On an individual level, patrons reported much success.  One patron created his own website to promote disability awareness; another was able to use the library's grants database to search for grants to fund her small business because the adjustable height desk was present.  A patron without sight was able to use the ZoomText software to "listen" to his email.  One severely disabled student obtained a job using his computer skills; two visually impaired people were able to use ZoomText to access email, and one visually impaired woman attended a community lecture in the PC lab using the ZoomText software.  One customer commented on how much easier it is for her to bring her wheelchair up to the computer, validating the focus group's unanimous agreement on the need for an adjustable height table.  A customer who has taken classes at the library with the aid of the Aurora speech output software has been able to apply for jobs using the computer skills he gained. Another student with macular degeneration has been able to continue taking computer classes using the special large print keyboards that were purchased. Another senior student has reported that the large print keyboard makes it easier for her to type.

A total of 50 per cent of students in "Nice and Easy" computer classes used assistive technology, including large print keyboards, the adjustable height table, and a trackball mouse.  Of that total, 100% were able to complete classes and write evaluations with the computer using assistive technology.

Project Outputs: 2 focus groups held; 2 web pages created with matching funds; 203 web site visits; 1 class developed and presented; 2 public training sessions held; 2 staff training sessions held; 72 total training attendees; 102 targets with disabilities enrolled in computer classes; 10 classes held in which adaptive technology featured; 70 students tested adaptive technology lab features; 3 brochures and other publicity materials produced to be distributed at disability fair; 1 height-adjustable desk purchased; 1 marketing initiative developed; 1 standard Aurora Suite 2005 software; 1 Zoomtext software; 5 user license for 5 Finger Typist software; 1 HP LaserJet 1320 printer; 1 Zoomtext 9.0; 1 dar-050 with motion sensor; 2 large imprinted keyboard (black keyboard w/white lettering); 2 BigKeys LX (black qwerty keys); 1 Adesso Smart cat; 1 trackball finger mouse; 1 17" MicroTouch M170 LCD Touch Screen Resistive USB; 1 dell pc (with local funding); 1 inland u touch black ergonomic keyboard; 1 kens Orbit Track ball (2 button); 1 kens orbit Optical trackball; 1 ztext partial; 1 latitude 100L PC (with local funding); 1 webliography on disability issues produced.

Project Outcomes: 100% of 70 targets surveyed reported that, as a result of using the adaptive technology and/or assistive equipment, they 'moderately' or 'significantly' increased their ability to successfully complete class tasks within 3 class sessions. The rating scale was 1 to 4 with 1= no improvement, 2 = slight, 3 = moderate, 4 = significant.