Computers and Disabled Individuals

Paper Summary:

In this article, the writer notes that in the past few decades, technology and computer systems have undergone dramatic changes, reflecting the changes in our culture today. The writer points out that as contemporary society becomes increasingly diverse and complex, so do the processes involving computer science. Advancements in computer science have brought jobs to thousands of people with disabilities, including those with spinal cord injuries and vision loss. Fast computers and broadband connections have become so inexpensive and reliable that location is no longer an issue for certain opportunities, such as customer service jobs and online education. The writer maintains that a review of the literature indicates that on a global level, the number of individuals with disabilities is increasing, in addition to technological advancements that aid their disabilities. This paper analyzes and discusses the manner in which computers aid disabled individuals and concludes with recommendations for the future.

Outline:
Introduction
Assistance Provided by Computers
Computers & Disabled Students
Computers & Recreational Activities
Barriers to Computer Use
Conclusion

From the Paper:

"Technological advancements in computer science have assisted in that disabled students can attend classrooms with non-disabled students with the aid of certain computer advancements. Technological advancements have caused placement in special classes or removal from the regular education setting only when the disability is so severe that satisfactory education cannot be achieved in regular classes with the use of supplementary supports.
"Computer science has also assisted disabled students in attending institutions of higher learning. Physical, learning, and health-related disabled students are attending college in increasing numbers and usually require accommodations to maximize their educational opportunities. The complexity of this student body produces multiple educational goals, learning approaches, and situational factors present many new challenges unknown in prior years."

Sample of Sources Used:

• Brunt, T. (2007). Statistics on Disability & Accessibility. Retrieved December 18, 2007 from http://www.frontpagewebmaster.com/m-281187/tm.htm.
• Burgstahler, S. (2006). Working Together: people with disabilities and computer technology. Retrieved December 18, 2007 from http://www.washington.edu/doit/Brochures/Technology/wtcomp.html.
• Carter, D. & Wilson, R. (1995). Thirteenth annual status report on minorities in higher education. Washington, DC: American Council on Education.
• Frishman, S. (2007). Special Education Advocacy 101. Retrieved December 18, 2007, from http://www.iser.com/resources/advocacy-terms.html.
• Gargett, A. 2001, "Virtual Spaces," The Journal of Cognitive Liberties, vol. 2, no. 3, pp. 9-29.

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