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Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
Social In(ex)clusion, Dis/ability and Technology
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Social In(ex)clusion, Dis/ability and Technology

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Presentation by Alan Foley and Beth Ferri from Syracuse University on the paradoxes of assistive technology - the ways technology can exclude. …

Presentation by Alan Foley and Beth Ferri from Syracuse University on the paradoxes of assistive technology - the ways technology can exclude.

Presented at the 11th Annual Second City Disability Studies in Education Conference - May 12-15, 2011.

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  • 1. Social  In(ex)clusion,    Dis/ability  and  Technology     Alan  Foley  &  Beth  A.  Ferri   Syracuse  University  
  • 2.    Technology  is  oBen  assumed  to  be   liberaDng—making  up  for  social,   educaDonal,  and  physical  barriers  to   full-­‐parDcipaDon.  Less  visible  are  the   ways  technology  can  also  isolate   people,  creaDng  unique  forms  of   social  exclusion.      
  • 3. Access/Barrier  
  • 4. The  ReacDve  nature  of  accessibility  “most  assisDve  technology  is  reacDve  in  design”  and  by  the  Dme  an  accessible  version  is  developed,  “mainstream  technology  has  moved  another  step  forward”  (Söderström  &  YRerhus,  2010,  p.  311).  In  other  words,  “AssisDve  technology  will  always  assist  something  that  already  exists”  (p.  313).    
  • 5.     Technology  and  the  elimina0on  of  disability        AssisDve  technology   Technology,  parDcularly  for  people  seen  as  way  to  replace   with  disabiliDes,  has  been  seen  as  human  supports  and   the  futurisDc  anecdote  for  promote  greater   impairment.  With  technology  independence.   disabiliDes  would  simply  fade  away     or  become  inconsequenDal.    Assumed  goal  is    independence  &  transcendence      
  • 6. The  imagined  utopia  made  possible   through  technology  –  Invisible  &  visible  disabiliDes   —  Transcendence  of  the   may  trade  places—but  norm   (disabled)  body-­‐-­‐not     remains  at  center.     acceptance  of  different  ways   of  being  in  the  world.      –  Technology  privileges   parDcular  &  normaDve  ways   —  Compulsory  able-­‐bodiness   (McRuer)  via  technology   of  being.    
  • 7.     d  to  technology:Social  mea nings  aRache ndependence     ,  b elonging,  &  icompetence s  aR ached  to  AT:   S ocial  meaning &  dependenc y   nce,   restr icDon,  differe  As  idenDty  markers,  the  symbolic  value  associated  with  various    types  of  technologies  plays  a  huge  role  in  determining  how  readily  they  will  be  taken  up  or  rejected  (Hocking,  1999;  Söderström  &    YRerhus,  2010).     But,  is  it  cool  factor?      
  • 8. What  do  I  want  to  carry  around?   $600  $6,000  
  •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
  • 10. CyberSocial  isolaDon  —  The  speed  of  digital   exchanges,  the  graphic   nature  of  on-­‐line  interfaces   and  games,  and  the  lack  of   accessibility  of  many   electronic  spaces  create  new   forms  of  social  isolaDon  at   the  same  Dme  they  are   heralded  as  expanding   opportuniDes  for  individuals   to  connect  to  an  ever   expanding  social  world.  
  • 11. Access              Ability          Must  be  wary  of  ways  that  schools/ universiDes  may  use  technology  as  an   alternaDve  to  bricks  and  mortar   accessibility.       •  How  will  students  with  disabiliDes  be   pushed  into  electronic  learning?     •  Will  this  contribute  to  the  further  social   isolaDon  of  students  with  disabiliDes?  
  • 12. Physical  access  vs.  social  access    —  Social  inclusion  &  exclusion  is  determined  by  more   than  just  access  to  hardware  or  soBware.  Although  is   certainly  liberaDng,  it  can  also  be  potenDally  isolaDng   if  we  dont  think  about  social  accessibility  at  the  same   Dme.    —   You  cannot  separate  technology  from  the  larger   social  context.  Moreover,  if  technology  is  to  reduce   social  isolaDon,  it  must  be  designed  with  social   inclusion  in  mind.  
  • 13. “Layers”  of  Technology  •  Jargon  -­‐  terms  like  DAISY,  XML,  hypertext  markup,  tags,  etc.  •  Licensing  issues  -­‐  digital  books,  soBware  and  hardware.  •  The  idea  vs.  reality  of  making  computer  labs  universally   designed.    Early  obsolescence.  UDL  doesnt  address  things  like   preferences  for  privacy  or  quiet  vs.  common  areas  for   discussion,  cost  for  accessibility.      •  Training  people  to  know  about  AT  and  use  it.  The  “average”   student  doesnt  even  think  about  AT  or  have  any  idea  how  it   works....  •  Will  schools  try  to  segregate  students  with  disabiliDes  into   distance  learning  courses  because  its  supposedly  more   accessible.    •  “What  is  reading?”    Is  reading  sDll  reading  if  the  computer  is   reading  something  out  loud?  Is  doing  something  with  AT  is   doing  it  for  yourself?  •  Is  a  school’s  AT  infrastructure    (e.g.  having  dedicated  resources   for  AssisDve  Technology)  indicaDve  of  the  school’s  agtudes   about  disability  in  general?  
  • 14. What  goes  in?  •  Do  you  use  a  Learning  Management  System?    Do   you  add  content  to  the  course?  Are  they   documents,  video,  etc.?  •  Do  you  use  technology  for  your  class  assignments   i.e.  blogs,  websites,  wikis,  etc.?  •  Are  you  the  author  of  a  book  used  in  class?  •  Do  you  use  visuals  in  the  classroom  that  give   important  informaDon  pertaining  to  the  class?  •  Do  you  use  webinars  or  other  classroom  capture   or  conferencing  technology?  
  • 15. iTunes  
  • 16. Research and other interests: Web accessibility and usability" LMS Accessibility   •  JavaScript-Based Navigation " •  Inaccessible Drop-Down menus " •  Mystery Meat Navigation" •  Naming Frames " •  Text Scaling – Font sizes"
  • 17. iAdvocate  
  • 18. Social  In(ex)clusion,    Dis/ability  and  Technology     Alan  Foley  &  Beth  A.  Ferri   Syracuse  University  

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