The Desktop
You Cant Even Give It Away! |
“There is no
reason for any individual to have a computer in his home”
Ken Olsen, President Digital Equipment,
1977
During the heyday of the Home Computer, being able to use a
computer meant that you had to be able to read off screen and use a keyboard or
mouse.
Working with people with a disability, effectively we just
looked at alternatives to these.
In the
case of people who couldn’t read off a screen, we proposed using Screenreading
Software. For people who couldn’t use a
keyboard or a mouse effectively, we looked for hardware alternatives, one
handed keyboards, rollerballs and joysticks instead of the standard mouse. We replace like for like, often without radically changing
the way the computer is used or is intended to be used.
Even for people with significant physical disabilities,
those that required using a switch to access the computer, effectively what we
have done in the past in replaced the traditional keyboard and mouse
combination with a switch and a software alternative to both of these items of
hardware.
During the early proliferation of computers, particularly in
schools, there was an obsession with teaching typing skills. It seemed for a while that the best hope a
person with a disability had in terms of getting a career was to learn to
type.
We were still awfully precious about using computers, mainly
because they were (certainly in schools) a rare and much desired
commodity. One colleague of mine, on
recommending a Mini Keyboard for children with motor disabilities would often
photocopy the keyboard and provide that to the child in question for a few
months so that they could practice their typing skills without damaging the
precious keyboard. In the early days of
using technology, for children with a disability there was often a sense that
they had to earn the right to use such a device, or demonstrate their worth by
performing trials of fire in therapy or in class over a series of months. I also remember at the time, teachers and
therapists recommending that children with a disability should at least be in
secondary school before they consider using computers.
The real effect of this was that it meant that we, the so
called, experts told people with a disability how they should use ICT and for
what. Because ICT was expensive and
still considered a luxury for the bright and able, it meant we also had a
significant influence not just on how and for what people with a disability
used a computer but also where and for how long.
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