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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Childhood and Assistive Technology: Growing with opportunity, developing with technology.

Assistive technology : the official journal of RESNA·2021
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Accessibility to digital technology: Virtual barriers, real opportunities.

Fernando H F Botelho1

  • 1UNICEF - Disability Section, Programme Group, New York, New York, USA.

Assistive Technology : the Official Journal of RESNA
|December 24, 2021
PubMed
Summary

Digital accessibility requires a systemic approach, ensuring technology, content, and standards work together for persons with disabilities. Continuous effort is vital for realizing digital inclusion potential.

Keywords:
computer accesselectronic aids to daily livinginformation technology and telecommunicationsstandards

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Area of Science:

  • Digital Inclusion
  • Assistive Technology
  • Human-Computer Interaction

Background:

  • Digital technology offers significant potential for assisting persons with disabilities.
  • Advancements in digital device capabilities are often assumed to parallel improvements in accessibility.
  • However, accessibility for persons with disabilities is not guaranteed and requires deliberate, systemic effort.

Purpose of the Study:

  • To highlight the necessity of a conscious and systemic effort to realize the inclusion potential of digital technologies for persons with disabilities.
  • To emphasize that digital accessibility is a dynamic and interdependent process.

Main Methods:

  • Analysis of the dependency chain in digital accessibility, including training, hardware, software, content, and standards.
  • Examination of dynamic processes and potential points of failure in digital accessibility.
  • Identification of specific examples of inaccessibility, such as smartphone-hearing aid incompatibility, sensitive touch screens, and missing web page text labels.

Main Results:

  • Digital accessibility is a chain of dependencies where training, hardware, software, content, and standards must function harmoniously.
  • Each component of digital accessibility is a dynamic process requiring ongoing attention.
  • Failures in any part of the chain, from hardware design to content production, can impede accessibility, even if other components are functional.

Conclusions:

  • Realizing the potential of digital technologies for inclusion requires a conscious and systemic effort.
  • Accessibility must be integrated into the entire lifecycle of digital products, including training, design, development, production, and standards definition.
  • Affordability must also be considered alongside accessibility in these processes.