For those recently wondering about technology to 
increase access for those with disabilities ... 
the current issue of the Drum Beat lists many 
examples of various types from around the world. 
See below.


>

>

>The Drum Beat - Issue 462 - Assistive Technology for Universal Access

>September 29 2008

>===

>

>

>This issue of the Drum Beat explores some of the 

>ways that adaptive (or assistive) technology is 

>being used around the world to facilitate access 

>to information, communication, and education for 

>people living with physical or mental 

>disabilities. It also includes a few examples of 

>projects and strategies advocating for the 

>rights of people with disabilities.

>

>

>===

>

>

>The Drum Beat 462 contains:

>* Subscribe to a new e-magazine: C-CHANGE PICKS.

>* Selected DEFINITIONS of "Assistive/Adaptive Technology".

>* Current ICT4D POLL.

>* A focus on ensuring ACCESS FOR ALL through assistive technologies.

>* Become a CI ASSOCIATE.

>* A focus on EMPOWERING CHILDREN through assistive technology.

>* New DEVELOPMENT CLASSIFIEDS from The CI.

>* A focus on MEDIA INTERSECTIONS related to assistive technology.

>

>

>===

>

>

>SUBSCRIBE TO A NEW E-MAGAZINE

>

>C-Change Picks

>http://www.comminit.com/en/cchangepicks/newsletter

>

>This periodic e-magazine, supported by C-Change 

>(see The Drum Beat #461 - 

>http://www.comminit.com/en/drum_beat_461.html ) 

>and implemented by The Communication Initiative, 

>has a focus on behaviour change and social 

>change communication to address health, the 

>environment, and civil society. Current special 

>focus areas include family planning, HIV/AIDS, 

>and malaria.

>

>See 

>http://www.comminit.com/en/cchangepicks/newsletter 

>to access the current and archived issues 

>online. Contact cchange at comminit.com to 

>subscribe.

>

>

>===

>

>

>ASSISTIVE/ADAPTIVE TECHNOLOGY: A FEW DEFINITIONS

>

>

>1.	"Assistive technology is a generic term 

>that includes assistive, adaptive, and 

>rehabilitative devices and the process used in 

>selecting, locating, and using them. AT promotes 

>greater independence for people with 

>disabilities by enabling them to perform tasks 

>that they were formerly unable to accomplish, or 

>had great difficulty accomplishing, by providing 

>enhancements to or changed methods of 

>interacting with the technology needed to 

>accomplish such tasks."

>Source: Wikipedia. See 

>http://www.comminit.com/redirect.cgi?cimo=1&r=http://en.wikipedia.org/wiki/Assistive_technology 

>- retrieved September 17 2008.

>

>

>2.	"Assistive technology [is a]ny item, 

>piece of equipment, or system, whether acquired 

>commercially, modified, or customized, that is 

>commonly used to increase, maintain, or improve 

>functional capabilities of individuals with 

>disabilities."

>Source: United States Federal Register: 

>Electronic and Information Technology 

>Accessibility Standards (Section 508), December 

>2000. See 

>http://www.comminit.com/redirect.cgi?cimo=1&r=http://www.access-board.gov/sec508/standards.htm 

>- retrieved September 17 2008.

>

>

>3.	"Assistive technology devices are 

>mechanical aids which substitute for or enhance 

>the function of some physical or mental ability 

>that is impaired. Assistive technology can be 

>anything homemade, purchased off the shelf, 

>modified, or commercially available which is 

>used to help an individual perform some task of 

>daily living. The term assistive technology 

>encompasses a broad range of devices from 'low 

>tech' (e.g., pencil grips, splints, paper 

>stabilizers) to 'high tech' (e.g., computers, 

>voice synthesizers, braille readers). These 

>devices include the entire range of supportive 

>tools and equipment from adapted spoons to 

>wheelchairs and computer systems for 

>environmental control."

>Source: Parents, Let’s Unite for Kids (PLUK), 

>"Family Guide to Assistive Technology", 1997. 

>See 

>http://www.comminit.com/redirect.cgi?cimo=1&r=http://www.pluk.org/AT1.html 

>- retrieved September 17 2008.

>

>

>===

>

>

>Please VOTE in our current ICT4D Poll!

>http://www.comminit.com/en/ict4d.html

>

>

>Which of the following might be immediately 

>economically advantageous to mobile users in the 

>developing world?

>

>* A weekly free texting day.

>* A weekly free calling morning or evening.

>* The ability to add time to someone else's 

>phone and text them a free-of-charge message 

>that they have phone time.

>* The ability to add time to someone else's 

>phone that can subsequently be traded for cash.

>

>VOTE at http://www.comminit.com/en/ict4d.html 

>(see "Poll" heading on the top right side).

>

>

>===

>

>

>ENSURING ACCESS FOR ALL

>

>

>4.	Web Accessibility Initiative (WAI) - Global

>Based on the premise that "[t]he power of the 

>Web is in its universality. Access by everyone 

>regardless of disability is an essential 

>aspect,” WAI works with organisations around the 

>world to develop strategies, guidelines, and 

>resources to help make the world wide web 

>accessible to people with disabilities. WAI 

>pursues accessibility of the web through 5 

>primary activities: ensuring that core 

>technologies of the web support accessibility; 

>developing guidelines for web content, user 

>agents, and authoring tools; facilitating 

>development of evaluation and repair tools for 

>accessibility; conducting education and 

>outreach; and coordinating with research and 

>development (R & D) that can affect the future 

>accessibility of the web.

>Contact: Judy Brewer jbrewer at w3.org

>http://www.comminit.com/en/node/270579/307

>

>

>5.	ICTUpdate: Language Technology

>'Language Technology' is the theme of this 

>December 2007 edition of ICTUpdate. One of its 

>feature articles is about a project of the Local 

>Language Speech Technology Initiative (LLSTI) 

>that offers a system to read out text, available 

>via mobile phone. Results from the LLSTI project 

>in Kenya, which provides information to farmers 

>on banana cultivation, has encouraged the 

>development of similar projects in Botswana and 

>South Africa. Another article explores the 

>African Languages Technology Initiative (Alt-i), 

>which has started developing aspects of human 

>language technology using Yoruba as a pilot 

>language, including an efficient and ergonomic 

>computer keyboard layout for Yoruba and a speech 

>recognition system for African tone languages, 

>in which the pitch of the speaker's voice 

>contributes to the meaning of a word.

>http://www.comminit.com/en/node/269601/307

>

>

>6.	Lifelinks' Sightspeed Service for the Deaf Outpaces Ebay's Skype VOIP

>This June 2006 article examines LifeLinks Video 

>Relay Services (VRS), a provider of video relay 

>telephone-like service for the Deaf and hard of 

>hearing community which uses sign language over 

>high speed broadband video. The recent spike in 

>demand for their services is, according to this 

>article, due to the availability of Sightspeed 

>technology, which is accessible from any 

>location which has internet access (even 

>wireless access). The user can utilise this 

>software to access a VRS interpreter 24 hours a 

>day, every day of the year - free of charge. 

>Customer support is provided in English and 

>Spanish by Deaf technical specialists. Deaf 

>persons can also utilise the free Sightspeed 

>software for interpersonal calls, without an 

>interpreter, in a call involving 3 or more other 

>persons (hearing or Deaf).

>http://www.comminit.com/en/node/243610/307

>

>

>7.	ICTs for Development in Special Needs 

>Education - Syrian Arab Republic / Syria

>This programme is based on the contention that 

>assistive technology surmounts the disability 

>and allows individuals to participate on a level 

>playing field - thereby actively contributing to 

>society and the economy, and gaining in terms of 

>independence and self-esteem, which (according 

>to organisers) improves the quality of life of 

>persons with disabilities and all others. 

>Specifically, the strategy involves implementing 

>specialised computer programmes and models to 

>enhance the capacity of those who are blind or 

>visually impaired, deaf/mute, or affected by 

>motor disabilities, Down's syndrome, cerebral 

>palsy, and/or autism. In-person courses aim to 

>promote the knowledge base of individuals with 

>special needs to help them be able to work 

>independently in society by rehabilitating them 

>psychologically, socially, professionally, and 

>culturally. In addition, the Studies Centre for 

>Handicapped Research (SCHR) website shares 

>teaching and learning skills generated from, and 

>shares s!

>uccesses (and challenges) gleaned from, 

>educators working with students with special 

>needs.

>Contact: Nabil Eid nabileid21 at yahoo.com

>http://www.comminit.com/en/node/270499/307

>

>

>===

>

>

>Please see a previous Drum Beat issue, entitled 

>"Addressing Disabilities" for related summaries; 

>click here: 

>http://www.comminit.com/en/drum_beat_244.html

>

>

>===

>

>

>BECOME A CI ASSOCIATE

>http://www.comminit.com/ci_associates/members

>

>If your organisation or your specific department 

>within your organisation benefits from the 

>information shared through The Communication 

>Initiative, we hope you'll considering donating 

>a small sum to support us through our CI 

>Associates initiative. Please see 

>http://www.comminit.com/en/ci_associates/ for 

>more information and to become a CI Associate.

>

>For a list of organisations who have already 

>chosen to become CI Associate Members, please 

>see http://www.comminit.com/ci_associates/members

>

>

>===

>

>

>EMPOWERING CHILDREN

>

>

>8.	Helping Our Children with Disabilities 

>Succeed: What's Broadband Got to Do with It?

>by Jessica Rothschuh, April KirkHart, and Wendy Lazarus

>This report examines how children with 

>disabilities may benefit from broadband - an 

>internet connection that functions at speeds 

>high enough to allow voice, data, and video 

>transfer - and other "accessible technologies". 

>Amongst the many examples described here are: 

>websites with video streaming that include 

>closed captioning for those with limited 

>hearing, software that reads text and describes 

>other visual contents of a computer screen aloud 

>in a synthetic voice output or by controlling a 

>Braille display's contents, wireless keyboard 

>devices with text-to-speech functionality, job 

>training in information technology that is 

>available for the blind through distance 

>education, video relay services allowing deaf 

>students to send sign language messages, and 

>virtual reality sites like Second Life that give 

>youth with disabilities opportunities to 

>socialise, conduct business, and explore.

>http://www.comminit.com/en/node/269256/303

>

>

>9.	A Review of Good Practice in ICT and 

>Special Educational Needs for Africa

>by Leslie Casely-Hayford and Paul Lynch

>This report is the result of a study focusing on 

>the use of assistive technology to support 

>special educational needs in Africa with 

>particular reference to special schools, teacher 

>education, and inclusive educational programmes. 

>The specifics of assistive technology are 

>outlined here, and include face-to-face 

>communication aids, hardware and software 

>required for written/graphic output and 

>educational access, mobility aids, and 

>environmental controls. The report explains that 

>despite the rising potential that ICT has for 

>children in Africa with moderate to severe 

>learning disabilities, they remain out of reach 

>of the African child, particularly the higher, 

>more sophisticated forms of assistive 

>technology. Key recommendations for bridging 

>this digital divide are outlined.

>http://www.comminit.com/en/node/216802/307

>

>

>10.	Digital Stories Targeting Social Skills for Children With Disabilities

>by Cori More

>This article explores how the use of 

>interpersonal interactions and digital 

>technology can be part of a strategy for helping 

>children with disabilities interact with their 

>peers. One strategy examined here is "digital 

>stories", which the author describes as more 

>effectively implemented in the classroom when 

>teachers include peers. She describes the 

>technique as follows: "[d]igital media allow 

>teachers to take into consideration a range of 

>skills and learning styles. Teachers add sound 

>to each digital story. Along with gaining the 

>student's attention, the addition of sound 

>allows children with visual impairments or 

>reading difficulties to access the digital 

>social stories independently. The addition of 

>digital pictures supports the needs of visual 

>learners. The text, built on developmentally 

>appropriate vocabulary, promotes literacy and 

>provides structure to the lesson." Details, 

>including links to online help sites, are 

>provided here to assist teachers interested in 

>the nuts!

>   and bolts of creating digital social stories.

>http://www.comminit.com/en/node/271795/307

>

>

>11.	Make Beliefs Comix - Global 

>This web-based initiative is built on the 

>premise that learning can happen through 

>imaginative play. Its creator envisions teachers 

>using the online comic strip game to encourage 

>their students to improve language, reading, and 

>creative skills. For those who teach people how 

>to read and write or to learn English as a 

>second language, this educational tool might 

>also be used as a resource to spur children and 

>adults to write, read, and communicate their 

>ideas - while practicing English. It is also 

>currently being used as a tool by educational 

>therapists who work with deaf and autistic 

>people to help them understand concepts and 

>communicate. Parents and children can create 

>stories together, print them to create comic 

>books, or email them to friends and family.

>Contact: Bill Zimmerman billz at makebeliefscomix.com OR wmz at aol.com

>http://www.comminit.com/en/node/135490

>

>

>12.	The Impact of Technology on Children with 

>Physical Disabilities: An Evaluative Case Study 

>at a Special School in the West Midlands

>by Paul South

>"Reviews of literature show that information and 

>communication technology (ICT) can have a 

>positive impact on pupils when effectively 

>managed. This research critically evaluates to 

>what extent this impact is being experienced at 

>a special school [in the United Kingdom] for 

>pupils with physical disabilities. Focusing on a 

>group of 13 pupils, the research collects and 

>analyses the views of pupils, parents and staff, 

>using both qualitative and quantitative methods. 

>The findings show that pupils are highly 

>motivated by technology and that its use is 

>growing in the school. They also reveal the 

>importance of building curriculum and technical 

>support into technology assessments for pupils 

>and monitoring their implementation."

>http://www.comminit.com/en/node/270636/307

>

>

>===

>

>

>DEVELOPMENT CLASSIFIEDS

>http://www.comminit.com/classifieds

>

>Development Classifieds is a NEW initiative of 

>The Communication Initiative which includes 

>listings of any development-related jobs, 

>consultants, requests for proposals (RFPs), 

>events, training opportunities, and books, 

>journals, or videos for sale. Please see 

>http://www.comminit.com/classifieds

>

>The next issue of the Development Classifieds 

>E-magazine will be published October 1st 2008.

>

>Please submit open vacancies from within your 

>organisation, event information, training 

>opportunities, upcoming RFPs, details about your 

>consultancy skills, and information about books, 

>journals, or videos for sale as soon as possible 

>to ensure inclusion.

>

>

>===

>

>

>MEDIA INTERSECTIONS

>

>

>13.	Tanzania Association of Disabled Issues Journalists (TADIJO) - Tanzania

>TADIJO seeks to capitalise on the media's 

>influence among the community, to sustain and 

>promote the welfare of people with disabilities, 

>to defeat the stigma related to disabilities, 

>and to address the social, economic, and 

>political factors that exacerbate 

>discrimination. TADIJO has embarked on different 

>projects that include: training for members of 

>the media and other stakeholders on accurate 

>reporting about disability issues, a newsletter 

>that emphasises changing the community's 

>attitude toward disabled persons while tackling 

>stigma and discrimination against them, radio 

>and television productions, and a (planned) 

>website that is expected to play the role of 

>linking up journalists and stakeholders covering 

>or interested in disability issues.

>Contact: Deogratius Kiduduye kiduduye at yahoo.com 

>OR tadijotz at yahoo.com OR kiduduye at gmail.com

>http://www.comminit.com/en/node/129875/38

>

>

>14.	One Hour Is Not Enough - Western Europe, Middle East, North Africa

>Broadcast on Arabic satellite television, this 

>talk show series highlighted the rights of 

>disabled persons to education, work, and 

>political participation. The weekly talk show 

>was interactive; discussion included guests in 

>the studio and with viewers, who called the show 

>or send their comments via text messages from 

>their mobile phones. Organisers say that "[t]he 

>rights of disabled persons are often ignored in 

>many Arab countries, and one of the main reasons 

>for this is simply lack of awareness. The issue 

>of disability is not generally discussed in Arab 

>media, and SAT-7's show has created a lot of 

>attention, also from other media."

>Contact: Mette Schmidt MetteSchmidt at sat7.org

>http://www.comminit.com/en/node/271054

>

>

>15.	Handspeak - Zimbabwe

>This 13-part weekly magazine television show was 

>produced by and for deaf people in Zimbabwe. 

>Each episode featured a Sign Language lesson, 

>news about and for the deaf, a drama on the 

>topic of the week followed by a discussion with 

>studio guests, and a positive profile of a deaf 

>person  achieving success in life. CHIPAWO Media 

>has launched 2 sequels to Handspeak. The first, 

>Deaf Dialogues, was a 4-episode mini-series that 

>included "Give Us a Chance", a documentary based 

>on a Handicap Advocacy Arts Festival featuring 

>performance and discussion on issues relating to 

>the handicapped. Amongst the elements of the 

>second sequel, Action Power, which was launched 

>in April 2008, is discussion by children, youth, 

>parents, teachers, and government on education 

>and careers for the deaf in Zimbabwe.

>Contact: chipawo at mango.zw

>http://www.comminit.com/en/node/272759/38

>

>

>16.	CharityComms - Great Britain and Northern Ireland (UK)

>This programme seeks to support staff and 

>volunteers working to facilitate communication 

>for development from charities and NGOs in the 

>UK. One of CharityComms' activities is carrying 

>out interviews with those working in the field. 

>For instance, in a piece available on the 

>project website, a practitioner from the 

>Multiple Sclerosis (MS) Society describes the 

>strategy involved in the "Putting the Pieces 

>Together" campaign. As he explains, this 

>campaign was devised by both men and women 

>living with MS; insights were gained through 14 

>research groups held all over the UK, and an 

>online forum (set up to gauge people's opinions 

>on how MS affects relationships, careers, 

>everyday routine, and social lives - all issues 

>which feature in the ads). Even the models in 

>the 4 campaign posters have MS and were 

>recruited through the charity's online forum; 

>"it's their hard-hitting but honest words on the 

>campaign posters. Before this, the charity used 

>copywriters' language in ads..."

>Contact: Emma Wickenden emma at charitycomms.org.uk

>http://www.comminit.com/en/node/271166/307

>

>

>17.	Disability and Social Change: A South African Agenda

>This 425-page publication offers a broad 

>perspective on disability issues in South 

>Africa. Themes include theoretical approaches to 

>and representations of disability, government 

>and civil society responses to disability, 

>rights of disabled people in relation to health, 

>education, employment, and social security, the 

>complex politics permeating service provision, 

>and disability and the media.

>http://www.comminit.com/en/node/264153/38

>

>

>===

>

>

>This issue was written by Kier Olsen DeVries.

>

>===

>

>

>The Drum Beat is the email and web network of 

>The Communication Initiative Partnership - ANDI, 

>BBC World Service Trust, Bernard van Leer 

>Foundation, Calandria, CFSC Consortium, CIDA, 

>DFID, FAO, Fundación Nuevo Periodismo 

>Iberoamericano, Ford Foundation, Healthlink 

>Worldwide, Inter-American Development Bank, 

>International Institute for Communication and 

>Development, Johns Hopkins Bloomberg School of 

>Public Health Center for Communication Programs, 

>MISA, PAHO, The Panos Institute, The Rockefeller 

>Foundation, SAfAIDS, Sesame Workshop, Soul City, 

>Swiss Agency for Development and Cooperation, 

>UNAIDS, UNDP, UNICEF, USAID, WHO, W.K. Kellogg 

>Foundation.

>

>Chair of the Partners Group: Garth Japhet, 

>Founder, Soul City garth at heartlines.org.za

>Executive Director: Warren Feek wfeek at comminit.com

>

>===

>

>

>The Drum Beat seeks to cover the full range of 

>communication for development activities. 

>Inclusion of an item does not imply endorsement 

>or support by The Partners.

>

>

>Please send material for The Drum Beat to the 

>Editor - Deborah Heimann dheimann at comminit.com

>

>

>To reproduce any portion of The Drum Beat, see 

>http://www.comminit.com/en/editorialpolicy/global 

>for our policy.

>

>

>To subscribe, see http://www.comminit.com/en/user/register

>To unsubscribe, reply to this message with "unsubscribe" as the subject.

>

>--

>This message has been scanned for viruses and

>dangerous content by MailScanner, and is

>believed to be clean.

>

>



-- 
Interested in health literacy curricula 
development? Come join the discussion in Calgary. 
See 
http://www.centreforliteracy.qc.ca/whatsnew/Healthlitinst/HLinstIndex.htm 
for details.
Please feel free to forward.
-----
The Commission on Social Determinants of Health 
concluded that the "toxic combination of bad 
policies, economics, and politics is, in large 
measure, responsible for the fact that a majority 
of people in the world do not enjoy the good 
health that is biologically possible."
----------