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Digital Divide Disabilities Trip Briefing Book (9/21/2000) [2]
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Digital Divide Disabilities Trip Briefing Book (9/21/2000) [2]
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administrative marker by the William J. Clinton
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Subgroup/Office of Origin:
National Economic Council
Series/Staff Member:
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DIGITAL DIVIDE DISABILITIES TRIP BRIEFING BOOK (9/21/2000) [2]
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Divider Title:
REHABILITATION SERVICES AND DISABILITY RESEARCH
National Institute on Disability and Rehabilitation Research
National Institute on Disability and Rehabilitation Research
(Rehabilitation Act of 1973, Title II)
FY 2001 Authorization ($000s): Indefinite
Budget Authority ($000s):
2000
2001
Change
$86,462
$100,000
+$13,538
PROGRAM DESCRIPTION
The activities of the National Institute on Disability and Rehabilitation Research (NIDRR) are
intended to maximize the full inclusion and integration into society and employment of
individuals of all ages with disabilities. NIDRR activities are also designed to improve the
economic and social self-sufficiency of these individuals, with particular emphasis on improving
the effectiveness of services authorized under the Rehabilitation Act. The purposes of NIDRR
are to:
provide for a comprehensive and coordinated program, consistent with its long-range plan, of
research, demonstration projects, training, and related activities that promote:
full inclusion and integration into society;
employment;
independent living;
maintenance of health and function for individuals of all ages with disabilities; and
the transfer of rehabilitation technology to individuals with disabilities;
ensure the widespread distribution of practical scientific and technological information related to
rehabilitation and disability, in usable formats to appropriate user populations; and
increase opportunities for disabled individuals, including those who are members of
underserved minority groups.
To address these purposes, NIDRR supports rehabilitation research and development,
demonstration projects, and related activities, including the training of persons who provide
rehabilitation services or who conduct rehabilitation research. In addition, NIDRR supports
projects to disseminate and promote the use of information concerning developments in
rehabilitation procedures, methods, and devices. Information is provided to rehabilitation
professionals, persons with disabilities, and their representatives. NIDRR also supports data
JJ79
REHABILITATION SERVICES AND DISABILITY RESEARCH
National Institute on Disability and Rehabilitation Research
analyses on the demographics of disability and provides that information to policymakers,
administrators, and other relevant groups. Awards are competitive, with applications reviewed
by panels of experts, including rehabilitation professionals, rehabilitation researchers, and
persons with disabilities.
NIDRR supports the following centers and projects:
Rehabilitation Research and Training Centers (RRTCs) -- RRTCs conduct coordinated,
integrated, and advanced programs of research in rehabilitation targeted toward the production
of new knowledge to improve rehabilitation methodology and service delivery systems, to
alleviate or stabilize disabling conditions, and to promote maximum social and economic
independence of individuals with disabilities. RRTCs also provide training, including graduate,
pre-service, and in-service training, to assist rehabilitation personnel to more effectively provide
rehabilitation services to individuals with disabilities. The RRTCs must serve as centers of
excellence and national resources for providers and individuals with disabilities and their
representatives. Awards are for 5 years, except that grants to new recipients or to support new
or innovative research may be made for less than 5 years.
Rehabilitation Engineering Research Centers (RERCs) -- RERCs focus on issues dealing with
rehabilitation technology, including rehabilitation engineering and assistive technology devices
and services. Types of activities supported by RERCs include: 1) the development and
dissemination of innovative methods of applying advanced technology, scientific achievements,
and psychological and social knowledge to rehabilitation problems and the removal of
environmental barriers; 2) demonstrations and dissemination of scientific research to assist in
meeting the employment and independent living needs of individuals with severe disabilities;
3) service delivery systems change projects; and 4) the stimulation of the production and
distribution of equipment in the private sector, as well as clinical evaluations of equipment. Each
RERC must provide training opportunities to individuals, including individuals with disabilities, to
become researchers and practitioners of rehabilitation technology. Awards are for 5 years,
except that grants to new recipients or to support new or innovative research may be made for
less than 5 years.
Disability and Rehabilitation Research and Related Projects -- These projects are quite varied,
though all are aimed at fulfilling NIDRR's overarching goals of inclusion, integration,
employment, and self-sufficiency. Projects may support short-term research relating to the
development of methods, procedures, and devices to assist in the provision of rehabilitation
services, particularly to persons with severe disabilities. Others support information utilization
and dissemination, including state-of-the-art assessments and diffusion centers, to ensure that
knowledge generated from research is available and can be fully used to improve services,
opportunities, and conditions for persons with disabilities. Projects that provide technical
assistance and training to State and local governments and private businesses regarding the
Americans with Disabilities Act (ADA) and facilitate implementation of the ADA without litigation
or undue difficulty are also included under this activity, as are the Traumatic Brain Injury (TBI)
Model Systems and the Burn Injury Model Systems.
J-
REHABILITATION SERVICES AND DISABILITY RESEARCH
National Institute on Disability and Rehabilitation Research
Disability and Business Technical Assistance Centers (DBTACs) -- The DBTACs are
responsible for: (1) providing technical assistance, disseminating information, and providing
training to individuals or entities with responsibilities and rights under the Act on the
requirements of the ADA and developments in ADA case law, policy, and implementation;
(2) increasing the capacity of organizations at the State and local level to provide technical
assistance, disseminate information, provide training, and promote awareness of the ADA; and
(3) promoting awareness of the ADA and the availability of services provided by the DBTACs,
other NIDRR grantees working on ADA issues, and other Federal information sources on the
ADA.
Small Business Innovative Research -- These projects support the development of ideas and
products that are useful to persons with disabilities by inviting the participation of small business
firms with strong research capabilities in science, engineering, or educational technology. The
program takes an idea through two phases - from development to market readiness.
Field-Initiated Projects -- This program supports research and development projects that
address important activities that are not included in NIDRR's announced priorities, thereby
allowing NIDRR to expand the scope of its research activities as needed, to be responsive to
emerging developments in the field.
Mary E. Switzer Fellowships -- This program supports 1-year fellowships to highly-qualified
individuals to carry out discrete research activities that are related to NIDRR's research priorities
or to pursue studies in areas of importance to the rehabilitation community.
Advanced Rehabilitation Research Training Projects -- This program supports grants to
institutions providing advanced training in research to physicians, nurses, engineers, physical
therapists, and other professionals.
Model Spinal Cord Injury Systems -- This program supports model projects that provide
innovative and effective approaches to the delivery and evaluation of comprehensive medical,
psychological, vocational, and other rehabilitation services and conduct site specific and
collaborative research to meet the wide range of needs of individuals with spinal injuries.
Funding levels for the past 5 fiscal years were:
($000s)
1996
$69,984
1997
69,990
1998
76,800
1999
81,000
2000
86,462
J-
REHABILITATION SERVICES AND DISABILITY RESEARCH
Assistive technology
Assistive Technology
(Assistive Technology Act of 1998)
FY 2001 Authorization ($000s):
Title I: Indefinite 1
Title III: Indefinite 2
Budget Authority ($000s):
2000
2001
Change
$34,000
$41,112
+$7,112
1
The AT Act requires that funds appropriated for Title I of the Act be distributed as follows: 87.5 percent
for the Assistive Technology State grant program; 7.9 percent for Protection and Advocacy for Assistive
Technology; and 4.6 percent for technical assistance activities.
2 The GEPA extension applies through September 30, 2001.
PROGRAM DESCRIPTION
By enhancing access to assistive technology devices and services, the Assistive Technology
program empowers individuals with disabilities to have greater control over their lives and more
fully participate in their home, school, and work environments, and in their communities.
Assistive technology is products, equipment, and related services that are used by individuals
with disabilities to increase, maintain, or improve their functional capabilities. Assistive
technology devices include such items as communication devices, adapted appliances for
accessible living, environmental control devices, modified housing, adapted computers, and
specialized software.
The Assistive Technology program supports States in sustaining and strengthening their
capacity to address the assistive technology needs of individuals with disabilities. Title I of the
Assistive Technology Act of 1998 (AT Act) authorizes the Assistive Technology State grant
program, a State grant program for protection and advocacy services related to assistive
technology, and a program of technical assistance for grantees under the Act and for individuals
with disabilities. Title III of the AT Act authorizes an alternative loan financing program for
States to establish programs for individuals that wish to purchase assistive technology devices
or services.
Title I- Assistive Technology State grant program
Prior to fiscal year 1999, the Assistive Technology (AT) State grant program was authorized by
the Technology-Related Assistance for Individuals with Disabilities Act of 1988 (Tech Act). The
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REHABILITATION SERVICES AND DISABILITY RESEARCH
Assistive technology
AT Act extended the AT State grant program, along with the authority to carry out many
activities previously authorized under the Tech Act. Under the AT State grant program States
are required to continue to carry out all assurances made in applying for the AT State grant
program under the Tech Act, and to carry out four mandatory activities-a public awareness
program, interagency coordination, technical assistance and training, and outreach.
The purpose of the AT State grant program is to increase the availability of, funding for, access
to, and provision of assistive technology devices and assistive technology services for
individuals with disabilities of all ages through changes in laws, regulations, policies, practices,
procedures, and organizational structures.
Since fiscal year 1989, the AT State grant program has supported grants to States to assist
them in developing and implementing a consumer-responsive comprehensive Statewide
program of technology-related assistance for individuals with disabilities. This program was
based on the premise that States can significantly enhance the access of individuals with
disabilities to assistive technology by changing their service delivery systems. Systemic
activities have been primarily geared towards the following: education (infant and toddler
services, preschool and school-age services, and postsecondary services);
accommodation/accessibility issues (Americans with Disabilities Act, and sections 504 and 508
of the Rehabilitation Act); vocational rehabilitation services; medical assistance services; and
private insurance programs.
The AT Act authorizes continued support for States that received a second extension grant
under the Tech Act but have not completed 10 years of funding. It also authorizes an additional
3 years of level funding for States that have completed 10 years of funding under the Tech Act
or the AT Act. As provided for under the Tech Act, Federal funding is reduced in the ninth and
tenth years of the grant.
Title I-Technical Assistance
The AT Act authorizes the provision of technical assistance, through grants, contracts, or
cooperative agreements on a competitive basis, to individuals with disabilities of all ages, AT
State grant program grantees, and to protection and advocacy systems. The Act requires the
establishment and maintenance of a national public Internet site and technical assistance to
entities funded under Title I of this Act.
In designing the technical assistance activities, the Department must consider the input of
individuals with disabilities who use assistive technology, family members, and protection and
advocacy service providers, among others. The technical assistance must respond to State-
specific requests for information and disseminate information to States, entities funded under
Title I of the AT Act, and any other public entities that seek information about AT. The technical
assistance must provide model approaches for the removal of barriers to accessing assistive
technology, examples of effective program coordination, and practices that increase funding for
assistive technology devices.
J-
REHABILITATION SERVICES AND DISABILITY RESEARCH
Assistive technology
Title I- Protection and Advocacy for Assistive Technology
The AT Act provides for formula grants to protection and advocacy (P&A) systems established
under the Developmental Disabilities Assistance and Bill of Rights Act. Funds support
protection and advocacy services to assist individuals with disabilities of all ages in the
acquisition, utilization, or maintenance of assistive technology services or devices. Funds are
distributed on the basis of State population, with a minimum annual grant of $50,000. Outlying
areas may each receive up to $30,000 annually.
Title III- Alternative Loan Financing
Title III of the AT Act authorizes the Secretary to award 1-year grants to States to pay for the
Federal share of the cost of the establishment and administration of, or the expansion and
administration of, an alternative financing program. Such a program must feature one or more
alternative financing mechanisms that would allow individuals with disabilities and their family
members, guardians, advocates, and authorized representatives to purchase assistive
technology devices and assistive technology services. These alternative financing mechanisms
could include a low-interest loan fund, an interest buy-down program, a revolving loan fund, or a
loan guarantee or insurance program.
Funding levels for the past 5 fiscal years were as follows:
($000s)
1996
$36,109 1
1997
36,109 1
1998
36,109 1
1999
34,000
2000
34,000
1 Amounts shown in fiscal year 1998 and earlier were appropriated for Title I of the Technology-Related
Assistance for Individuals with Disabilities Act.
FY 2001 BUDGET REQUEST
The Administration requests $41.112 million for assistive technology activities under the AT Act
in fiscal year 2001, an increase of $7.112 million from the fiscal year 2000 appropriation. The
request includes $26.112 million for the three required components of Title I of the AT Act and
$15 million for the State alternative loan financing program authorized under Title III of the AT
Act.
Title I
Section 105 of the AT Act requires that 87.5 percent of the funds appropriated for Title I of the
Act be used for the AT State grant program, 7.9 percent of Title I funds be used for Protection.
and Advocacy (P&A) for AT, and 4.6 percent of Title I funds be spent on technical assistance
activities. The AT Act also prescribes the amount each State is to receive under the AT State
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REHABILITATION SERVICES AND DISABILITY RESEARCH
Assistive technology
grant program, and sets a minimum allotment for grantees under the P&A program. In order to
provide each State its prescribed amount in fiscal year 2001 under the AT State grant program,
to provide the minimum allotment for grantees under the P&A program, and to maintain the four
ongoing technical assistance activities at the fiscal year 2000 level, the Department is proposing
language to override the provisions in Section 105 of the AT Act. The request of $26.112 million
for Title I would be distributed as follows: $22.069 million for the AT State grant program;
$2.680 million for the AT P&A program; and $1.363 million for the technical assistance activities.
Title I- Assistive Technology State grant program
The AT Act provides funding for States for a maximum period of 13 years. Funding for States
during years 11 through 13 is at the same level of support as each State received in its tenth
year. In fiscal year 2001, $3.447 million would support the 9 States in their thirteenth and final
year of funding, $5.055 million would support the 14 States in their twelfth year, and
$3.155 million would support the 8 States in their eleventh year. As required under the statute,
20 States in their ninth and tenth years are reduced 25 percent and 50 percent, respectively,
from the level of funding in their eighth year--$9.44 million would be needed to support those
20 States and one outlying area. The remaining four grantees, one State and three outlying
areas, are between their seventh and eighth year of participation in the AT State grant program.
The AT Act provides $105,000 each year for each of the four outlying areas.
Title I-Technical Assistance
At the request level, $1.363 million would be allocated for technical assistance to continue
activities that began in fiscal year 1999. The Department has awarded grants to support the
following activities: 1) technical assistance to the AT State grant program grantees; 2) technical
assistance to protection and advocacy systems; 3) AT Act data collection activities; and 4) the
establishment of a national public Internet site.
Title I- Protection and Advocacy for Assistive Technology
The fiscal year 2001 Title I request includes $2.68 million for grants to eligible protection and
advocacy systems (P&As) for services related to assistive technology. At this level, protection
and advocacy systems established under the Developmental Disabilities Assistance and Bill of
Rights Act would receive $50,000, the minimum amount allowed under the AT Act and the same
amount provided to the P&As in fiscal year 2000. Outlying areas would receive $20,000. Funds
would be used to assist individuals with disabilities in the acquisition, utilization, or maintenance
of assistive technology services or devices.
Title III- Alternative Loan Financing
The request includes $15 million, an increase of approximately $11 million over the amount
available in fiscal year 2000, to support grants to States to establish or maintain alternative loan
financing programs to increase access to assistive technology for individuals with disabilities.
Currently, major service programs such as Medicaid, Medicare, special education, and
vocational rehabilitation cannot meet the growing demand for assistive technology. Most people
with disabilities do not have the private financial resources to parchase the assistive technology
they need. Loan programs offer individuals with disabilities attractive options that significantly
J-
REHABILITATION SERVICES AND DISABILITY RESEARCH
Assistive technology
enhance their access to assistive technology.
To better enable States applying for a grant in fiscal year 2001 to take advantage of the
opportunities provided by this program, the Department is proposing changes to the current
statutory matching requirements and funding provisions. First, the Department believes that
States should have the flexibility to request less than the minimum amount of $500,000 specified
in the statute and that States should be able to receive as much money as they can match.
Second, the Department believes States should be allowed to request more than the 1 year of
funding authorized by the statute. Third, the Department believes that limiting the Federal share
in the first year of the program to 50 percent may discourage State participation.
Therefore, the Department proposes to eliminate the minimum allotment of $500,000 and to
make the formula provisions inapplicable. The Department proposes that States be permitted to
request up to 3 years of funding and that the Federal share be increased to 75 percent in the
first year but decline in the next 2 years to 50 percent and 25 percent. With this flexibility, States
would be able apply for the grant amount that would best meet their matching capability.
Elimination of the formula also would enable the Department to more effectively manage the
requested funds.
Consistent with current law, alternative loan financing programs must be designed to allow
individuals with disabilities and their family members, guardians, advocates, and authorized
representatives to purchase assistive technology devices and assistive technology services.
Alternative financing mechanisms could include a low-interest loan fund, an interest buy-down
program, a revolving loan fund, or a loan guarantee or insurance program.
States that participate must enter into a contract with a community-based organization (including
groups of such organizations) that has individuals with disabilities involved in decisionmaking at
all organizational levels to administer the alternative financing program. The alternative loan
program must have procedures to review and process in a timely manner requests for financial
assistance for immediate and potential technology needs. Such procedures must include
consideration of methods to reduce paperwork and duplication of effort, particularly relating to
need, eligibility, and determination of the specific assistive technology device or service to be
financed through the program. States must have policies and procedures to ensure that access
to the alternative financing program shall be given to consumers regardless of type of disability,
age, income level, location of residence in the State, or type of assistive technology device or
assistive technology service for which financing is requested through the program. States also
must implement procedures to ensure consumer-controlled oversight of the program.
Some States have been successful in establishing loan programs under the Assistive
Technology (AT) State grant program. States may participate in this alternative loan program
even if they have begun loan activities under the AT State grant program. In fact, the success of
loan activity under the AT State grant program is the basis for initiating funding for this program.
A total of 29 States have operated loan programs under the Assistive Technology State grant
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REHABILITATION SERVICES AND DISABILITY RESEARCH
Assistive technology
program. Individuals receive loans ranging from $250 to $50,000. It has been estimated that
the average loan nationally is $5,000 to $7,500. These loan programs can be described as
either revolving, guaranteed, interest buy-down, traditional, or some combination of those. A
revolving loan program is one in which an individual borrows money, and loan repayments are
dedicated to the re-capitalization of the loan fund, and are then recycled into future loans. A
guaranteed loan program provides loans that are backed by a promise or 'guarantee' that if the
borrower defaults, the loan will be paid back. An interest buy-down program involves an
organization using its funds to reduce the interest rate of a loan made by a lending institution to
a borrower. A traditional loan program provides loans directly from the lending institution to
individual applicants using the lending institution's own funds.
Exemplary State examples of each loan model follows:
Revolving: Maine (Adaptive Equipment Loan Program)
Since 1989, the Alpha One Center for Independent Living, in partnership with the Finance
Authority of Maine (FAME), has administered the Adaptive Equipment Loan Program (AELP).
This program operates as a consumer-driven partnership financed by State bond monies
totaling over $6.5 million. Loans are made from and paid back into a revolving account that
earns interest and is managed by FAME. This program offers loans to individuals with
disabilities to purchase AT and to start their own businesses, and also to small businesses for
accessibility modifications. Interest rates and terms are determined based upon the individual
loan. AELP has provided nearly 1,000 loans with a 2 percent default rate.
Loan Guarantee with Interest Buy-Down: Virginia (Virginia Assistive Technology Loan Program)
The Virginia Assistive Technology Loan Authority in partnership with Crestar Bank operates this
AT loan program specifically for individuals with disabilities and their families. It has been
operating since 1997, providing over 100 loans with only a single default. The program was
established with a general assembly appropriation of $500,000 and supported by $20,000 in
Assistive Technology State grant funds to ensure interest buy-down. There is a guaranteed and
non-guaranteed component to the program that makes it much more inclusive to all Virginians
regardless of income. Interest rates are bought down by the Authority by 4 percent from
Crestar's rate, to a current rate of 4 percent.
Loan Guarantee: New Hampshire
This program is a partnership between the New Hampshire Assistive Technology State grant
program, the Bank of New Hampshire, and a private foundation. A $100,000 investment of
Assistive Technology State grant funds provides the loan guarantees with only a 60 percent
guarantee requirement made by the bank. Interest rates are just over 1 percent and over
$750,000 in loans have been provided. No defaults have been reported in the 7 years of
operation. This program has a consumer advisory group but is administered primarily by the
bank.
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Rehabilitation Engineering Research Center on
Information Technology Access
The Trace R&D Center serves as the Rehabilitation Engineering Research Center (RERC) covering the
area of disability access to information technologies. Funding for the RERC is provided by a five-year
grant from the National Institute on Disability and Rehabilitation Research (NIDRR), U.S. Dept. of
Education, and runs from June 12, 1998 through June 11, 2003. This RERC is part of a network of 15
Centers provided for in the Rehabilitation Act of 1973, as amended. Each RERC focuses on a different
topic or disability area (e.g., prosthetics and orthotics, wheeled mobility, telerehabilitation). For more
information about the RERCs and other NIDRR-funded programs, please visit the National Center for
the Dissemination of Disability Research (NCDDR) web site.
This RERC covers access by individuals with all types, degrees,
and combinations of disabilities to a wide range of new and
emerging information technologies, including:
Usability
Guidelines
computers
Flexibility
information transaction machines
Standards
(e.g., ATMs, kiosks, fare machines, point-of-sale devices and
smartcards)
Compliance
home and pocket information appliances
Innovation
(e.g., PDA's)
internet technologies
(XML, XSL, DHTML, CSS, SMIL, etc.)
intranets
3-D and immersive environments
To address all these areas, the RERC works cooperatively with
ideas
other researchers, consumers, and industry to change the way
d
information technologies are designed and deployed. The major
focus is on creating techniques and approaches that can be incorporated into standard products from the
outset of their development process, and then to provide the guidelines, bulk materials, encouragement,
and support necessary to make it actually happen.
The goal is standard products that are both directly usable by a much broader range of individuals who
have disabilities and compatible with the assistive technologies used by others. The RERC has in the
past been successful with this approach in connection with the personal computer industry, but now
faces a much greater challenge in the larger and more diverse industries involved in information
technology today.
The RERC is a component in a larger system of consumers, researchers, industry, and policy and public
agencies. As such, the program is designed to work within this structure, supporting other components
and coordinating its efforts to best address the functioning of the whole. For example, in the area of
access to internet technologies, the RERC is collaborating extensively with the W3C's Web
Accessibility Initiative to formulate guidelines and strategies for improving access to web content and
development tools. Other collaborators in this area include the University of Toronto's Adaptive
Technology Resource Centre, the Center for Accessible Special Technology (CAST), and WGBH's
Center for Accessible Media.
At the core of the RERC's program is the development of flexible, multi-modal interface techniques that
can adapt to a very wide range of individuals with disabilities without altering (except for the better) the
interface as experienced by people without disabilities. The RERC has been successful in doing this
with commercial touchscreen kiosks, and is extending this research to a much broader class of
technologies and devices.
Finally, while looking to the future, this RERC is also grounded in the present. The core of our
information resource program is to provide information to consumers regarding their options, and
providing support to both consumers and others who support consumers regarding issues and problems
they face today with today's technologies.
Trace R&D Center Project Areas and Activities:
Underlying Technologies Research
This area of activity within the RERC is focused on research into the basic concepts, models, and
approaches for access that act as the theoretical and conceptual underpinnings of all of the rest of
the work of the Center. In most of these projects, there is a focus on developing cross-technology and
cross-user strategies that is, strategies that will work across a wide range of technologies (from hardware
to software, from open systems to closed systems, from small appliances to large international
information systems), and across a wide range of users (people with and without disabilities, novices
and experts, people who have assistive technologies and people who do not).
Underlying Technologies Research Projects
Projects in this area include:
Development of interface technologies which allow individuals with all of the different types,
degrees, and combinations of disabilities to operate a single product as well as interface strategies
that work across a broad range of products (in particular, strategies which enhance the usability of
products for all users),
Interface work looking at the effects of voice variation on speech recognition and identification,
Examination of access issues around object languages and architectures,
Development of solutions to the access issues posed by the increasingly dynamic and interactive
web page and document technologies,
Identification of issues, opportunities and potential strategies for access to immersive
environments.
Applied Research and Development
2
The objective of the previously described Underlying Technology
Research program is to develop the underlying, cross-technology
principles and strategies for providing access for people with
disabilities. The objective of the RERC, however, is not to generate
theories and models, but rather to change the way our technical
environment is designed. The purpose of the Applied R&D program
is to take developed theories and models and apply them to the
Web Sites
different technologies that users actually encounter in daily life.
Computers
Consumer Products
Telecom
access
Applied Research and Development Projects
ITMs/ATMs
Applied R&D projects cover the wide range of topics represented by
information technologies, including developing:
Remote Devices
New access strategies for object oriented operating systems,
New interface techniques for hand held and mobile
information devices,
Access techniques for all verbal interfaces,
Access techniques for all types of information transaction
machines including ATMs, kiosks, fare machines, point of
sale devices, voting machines, etc.
Transfer & Industry Support
The focus of the activities in this area is on taking proven ideas and moving them out to industry. This
includes proven ideas from this RERC, but also from any other investigators, programs, or companies
that develop ideas that would contribute to making information systems more accessible to people with
disabilities.
This activity area is the culmination (though in actuality it is more of an 'ongoing parallel process') of
the research and development activities of the RERC. In conducting transfer activities, the key is to be
flexible enough to address and adapt to the changing needs of industry, where consumer demand and the
continual shift in the state-of-the-art are what drive product development.
Transfer and Industry Support Projects
RERC efforts are focused on the development of resources, materials, and information which facilitate
the transfer of universal/accessible design to industry including the development of :
On-line (internet) based resource collections,
On-line databases of specific strategies and example products/designs, guidelines and other
documents that provide practical strategies for complying with federal laws and guidelines,
Voluntary industry compatibility standards to provide interconnection between mass market and
assistive technology products,
Model implementations and disseminable prototypes useful for evaluating ideas, and
User testing product review program and design tools.
Dissemination, Education & User Support
Taking research results and making them into informational materials that can be understood and acted
upon, or utilized, by our target audiences is the primary goal of the RERC's dissemination program. The
3
focus of this program is on creating appropriate informational products that support the larger goals of
the Trace Center: developing technological solutions and promoting access for individuals with
disabilities to current and emerging information technologies and technology interfaces. Dissemination
and utilization activities include:
conference presentations,
hands-on exhibits at conferences,
articles in professional journals,
information and demonstration videos,
key resource and reference materials available via the web,
information response line for our research focus areas,
workshops and seminars on universal design of telecommunication and information technologies,
and
undergraduate, graduate, and post doctoral education.
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Rehabilitation Engineering Research Center on
Access to Telecommunications
The National Institute on Disability and Rehabilitation
Research (NIDRR) of the U.S. Department of Education,
awarded a five-year, Rehabilitation Engineering Research
Center (RERC) grant to the Trace Research &
Development Center, University of Wisconsin - Madison,
working in partnership with the Technology Assessment
Program at Gallaudet University in Washington, D.C. The
RERC program consists of 15 Centers focused on different
topic or disability areas. For more information about the
RERCs and other NIDRR-funded programs, please visit
the National Center for the Dissemination of Disability
Research (NCDDR) web site.
The focus of this RERC is to identify telecommunication access barriers in current and future
technologies, work with others in the field to identify solution strategies, test them, implement any
necessary standards, and assist industry in transferring the ideas into commercial products. The RERC's
primary mission is to find ways to make standard systems directly usable by people with all types and
degrees of disability, and to work with industry and government to put access strategies into place. The
overall program can be viewed as consisting of four interrelated areas, 1) Research, 2) Applied Research
and Development, 3) Transfer and Technical Assistance, and 4) Dissemination, Education, and User
Support.
Technologies being addressed by the RERC include:
customer premises equipment of all types including phones, video phones, pagers, and messaging
systems,
telecommunication systems and services including voice mail, interactive voice response systems,
network topologies
telecommunications standards
next-generation multimedia telecommunication systems.
Research Program
The main goals of our research program are to evaluate technologies and solutions regarding specific
pressing access issues, and to develop the underlying cross-technology principles and strategies that
provide access for people with disabilities to telecommunications. Our work addresses the most
significant problems faced by people using today's technologies as well as next generation technologies
currently under development.
Current Generation Research Projects include:
Testing industry solutions to the problem faced by
individuals trying to use TTY's over digital wireless
systems,
Examining the problems faced by people using digital
wireless products with hearing aids,
Investigating the intelligibility effects of voice
compression on people with hearing loss, and
Developing strategies that would allow individuals with
severe motor disabilities to access standard phones
Future Generation Research Projects include:
Exploring the process that might be used to allow individuals who are deaf to migrate off of the
current TTY technologies and on to next generation digital messaging systems,
Examining technologies that might allow individuals who are deaf to communicate transparently
with anyone else including individuals who are blind and those who have no disability at all, and
Exploring, in conjunction with other researchers, strategies for capitalizing on and changing the
architecture of future telecollaborative systems SO that they would be usable by individuals with
all disabilities simultaneously and near equally.
Applied Research and Development
The purpose of the Applied Research and Development Program is to apply research results to the
implementation of telecommunications technologies that users encounter, or will encounter, in daily life.
The applied research and development program consists of two types of activity, 1) proof-of-concept
projects which are designed to take what we believe are solutions to telecommunication accessibility
problems and test and refine them as a proof-of-concept for use by both industry and consumer
organizations and 2) pre-standards research development projects which are aimed at carrying out
research which would support various standards activities.
Proof-of-Concept Projects include:
Developing a strategy for re-mapping keys on a product to allow complete non-visual access to
the product,
Developing and refining a technique for using the existing displays on products to provide access
to key labels that would otherwise be too small to be seen by individuals with low vision,
Developing techniques that can be built into any phone and which could turn it into a phone that
was operable by individuals with severe cognitive disabilities,
Creating variations of a cross-disability set of features developed for information technologies and
converting them into a form that is suitable for use on button-based telecommunication
technologies (phones, faxes, etc.).
Pre-Standards Research Projects include:
Creating a tool for evaluating digital video products, compression techniques, and transmission
techniques to see if they can support American Sign Language and/or lip reading,
Examining the accessibility of interactive voice response systems,
Creating a signal specification and test method to determine whether or not a transmission
mechanism could support TTY signals,
Creating a standard for connecting TTYs to wireless phones,
Extending previous work on a remote console protocol to allow individuals with all types of
disabilities to connect assistive technologies to telecommunication products, and
2
Identifying infrastructure standards needed to support cross disability collaborative systems.
Transfer and Technical Assistance
The focus of the activities in the Transfer and Technical Assistance area is on taking proven ideas and
moving them out to industry. This includes proven ideas from our RERC, but also from other
investigators, programs, or companies that develop ideas that would contribute to making information
systems more accessible to people with disabilities. The transfer and technical assistance program is
designed to move ideas and concepts out into the field in the form of standards or commercial products.
Transfer and Technical Assistance Projects include:
Participating in industry standards programs,
Developing disseminable models that can be replicated and provided to both industry and
consumers for evaluation,
Developing tools that provide resources to designers who are trying to create accessible products,
including a bibliography of accessible design resources, a tool for allowing designers to explore
different access strategies, a tool for evaluating designs or products to identify accessibility issues,
and a collection of example designs and products that have built in accessibility features, and
Providing technical assistance to all who are working in this area including those in industry
trying to implement universal / accessible design, consumer groups working to advocate for or
support more universal design, the Access Board and the FCC.
Dissemination, Education, and User Support
The key objective of the dissemination, education, and user support program is to get the knowledge
gained from our work out to people in a usable form, as quickly as possible. The second major objective
is to increase the information experience level of consumers and professionals so that we have a broader
base of individuals in the field, knowledgeable in the area of universal accessible design of
telecommunications Our program targets people with disabilities, disability advocates, government,
telecommunications industry, assistive technology companies and service providers, researchers and
potential researchers, employers, and the general public.
Dissemination Activities include:
conference presentations,
hands-on exhibits at conferences,
articles in professional journals,
information and demonstration videos,
key resource and reference materials available via the web,
information response line for our research focus areas,
workshops and seminars on universal design of telecommunication and information technologies,
and
undergraduate, graduate, and post doctoral education.
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IIE Solutions November 1, 1999
Copyright 1999 Information Access Company,
a Thomson Corporation Company;
ASAP
Copyright 1999 Institute of Industrial Engineers, Inc. (IIE)
IIE Solutions
November 1, 1999
SECTION: No. 11, Vol. 31; Pg. 23 ; ISSN: 1085-1259
IAC-ACC-NO: 57876735
LENGTH: 2839 words
HEADLINE: Better designs for all people.
BYLINE: O'Briant, Erin
BODY:
While researchers strive to make products that are more accessible to the disabled, they're also creating things that are
easier for everyone to use.
When you ask industrial engineers why they enjoy their jobs, they're likely to tell you it's because their work has a positive
impact: they make businesses more productive and people's lives more convenient. But a small band of IEs are taking it a
step further. They're making sure that the conveniences and technologies most of us take for granted are available to as many
people as possible - including those who have trouble seeing, hearing, reading, even moving. They call their goal universal
access.
The Trace Research and Development Center at the University of Wisconsin-Madison is a hub for universal access design
and research. The center's work is based on a simple premise: Technological designs that are accessible to people with
disabilities also work better for people who aren't physically challenged. And the research comes with an important
reminder - that many of us will be disabled at some point in our lives. As the baby boomer generation ages, the general
population will include an increasing number of people who have low vision, hearing loss, and limited mobility. So we'd
better start designing for the future.
The Trace Research and Design Center
Gregg Vanderheiden, a professor of industrial engineering at UWM, is the founder and director of the Trace Center. "The
focus of our center is on how to design things so that they can be used by everyone - or as many people as practical and
how to design them so that they can be compatible with the system technologies that people use," he explains. "The bottom
line for us is not how accessible you can make things, but how accessible and usable you can make standard, mass-market,
attractive, money-making, profitable products. If the last string of adjectives isn't true, then we're not interested because it
has no relevance to manufacturing or sales of standard products. There are centers that focus on designing assistive
technologies - things that are designed for sale to people who have disabilities. The focus of our center is entirely on how to
design standard products so that they can be sold to people who may or may not have disabilities, or may or may not
acquire them. And how you design them so that people who don't have disabilities would say, that's the one I want to buy."
In other words, Trace researchers are showing companies financially sound - and even profitable - ways to make life easier
for people with disabilities and without.
Like most good ideas, the Trace Center began with an inspiration. It came in the form of a boy who suffered from cerebral
palsy and was unable to speak or write.
"Twenty-nine years ago I was tricked into going to see this young lad," Vanderheiden recalls. "I was an undergraduate
student at the time. A fellow came around looking for someone else to check out some technology. The person he was
looking for wasn't around, so I spoke with him and started talking with him about the ideas I had on how to make things
accessible. He kept saying, 'I don't really understand what you're talking about, explain it to me again.' I think he was really
just trying to keep me talking so I would go visit this boy with cerebral palsy. He ended up convincing me to go out to the
5/19/2000 11:33
1 of 4
we have not done a whole lot to accommodate them with respect to information technology.
"One of the things we did was to develop some custom software that allows us to manipulate specific features of the graphic
user interface. It includes a whole host of different magnification levels and color manipulations that go beyond what is
vpically provided on Microsoft Windows. The software also allows us to manipulate how many items are present on the
creen at one time.
"We decided to look at visual icon identification because so much of the interaction between a human and GUI concern
visual icon use. We collaborated with a professor at Florida International University and did some very interesting eye
movement analyses. We have some hardware that allows us to use infrared sensors to detect corneal and pupil reflection, and
it allows researchers to actually record someone's eye movement across the screen at any given time. That way we can figure
out when there is a collection of icons on the screen, where somebody with a particular degree of impairment looks, and
what strategies they use to identify and select visual icons on the screen." Though her research is still in progress, Jacko
hopes that ultimately she will be able to make recommendations to companies about how to design software so that it can be
used by people with a wide variety of low vision problems.
Better access to more products
Researchers at the Trace Center are also interested in making other widely used technologies available. They've developed
and deployed a touch-screen public kiosk that can be used by people with a variety of disabilities. According to
Vanderheiden, "There's an extra button on them, and if you press it, it can move into a mode in which you can use it if you
have low vision or are blind, hard of hearing, deaf, or have a physical disability, even a severe one. You can use it if you
have trouble reading or are completely illiterate. And yet it looks and acts like a regular kiosk. The difference in
manufacturing costs is less than 1 percent."
Vanderheiden is also piggybacking research on some existing industry designs, since innovations that are an extra
convenience to average consumers can mean a new level of access for people with disabilities. Some manufacturers are
beginning to design appliances so that they can respond to voice commands and communicate with other appliances.
"For example, if you buy such an appliance and bring it into your house, it would know it was in your house, it would know
what other appliances were around, and they would know it was there," he explains. "So when you set your alarm clock, it
would ask you, do you want me to reset your coffeepot for the same time?" For people who are unable to move, this
technology allows unprecedented autonomy - and it doesn't cost manufacturers much. "We have speech in greeting cards
now," Vanderheiden points out. "It costs less than the cardboard box an appliance comes in."
A bright future
Despite the industrial engineering profession's focus in recent years on ergonomics and human factors, there aren't many IEs
pursuing universal access applications and research today. But Jacko and Vanderheiden agree that the field of disabilities Jacko.
research is in its infancy. "I think people are just now developing a heightened awareness of disabilities," notes
design for 'normal' populations of users. To date, people have not really recognized the value of focusing on specialized
"People are just now recognizing that if we focus on what we call 'lead' users, it will shed a lot of light on how we can better
populations. I think it's part of an evolutionary process."
Vanderheiden "It's traditionally been very, hard to have this as your whole focus. But that's changing rapidly, partly
because of legislation, says, and partly because everybody's getting older. The way we used to design stuff was never very usable,
and pretty soon there's going to be a huge chunk of the customer population that will need products to be designed
differently for them." And that's why the Trace Center exists.
A cell phone that's better for everyone
The Trace Center's cellular phone reference design shows how features that are useful to people with disabilities also work
better for people without them.
Infrared port allows wireless connection to assistive technologies. Mass-market appeal: wireless connection to computer
modem.
Volume range meets FCC specifications for those who are hard of hearing: phone is hearing aid-compatible. Mass-market
appeal: phone can be used in noisy environments (crowds, subway, airports, etc.).
Speakerphone function (optional) facilitates use by people who have difficulty handling the phone. Mass-market appeal:
hands-free use.
Matrix display allows use of graphics and multiline text messages including TTY conversations. Mass-market appeal: text
messaging and paging.
Headset jack allows connection of neckloops, silhouettes, assistive listening devices, TTYs, and headsets. Mass-market
appeal: headsets and hands-free use.
5/19/2000 11:33
3 of 4
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TAP Bulletin - January 1999
About Us
who we are and what we do
Policy Information
ASSISTIVE TECHNOLOGY ACT OF 1998
Pipeline
P.L. 105-394
status and strategies on
current issues
Project Management
On Friday, November 13, 1998, President Clinton signed into law the
Resources
Assistive Technology Act of 1998 (P.L. 105-394). This new law builds on
guidance for maintaining
its predecessor, the Technology-Related Assistance for Individuals with
your project
Disabilities Act of 1988 (Tech Act), and affirms that technology is a
valuable tool that can be used to improve the lives of Americans with
Library
disabilities. It also affirms the federal role of promoting access to assistive
documents, legislation,
technology devices and services for individuals with disabilities.
expert advice and more
AT Connections
The Assistive Technology Act of 1998 (ATA) is the result of a bipartisan
state AT contacts and more
effort in Congress. It extends funding to the 50 states, the District of
Columbia, Puerto Rico, and outlying areas (Guam, American Samoa, U.S.
Grantees Only
Virgin Islands, and the Commonwealth of the Northern Mariana Islands)
open to AT Act grantees
that receive support under the Tech Act. The law provides flexibility to
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states in responding to the assistive technology needs of their citizens with
disabilities and builds on the accomplishments achieved by states over the
Feedback
past decade through assistive technology programs funded under the Tech
Act. Under the new ATA, all states and outlying areas are eligible to receive
TA Project Home
10 years of federal funding for their state assistive technology program.
States that have completed 10 years may receive 3 additional years of
federal funding.
Background
The Technology-Related Assistance for Individuals with Disabilities Act of
1988 (P.L. 100-407) was passed by Congress to increase access to,
availability of, and funding for assistive technology through state efforts and
national initiatives. The Technology-Related Assistance for Individuals with
Disabilities Act Amendments of 1994 (P.L. 103-218) reauthorized the Act
through September 30, 1998. With the end of the Tech Act in sight, efforts
were launched to continue and expand federal support for assistive
technology for individuals with disabilities, with the Senate Committee on
Labor and Human Resources taking the lead.
On April 29, 1998, Senator Jim M. Jeffords of Vermont, the Chair of the
Senate Committee on Labor and Human Resources, held a hearing on
assistive technology. At this hearing, the Committee heard testimony from
more than a dozen witnesses. A Technology Expo, coordinated by the
RESNA Technical Assistance Project, was held in conjunction with the
hearing. More than 20 exhibitors showcased assistive technology devices
that could be used across the life span of an individual with a disability.
Legislative Actions
On September 2, 1998, a bill (S. 2432) was introduced in the Senate that
would support programs of grants to states to address the assistive
technology needs of individuals with disabilities. Senator Jim M. Jeffords
sponsored the bill. Co-sponsors included Senators Tom Harkin of lowa, Kit
Bond of Missouri, J. Robert Kerrey of Nebraska, Mitch McConnell of
Kentucky, Susan M. Collins of Maine, Edward M. Kennedy of
Massachusetts, Jack Reed of Rhode Island, and Bill Frist of Tennessee. The
bill was reported out of committee favorably by unanimous vote on
September 9, 1998.
I
On September 15, 1998, the Committee Report (105-334) was filed and the
bill was placed on the legislative calendar under general orders. On October
5, 1998, the Senate passed the bill by unanimous consent. The bill then went
to the House and on October 9, 1998, the House passed an amended version
of the Senate bill. On October 14, the Senate agreed to the changes made by
the House, and thereafter the bill was sent to the President for his signature.
Overview of the Assistive Technology Act of 1998
The purposes of the ATA are the following:
*
Support states in sustaining and strengthening their capacity to address the
assistive technology needs of individuals with disabilities.
*
Support the investment in technology across federal agencies and
departments that could benefit individuals with disabilities.
*
Support micro-loan programs to individuals wishing to purchase assistive
technology devices or services.
Title I - State Grant Programs
Section 101 provides continuity grants to states for a limited period. The
purpose is to support capacity building and advocacy activities designed to
assist the states in maintaining permanent, comprehensive, consumer
responsive, statewide programs of technology-related assistance.
The Assistive Technology Act of 1998 requires states and outlying areas to
do the following:
*
Support a public awareness program that is designed to provide
information related to the availability and benefits of assistive technology
devices and services and that is linked to a proposed national public internet
site.
*
Promote interagency coordination that improves access to assistive
technology devices and services for individuals of all ages who have
disabilities.
*
Provide technical assistance and training including the development and
implementation of laws, regulations, policies, practices, procedures, or
organizational structures that promote access to assistive technology devices
and services.
*
Provide outreach support to statewide community-based organizations that
provide assistive technology devices and services to individuals with
disabilities or that assist individuals in using assistive technology, including
focusing on individuals from underrepresented and rural populations.
States and outlying areas funded under the ATA may also perform optional
activities such as establishing an alternative state-financed system for
assistive technology devices and services, providing technology
demonstrations, distributing information about how to finance assistive
technology devices and services, operating a technology-related information
system, participating in interstate activities, and creating public-private
partnerships pertaining to assistive technology.
This statute expires September 30, 2004. The ATA treats 1999 as a
transition year for current grantees. The Act provides the Secretary of
Education with discretion to continue funding states that have received 10
years of federal funding. Those states will submit applications for new
3-year grants.
Section 102 of Title I authorizes funding for state protection and advocacy
systems to assist individuals with disabilities in accessing assistive
technology devices and services. A grant shall be made from the U.S.
Department of Education, National Institute on Disability and Rehabilitation
Research (NIDRR) directly to the entity in each state to support protection
and advocacy services through the systems established under the
Developmental Disabilities Assistance and Bill of Rights Act. Federal
assistance shall be provided for 6 years.
Section 103 authorizes a technical assistance program. The scope of
technical assistance will include a national public internet site and
other technical assistance efforts that are targeted primarily at entities funded
2
under the Act.
The legislation authorized $36 million for all grants and activities under
Title I for fiscal year 1999.
Title II - National Activities
Title II provides for increased coordination of federal efforts related to
assistive technology and universal design. It authorizes funding for multiple
grant programs from fiscal years 1999 through 2004.
Title II strengthens the mandate of the Interagency Committee on Disability
Research (ICDR) to include assistive technology and universal design
research, and it authorizes funding for joint research projects by ICDR
members. It also provides for increased cooperation between NIDRR, which
administers the assistive technology program, and the Federal Laboratory
Consortium. Title II also authorizes funding to support the following:
*
Small Business Innovative Research grants related to assistive technology.
*
Grants to commercial or other organizations for research and development
related to universal design concepts.
*
Grants or other mechanisms to address the unique assistive technology
needs of urban and rural areas, of children and of the elderly.
*
Grants or other mechanisms to improve training of rehabilitation engineers
and technicians.
*
The President's Committee on the Employment of People with Disabilities
to work with the private sector to promote the development of accessible
information technologies.
The legislation authorized $10 million to carry out activities under Title II
for fiscal year 1999.
Title III - Alternative Financing Mechanisms
Title III requires the Secretary of Education to award grants to states and
outlying areas to pay for the federal share of the cost of the establishment
and administration of, or the expansion and administration of, specified
types of alternative financing systems for assistive technology for people
with disabilities. The alternative funding
mechanisms may include the following:
*
A low-interest loan fund.
*
An interest buy-down program.
*
A revolving loan fund.
*
A loan guarantee or insurance program.
*
A program operated by a partnership among private entities for the
purchase, lease, or other acquisition of assistive technology devices or
services.
*
Another mechanism that meets the requirements of this title and is
approved by the Secretary.
The legislation authorized $10 million to carry out activities under Title III
for fiscal year 1999.
For fiscal year 1999, $30 million has been appropriated to carry out
activities under Title I of the ATA. No money was appropriated for Titles II
or III.
The RESNA Technical Assistance Project, Grant #H224A50006, is an
activity funded by the National Institute on Disability and Rehabilitation
Research (NIDRR), U.S. Department of Education (ED), under the
Technology-Related Assistance for Individuals with Disabilities Act of
1988, as amended. The information contained herein does not necessarily
3
reflect the position or policy of NIDRR/ED or RESNA and no official
endorsement of the materials should be inferred.
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Technical Assistance Project
1700 North Moore Street, Suite 1540
Arlington, VA 22209-1903
Phone: 703/524-6686 Fax: 703/524-6630 TTY: 703/524-6639
email: [email protected]
This page was last updated: 02/18/00 12:44:30
How Computers Are Accessible
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The computer needs of people with disabilities are being met in a
What Is Accessibility?
number of ways.
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Disabilities
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Microsoft's Efforts
Hardware or operating system adaptations. Options
Have Disabilities?
and features that refine mouse and keyboard control, add
Free Documentary
sound, or increase visual contrast are being built into the
How Computers
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Microsoft Windows operating systems and hardware.
Are Accessible
Microsoft Windows 98 and Windows 2000 include an
Accessibility Wizard to help people adapt various
Assistive
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operating system features to their needs. These same
Technology for
options can be accessed from the Windows operating
Computers
system Control Panel.
Features in software. Features such as customizable
color and the ability to zoom in on text and screen images
can help make software readily accessible. Many of these
features are built into many software programs and may
be accessed from the Format or View menus. However,
most people with disabilities need to use mainstream
software programs to take advantage of the latest features
and to facilitate working or sharing information with their
friends and coworkers.
Assistive technology. Assistive technology, or
"accessibility aids," work with a computer's operating
system to accommodate specific impairments, such as a
limited range of motion or blindness. Products include
larger keyboards, eye-gaze-operated keyboards, voice
input utilities, on-screen keyboards, and products that can
convert text to speech or to a dynamic Braille display.
Specialized software. Some software is created
specifically to meet the needs of people with disabilities.
For example, some word processing programs are being
designed to integrate voice and text to help individuals
with limited abilities read or type.
Examples of What's Being Done
For visual impairments. Some software and operating
system features can be adjusted to satisfy the needs of
people with low vision impairments. For instance, text
and images can be made larger or higher in contrast and
the appropriate use of color can accommodate
color-blindness. For people with severe visual
impairments, computers can be made accessible with
screen review aids that translate on-screen text to speech
or to a dynamic, refreshable, Braille display.
For hearing impairments. Programs can use visual cues,
like a flashing toolbar, or display spoken messages as text.
For instance, when turned on, the SoundSentry feature (an
accessibility option in the Control Panel) provides a visual
warning whenever the system makes an alarm sound.
For movement impairments. Controls that refine or
5/31/2000 11:21 A
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How Computers Are Accessible
eliminate keyboard and mouse use can improve computer
accessibility. The Control Panel offers some assistance.
For instance, one alternative is to use the numeric keypad
for navigation instead of the mouse. Another option
(StickyKeys) allows people who are unable to hold down
two or more keys at one time (like CTRL+P), to get the
same result by typing one key at a time.
For cognitive and language impairments. Software
programs can be designed to better accommodate the
needs of people with mild cognitive and language
impairments. For instance, using very apparent or cued
sequencing, uncomplicated displays, fewer words, and a
reading level targeted to elementary school standards
would benefit people with these disabilities.
For seizure disorders. Software programs can be
designed to eliminate trigger-provoking patterns.
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Assistive technology, also called accessibility aids, are added to
What Is Accessibility?
computers by people who use them to make computers more
Introduction
accessible.
About Accessibility
Understanding
Microsoft manages a catalog of accessibility aids for Microsoft
Disabilities
Windows® operating systems.
Microsoft's Efforts
How Many People
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Some common aids include:
How Computers
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Screen enlargers help people with low vision. Also
Assistive
called screen magnifiers or large print programs, these
Related Sites
utilities are like a magnifying glass. People using them are
Technology for
able to control what area of the computer screen they
Computers
want enlarged, and can move that focus to view different
areas of the screen.
Screen reviewers are for people who are blind. These
aids make on-screen information available as synthesized
speech or a refreshable Braille display. Also called blind
access utilities or screen readers, they can only translate
information that is text. Graphics can be translated if there
is alternative text describing the visual images.
On-screen keyboards are used by people who are unable
to use a standard keyboard. An on-screen keyboard lets
people select keys using a pointing method such as
pointing devices, switches, or Morse-code input systems.
Keyboard enhancement utilities are used by people who
have trouble typing, or who want to increase typing
speed. The filters built into Microsoft® Windows® and
Microsoft® Windows NT® compensate somewhat for
erratic motion, tremors, slow response time, and similar
conditions. Other types of keyboard filters include typing
aids, such as word prediction utilities and add-on spell
checkers.
Voice input aids assist people with mobility impairments.
Also called speech recognition programs, these enable
people to control computers with their voice instead of a
mouse or keyboard.
Alternative input devices allow individuals to control
their computers through means other than a standard
keyboard or pointing device. Examples include smaller or
larger keyboards, eye-gaze pointing devices, and
sip-and-puff systems controlled by breathing.
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Records" button, and the "Next Records" button, when appropriate. If you would like to just see a list of
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Product Record 1 of 1
Brand Name
EYEGAZE COMPUTER SYSTEM
Description
The Eyegaze Computer System is a cursor control interface for computers that is controlled by the use of one eye; nothing is
attached to the user's body. Using a camera and an infrared light source, the computer interprets where the eye is focused on
a computer screen. Various options (extra) permit the user to turn on lights and appliances, dial and receive telephone calls,
and run most IBM software. The Basic System includes Eyegaze tracking software, an applications software package, a
486DX computer with a manual keyboard, 3.5 inch and 5.25 inch floppy drive, a 200 MB hard disk drive, an
infrared-sensitive camera, a VGA color applications monitor, eye-image monochrome video monitor, a surge protector, a
monitor support arm, cables, connectors, installation, training, and one years' technical support. OPTIONS: Telephone
program, speaker phone and modem for $500. TV/VCR control program, programmable remote control for $350. Lights and
appliance control program for $350. Ink jet printer for $350. Phrases program with DECtalk speech synthesizer for $1200.
Phrases program with Prose 4000 speech synthesizer for $1750. DOS keyboard emulation program, monochrome monitor
for $1000. Second computer program, T-TAM interface for $1500. Transportable system includes two of all components and
one computer for $3000. Portable computer alone for $1200.
Price
Contact manufacturer
Price Date
DEC 1999
Available from
Manufacturer
Manufacturer Information
LC Technologies Inc
9455 Silver King Court
Fairfax, VA 22031
703-385-7133, 800-393-4293, 703-385-7137 F
Comments
Shipping and handling charges are not reflected in the price. ** Installation charges will apply.
IBM.
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Screen Magnifier/2
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IBM Screen Magnifier/2
Now reading your computer screen is a BIG, BIG
DEAL
If you have a difficult time reading the small print on your computer, Screen
Magnifier/2 will change what you see - in a BIG WAY!
Imagine, your computer screen could display all of your
information in an easy to read size like this or even bigger!
This easy to learn computer-access program is designed for people who are
visually impaired and want to see everything in a big way. Screen Magnifier/2
enlarges text and images two to 32 times their normal size. For the first time,
words and graphics practically jump off the screen, whether you're using an
OS/2, DOS, or Windows application. Increases speed and productivity
Using a feature called Focus Tracking, your mouse pointer automatically moves
to the area of interest on your screen - saving time and enhancing productivity.
Screen Magnifier/2 can reverse colors on the screen - sharpening the clarity of
your text and images.
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A software tool so smart it speaks for itself
Imagine running a computer so smart, it talks to you! That is what IBM Screen
Reader does by converting screen information into speech. This powerful
software tool enables blind or visually-impaired individuals to operate a
computer with greater ease and efficiency.
There are two versions of Screen Reader (DOS or OS/2) that work with a wide
range of popular applications from word processors to spreadsheets. Screen
Reader/2 even works with Microsoft Windows applications! These easy-to-use
tools give you all the control you need to be up and running, at home and at
work.
The tool that converts screen information to speech
Screen Reader enables users to hear - rather than read - words on a computer
screen. For individuals who have a vision impairment, this software innovation
opens up new worlds of opportunities.
Screen Reader can benefit many others as well, including people who have a
reading dysfunction or who simply do not like to read text on a computer screen
and prefer listening to reading.
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Developing
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SAMI
Technology
Multimedia Interchange
Need for Accessible
Closed Captions for Web Multimedia
Text-only
Design
Introduction
Articles
Software Guidelines
Authors of Web pages and multimedia software titles can now
Closed Caption
add closed captioning for users who are deaf or hard of
Contents
hearing.
Hardware Guidelines
Introduction
Microsoft® Synchronized Accessible Media Interchange
Web Guidelines
(SAMI) simplifies captioning for developers, educators, and
Understanding
multimedia producers and designers who will now find it easier
Closed Captions
Active Accessibility
to make their work more universally accessible. The SAMI file
Adding Closed
format specification is available to the public as an "open" (no
Captions to
licensing fees) standard.
Multimedia
Closed Captions
Downloads &
Familiar to television viewers, closed captioning was initially
Demos
developed by WGBH, the public TV station in Boston, for the
Testing
estimated 20 million Americans who are deaf or hard of
hearing. Now, the new SAMI technology expands the ability to
User Documentation
provide closed captioning to a wide range of multimedia
products.
Downloads
Resources:
Understanding Closed Captions
Adding Closed Captions to Multimedia
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John F. Kennedy 1961 Inaugural Speech
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For more information please contact:
David A. Pinsky
Motorola, Inc.
+1 847-523-8755
Jennifer Weyrauch
Motorola, Inc.
+1 847-523-8755
MOTOROLA DEBUTS NEW HEARING AID COMPATIBLE CELLULAR
PHONES
MicroTAC Lite¹ II/XL Models Provide Self-Contained Solution For Hearing Aid
Users
ATLANTA, - February 23, 1998 Today, Motorola's Cellular Subscriber Sector continues its
commitment to providing accessible communications products by announcing the availability of new
cellular telephone models designed specifically to provide improved communications for hearing aid
users. Externally, the new MicroTAC Lite II/XL phone models appear as typical Motorola cellular
phones; internally, however, they have been designed with a speaker that provides compatibility with
Telecoil (T-coil) hearing aids.
The new MicroTAC Lite II/XL phone models provide this segment of the population with a cellular
solution that compliments, not intrudes, on their lifestyle. There is no longer the need to carry and
connect external accessories; Motorola has incorporated an internal speaker that helps eliminate
background noise when the hearing aid user selects the T-coil setting on their hearing aid.
A T-coil works by picking up on the magnetic field generated by Motorola's unique speaker inside the
MicroTAC Lite II/XL phone models. Setting the hearing aid to the T-coil position helps eliminate any
acoustic background noise, thus, the hearing aid can now only "hear" magnetic fields from the phone's
speaker. With this design, Motorola's new hearing aid compatible phones can be shared seamlessly by
both hearing aid users and non-hearing aid users. Previously, an external device had to be disconnected
and then reconnected to continue the conversation.
"Accessibility to communications is something that many of us take for granted," said Denise Gibson,
Director of Business Operations for Motorola's U.S. Markets Division, Cellular Subscriber Group.
"However, people communicate in different ways and have different needs, and that's why Motorola felt
it important to provide hearing aid users with an easy and unobtrusive way to stay in touch with the
office and friends. These new Motorola cellular phones offer that freedom and flexibility in a convenient
and lightweight package."
Key features of Motorola's MicroTAC Lite II/XL phones include: VibraCallᵀ alert feature, 99
alphanumeric memories, multi-language capabilities, selectable ringer tones, a two-line, 14 character
display, headset jack, and active keypad cover. Standard package includes a nickel metal hydride
battery, offering up to 90 minutes of talktime up to 24 hours of standby time.
wireless Services - Our Company - Hearing Disability Solutions
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AT&T Wireless Services offers people with disabilities:
Individualized assessment to better understand a customer's needs so that
Safety- Your
we can make the best recommendations regarding to equipment and
accommodations.
most important call.
Customer support materials in alternate format upon request.
Individualized orientation to equipment for people who need extra
support.
Customized installation of phones on wheelchairs and in accessible
cars/vans.
TRS (telephone relay services) access to customer service for people who
are deaf, hard of hearing, or speech impaired.
The following wireless products and services are offered by AT&T Wireless
Services for people with disabilities:
Wireless Phones
Voice activated dialing. In many of our markets, AT&T Wireless offers
Touch, a voice activated dialing service. VoiceTouch allows a
person to say the name of a pre-programmed calling destination or the
individual numbers of a phone number and dial the phone without actually
touching it. VoiceTouch can be helpful for people who are blind or
partially sighted and people who are physically unable to dial a phone.
Raised dots. Many wireless phones have raised dots or nibs on the "5" key
and function keys and provide tactile orientation for people who are blind.
Wheel chairs and accessible vans. Our installation representatives can
mount wireless phones on both electric and non-electric wheelchairs.
Some customers prefer to have a portable phone with cradles installed on
both their chair and in their van so they can transfer the phone back and
forth. In addition, the phones can be positioned so that people with limited
mobility in their arms and hands are more able to use the keypad.
TTY's. A variety of analog cellular phones can be used with many TTYs.
For effective coupling, the phone needs to be a standard length (ear-piece
to mouth-piece). Many wireless phones are smaller than traditional
landline handsets, and there is a greater instance of background noise
interference. Better transmission occurs when a phone is directly
connected to a TTY through an external jack. At this time, TTYs are not
compatible with digital phones. For more information, click here to see
our Hearing Disabilities Fact Sheet.
Vibrating alert. Persons with hearing disabilities may benefit from a
variety of devices that vibrate to alert them that their phone is ringing.
Some wireless phones are available with built-in vibrating alerts. Vibrating
batteries and add-on external devices are also available.
Hearing aids, t-coils, and amplifiers. AT&T Wireless offers a variety of
choices to people who are hard of hearing and use hearing aids. Some
digital phones interfere with some hearing aids and cause a "buzz." Analog
phones are usually a better choice for people who use hearing aids.
Customers may also use portable amplification devices to increase
volume. Many cellular phones have external jacks and can be combined
with other assistive listening devices. For more information, click here to
see our Hearing Disabilities Fact Sheet.
I of 2
5/31/2000 10:09 AN
- Company - Hearing Disability Solutions
t://www.attws.com/general/our_company/facts_disability.shtm.
Messaging
Alphanumeric messaging. Alphanumeric messaging service can be an
effective tool for people with hearing disabilities. Worded messages are
sent to the pager through a voice dispatch, a standard TTY via an AT&T
Wireless special dispatch, or standard messaging software. The pager
vibrates to alert the user of an incoming message and the message is
displayed on its screen.
Alphanumeric messaging as a memory tool. People who have difficulty
with short term memory or sequencing tasks due to head injuries, seizure
disorders, and learning disabilities may use an alphanumeric pager with
electronic calendar dispatch to set up a reminder system that alerts them to
job tasks and appointments, as well as daily life tasks, medication, and
independent living skills.
Aviation
Hearing aids. The majority of AT&T Wireless air-to-ground phones are
t-coil compatible.
Contact:
For more information regarding wireless technology for people with disabilities,
please contact:
Laura Ruby
AT&T Wireless
External Affairs Manager
[email protected]
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Copyright © 2000 AT&T. All rights reserved.
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5/31/2000 10:09 AN
Blazie
a division of
Freedom Scientific™
Blazie Engineering's Hardware Store
Home I Software I Accessories I Tutorials I Warranties I Order Form I Shipping Charges I Store
Please click on the "Add To Cart" button for each item you wish to purchase.
Hardware
Description
Specification
Braille 'n Speak 2000
Innovation In Action
Size: 8" X 5" X 1-1/4"
Since 1987 the Braille 'n Speak has been the
Weight: About I pound
overwhelming choice of note-taker and personal
Ballie Spoot ...
organizer for blind and visually impaired
Power: A nickel-cadmium
children and adults around the world. Now in its
that will power unit for 25
-
third generation, Braille 'n Speak 2000 weighs
between charges. Also run
well under one pound and is about the size of a
standard household curren
video cassette - so you can take Braille 'n Speak
adaptor
2000 with you anywhere. With 25-30 hours of
battery life, it's always ready to go whenever and
Warranty: One year from
wherever you are.
receipt
Blazie Engineering's original talking notetaker
Service Contract: Availa
offers you the exciting combination of speech
$99.00 per year, renewab
access and a standard Perkin's style, Braille
keyboard.
Accessories: Soft simulat
case; battery charger/AC
Braille 'n Speak 2000 holds over 2.5mb of
earphone; serial cable; int
memory, so you can store more than 2,500 pages
including Twiddle Dump
of Braille information!
print and audio cassette; B
quick-reference guide; an
The built-in speech synthesizer lets you input
manual (optional for $15.
and edit directly into the memory of the Braille
'n Speak 2000 and instantly read the information
Major Features: Braille'
back at the press of a single command.
a six-key Perkins-style ke
In combination with peripherals like our disk
Please indicate desired I
drive accessory, you'll also use Braille 'n Speak
on order form. Select an
2000 to read information you've imported from
the list below:
other computers, floppy disks, or the Internet.
- English
A six-key input mode lets you input information
- Croation
in either grade I or grade II Braille, whichever
- Danish*
you prefer.
- French
- French (Quebecois)
Braille 'n Speak 2000 Features and Benefits:
- German
- Italian
I
Portable-Slightly more than 1 pound
- Norwegian*
and nearly indestructible.
- Polish
Bilingual option - Operates two different
- Portuguese
- Portuguese (Brazilian)
languages if desired. Choose from among
- Russian
15 languages, and switch between them
- Slovak
at the touch of a key!
- Spanish
Easy to operate - Simple, proven
- Turkish
command structure. Both children and
adults master the key features in no time
*
Denotes language availa
at all.
Braille'n Speak and Braill
Word processing - Complete capabilities,
Re
including a complete spell checker.
Speech synthesizer - Fully adjustable to
allow you to control parameters such as
tone, rate, pitch, and volume.
Grade 2 Braille translation - Create
documents in grade II Braille and have
them automatically spoken and printed in
fully translated and formatted text.
External software - Our large selection of
inexpensive notetaker software lets you
add capabilities like personal money
management, scientific graphing, and
spreadsheet production to your Braille 'n
Speak 2000.
Time and Date functions - Talking clock,
appointment calendar, alarm and
stopwatch. Plus, a phone book organizer
and scientific calculator.
Accessories - Protective carrying case,
easy-to-follow documentation and
interface cables are all included.
Self-service - Install software updates
yourself, quickly and easily.
Warranty - All Blazie Engineering
products come with a 30-day
money-back guarantee of satisfaction.
Braille 'n Speak 2000 carries a full
one-year warranty against manufacturing
defects.
Customer support - We offer extensive
customer care including our highly
trained technical support staff, company
website with on-line manuals and other
product information and e-mail user
forums.
Ordering Information:
BNS-2000 (English)
(cash, credit card, or check)
$1,299.00 Add To Cart
BNS-2000 (English)
(with purchase order)
$1,349.00
BNS-2000-O (dual language: English-plus-one)
(cash, credit card, or check)
$1,399.00 Add To Cart
BNS-2000-O (dual language: English-plus-one)
2
$10,550.00 Add To Cart
PB-80 (with purchase order)
$10,600.00
Check Out
Braille Blazer Embosser
Forget any preconceived notions about big, loud
Size: 13-1/2" X 8" X 5" (w
or immobile Braille embossers. The 12 lb.
closed)
Braille Blazer is different! This combination of
portability and unique engineering is so
Weight: About 12 pound
advanced, maybe we should have named it the
Trailblazer.
Power: Standard househo
YOU get "TWO FOR THE MONEY"
Warranty: One year from
receipt
When you purchase a Blazer, you actually get
two machines in one. First, of course, you get a
Service Contract: Availa
dependable, carry-along Braille embosser that
$250.00 per year, renewa
handles paper up to 8-1/2" wide, in any length. It
annually.
does an excellent job on regular computer paper,
Braille paper, and even on smaller items such as
Accessories: Print manua
tractor-fed index cards and labels.
cassette tutorial
Secondly, the Blazer functions well as a speech
Major Features: Synthes
synthesizer for use with any desktop or portable
speech output; prints on I
computer. Just combine your favorite screen
paper, Braille paper, and
access and Braille translation software with the
from 1" to 8-1/2" wide; p
Blazer and that quick, you've got a very capable
in 6 or 8 dot Braille; print
speech system
spreadsheets; extremely li
compact, and portable; ca
The result? A very capable speech system to see
available
you through almost any workday situation.
Re
The Blazerís built-in synthesized speech keeps
the configuration of your embosser a quick and
simple process. You can even instruct the Blazer
to print "sideways" for spreadsheets and screen
dumps.
You'll easily produce crisp, clear Braille graphics
using the Blazer and a software program such as
ETgraphX. Using the Graph-it program, you can
produce mathematical graphs, too!
Three Material Weights to Match Your Needs
Select among three embossing modes:
Light paper mode gives you quality
Braille on standard paper. it's the choice
you'll make for lists, proofreading,
memos, and other "throwaway"
applications.
Regular mode is for Braille paper.
Plastics mode was developed for the
production of Braille signs and labels on
lightweight polymer materials.
The Braille Blazer accommodates many sizes of
paper and plastics. It is extremely versatile,
because we know your needs and applications
probably change from day to day.
The economical Braille Blazer may be the only
embosser you will ever need. It was built with
13
About Adobe - Press Room - For Immediate Release
wysWyg://S/http://www.adobe.com/a..ssreleases/200004/20000418acr.html
A Adobe
PRODUCTS
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Press Releases
For Immediate Release
Adobe Enhances Accessibility of Adobe Acrobat Software for the
Disability Community
Adobe Works with Leading Screen Reader Vendors to Make Acrobat and Adobe PDF
Documents More Accessible; Supports Microsoft Active Accessibility API
FOSE, WASHINGTON, DC., (April 18, 2000) Building on its efforts to deliver software
solutions to the disability community, Adobe Systems Incorporated (Nasdaq:ADBE) today
announced plans to make Adobe® Acrobat® software more accessible with support from
Microsoft Corporation, GW Micro and Henter-Joyce. As part of today's news, Adobe also
announced its intention to support the Microsoft® Active Accessibility (MSAA) Application
Programming Interface (API) in future releases of Adobe Acrobat software for the
Windows platform.
By enhancing the accessibility of Adobe Acrobat software and the Adobe Portable
Document Format (PDF), Adobe is enabling businesses and government agencies to easily
distribute a wide range of web-based content such as forms, newsletters and other documents
to the broadest number of users, even those with disabilities. The ability to access everything
from IRS tax forms to consumer catalogs narrows the gap for members of the disability
community to easily tap the wealth of information available on the Internet.
"Adobe's support for accessibility in Acrobat software extends the value of Adobe PDF as a
web standard for electronic documents and opens up the vast amounts of information
available in Adobe PDF to a much larger audience," said Sarah Rosenbaum, group product
manager at Adobe. "Now users with disabilities can more easily use the Internet to
collaborate and exchange information critical to their work and everyday lives."
Microsoft Active Accessibility is an API that allows programs to expose information about
their content and user interface to assistive technologies. Through support of MSAA and
relationships with the assistive technology vendors such as GW Micro and Henter-Joyce,
Adobe will enable users with disabilities to not only more easily use Adobe Acrobat
software, but to easily access documents in PDF.
"It is great news for the disability community when popular mainstream programs like
Adobe Acrobat become more accessible," said Gary Moulton, group product manager for the
Accessibility and Disabilities Group at Microsoft. "By taking advantage of MSAA, Adobe
has made it much easier for individuals with disabilities to tap into the full benefits of the
Windows platform."
Technology Demonstration at FOSE
Adobe will be demonstrating Adobe Acrobat software working with GW Micro's
Window-Eyes screen reader at the Adobe booth #1550 at FOSE this week in Washington,
DC. For this technology demonstration Adobe Acrobat software developers utilized the
MSAA API to make Adobe Acrobat and PDF files accessible via the Window-Eyes screen
I of 2
5/31/2000 9:52 AM
About Adobe - Press Room - For Immediate Release
reader. The demonstration illustrates how blind or vision-impaired people can use Adobe
Acrobat in a Windows environment.
Current Adobe Solutions for the Disability Community
Since 1997, Adobe has offered web-based services at http://access.adobe.com that enable
sight-impaired users to convert Adobe PDF files into formats, including HTML and plain
text, that screen readers can understand. Adobe has also developed a plug-in for Acrobat for
Windows that provides similar functionality on a user's local system.
About Adobe Systems Incorporated
Founded in 1982, Adobe Systems Incorporated (www.adobe.com) builds award-winning
software solutions for Web and print publishing. Its graphic design, imaging, dynamic
media, and authoring tools enable customers to create, publish and deliver visually rich
content for various types of media. Headquartered in San Jose, California, Adobe is the
fourth largest U.S.-based personal software company, with annual revenues exceeding $1
billion.
This press release contains forward-looking statements that involve risks and uncertainties
that could cause actual results to differ materially. Factors that might cause or contribute to
such differences include, but are not limited to, delays in shipment of the Company's new
products and major new versions of existing products; lack of market acceptance of new
products, introduction of new products by major competitors, and dependence on third
parties. For further discussion of the risks and uncertainties, readers should refer to the
Company's SEC filings including the 1998 annual report on Form 10K and the quarterly
reports on Form 10Q available at http://www.adobe.com/aboutadobe/invrelations/main.html.
###
© 2000 All rights reserved. Adobe, the Adobe logo and Acrobat are either registered
trademarks or trademarks of Adobe Systems Incorporated in the United States and/or other
countries. Microsoft and Windows are trademarks of Microsoft Corporation. All other
trademarks are the property of their respective owners.
back to top
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Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a tabbed divider. Given our
digitization capabilities, we are sometimes unable to adequately
scan such dividers. The title from the original document is
indicated below.
T
Divider Title:
The Telecommunications Act of 1996 (Section 255)
The Telecommunications Act of 1996, a comprehensive law overhauling regulation of the
telecommunications industry, recognizes the importance of access to telecommunications for people
with disabilities in the Information Age. Section 255 of the Act requires telecommunications products
and services to be accessible to people with disabilities. This is required to the extent access is "readily
achievable," meaning easily accomplishable, without much difficulty or expense. If manufacturers
cannot make their products accessible then they must design products to be compatible with adaptive
equipment used by people with disabilities, where readily achievable. What is "readily achievable" will
be different for each manufacturer based on the costs of making products accessible or compatible and
their resources.
Guidelines and Enforcement
Manufacturers must ensure that products are "designed, developed, and fabricated to be accessible to and
usable by individuals with disabilities" when it is readily achievable to do so. The Access Board was
given the job of developing guidelines that spell out what makes telecommunications products
accessible. The Board's final guidelines, published in February 1998, were developed with help from an
advisory committee the Board created for this purpose. The Telecommunications Access Advisory
Committee included product manufacturers, service providers, disability groups, and experts in
communication access. The final guidelines are based on this committee's recommendations. The
Federal Communications Commission is responsible for rules and policies to enforce the law.
What's Covered
Telecommunications products covered include:
wired and wireless telecommunication devices, such as telephones (including pay phones and
cellular phones), pagers, and fax machines
other products that have a telecommunication service capability, such as computers with modems
equipment that carriers use to provide services, such as a phone company's switching equipment.
The possible functions of a product are key in determining coverage. If a product can provide
telecommunication services, then that portion is covered. For example, televisions generally are not
covered by section 255, except where a set-top-box enables e-mail communication or Internet access,
and then only that device is covered.
Section 255's Likely Effect
Because section 255 applies only to products designed, developed and fabricated after the law took
effect on February 8, 1996, and does not require changes to existing products, its overall impact likely
will not be immediate. It certainly stands to improve access and the number and range of accessible
products. Still, not every new product or service will be accessible to all persons with disabilities.
Manufacturers and service providers, however, are finding that as they make products easier to use by
people with disabilities, they often make them easier to use by everyone; some access features, such as
vibrating alerts on pagers and talking caller ID, have benefits for all users.
Questions and Answers on Provisions in the Telecommunications Act of 1996 with regard
to disability access and assistive technologies for communications
1)
What are the major provisions of the Telecommunications Act focus entirely on access
by persons with disabilities?
Section 255 of the Act requires all manufacturers of telecommunications equipment and
providers of telecommunications services to ensure that such equipment and services are
designed and developed to be accessible to and usable by individuals with disabilities, if readily
achievable. The FCC undertook a rulemaking proceeding to implement this provision. In 1999,
the FCC released rules to implement this provision.
Section 713 aims to ensure that video services are accessible to individuals who are hearing
impaired and/or visually impaired. It requires the FCC to study the level at which video
programming is closed-captioned, and then to establish a timetable for closed captioning
requirements. Section 713 also directs the FCC to study the use of video description in order to
assure the accessibility of this service to persons with visual impairments.
2)
What are other provisions of the Act aimed to promote access to telecommunications by
all Americans, including those with disabilities.
Section 706 requires the FCC to encourage deployment of advanced telecommunications to all
Americans, and to elementary and secondary schools and classrooms in particular. This
provision could significantly benefit children with disabilities as well as children without
disabilities and adults
Section 254 concerns universal service, and directs the FCC and a Federal-State Joint Board to
define what services should be made universally available and to take other actions as needed to
further the Act's universal service principles. Section 254 also revises the definition of universal
service to include schools, libraries, and health care facilities. It says that telecommunications
companies must provide services to these public institutions at affordable rates, upon request.
The FCC and the States must decide what constitutes affordable rates, what telecommunications
services should be covered, and how discounts should be made available to public institutions.
Section 256 directs the FCC to establish procedures for oversight of telecommunications network
planning and states that the FCC may participate with the industry in developing standards for
"interconnectivity". Such standards would promote access to telecommunications networks by
people with disabilities.
3)
What are Assistive Listening Devices?
Assistive listening devices (ALDs), also knows as auditory assistance devices (AADs), are forms
of telecommunications equipment designed to enhance the ability of people with hearing
disabilities to hear in various settings, including theaters, classrooms, lecture halls and meeting
rooms.
1
4)
What is a TTY ?
TTY stands for teletypewriters, but are also called text telephones. TTY's were originally
invented in the 1930's as a way to send text messages over telephone wires, and were often used
by journalist when submitting a story to their editor. In the 1960's, a scientist who was deaf,
modified a teletypewriter so that people who are deaf could use the telephone network. Looking
much like a typewriter keyboard with a text screen, a TTY allows persons with hearing and/or
speech loss to make or receive telephone calls by typing their conversations, via two-way text.
The conversation is read on a lighted display screen and/or a paper printout in the TTY
5)
What is Telecommunications Relay Services (TRS)?
Telecommunications Relay Services, or TRS, enables telephone conversations between people
with and without hearing or speech disabilities. TRS relies on communications assistants (CAs)
to relay the content of calls between users of text telephones (TTYs) and users of traditional
handsets (voice users). For example, a TTY user may telephone a voice user by calling a TRS
provider (or "relay center"), where a CA will place the call to the voice user and relay the
conversation by transcribing spoken content for the TTY user and reading text aloud for the
voice user.
6)
What is Closed-Captioning?
Closed-captioning is the display of audio portions of television and video programming as
printed words on the television screen. In addition to displaying spoken dialogue and music
lyrics, captions may identify speakers, sound effects, background music, and laughter. "Open"
captions always appear directly on the television screen; "closed" captions are hidden as encoded
data within the television signal and are displayed only when activated by the viewer. Since
1992, all televisions with screens 13" or larger are required to be equipped with the technology to
display captioning, and consumers may purchase set-top decoders for older TV models.
7)
What is Video Description?
Video description is an auditory depiction of a television or video program's visual elements for
persons who are blind or visually impaired. Video description is inserted in the natural pauses of
a program's dialogue, and may be used to describe visual elements such as body language,
settings, and actions. In order to receive video description, an audience member must
have a stereo television or VCR that is capable of receiving the Second Audio Program (SAP)
"channel." The SAP feature is available on most new TVs and VCRs, and consumers may also
purchase receivers for converting TV sets to stereo with SAP.
8)
What are volume control telephones?
Volume control telephones allow the user to amplify the sound output level of the telephone
receiver. In addition to benefiting persons with hearing loss and persons losing their residual
hearing later in life, volume control can also benefit persons who must use telephones in noisy
environments.
2
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Questions and Answers on the 1998 Amendments to Section 508 of the Rehabilitation Act
of 1973 Included in the Workforce Investment Act of 1998
1) What is Section 508?
Section 508 is a part of the Rehabilitation Act of 1973 which requires that electronic and
information technology developed, procured, maintained, or used by the Federal government be
accessible to people with disabilities. On August 7, 1998, the President signed into law the
Workforce Investment Act of 1998, which includes the Rehabilitation Act Amendments of 1998.
Section 508 was originally added to the Rehabilitation Act in 1986; the 1998 amendments
significantly expand and strengthen the technology access requirements in Section 508.
2) How do these changes to Section 508 improve upon the earlier version?
The old version of Section 508 established non-binding guidelines for technology accessibility,
while the new version will create binding, enforceable standards and will incorporate these
standards into Federal procurement regulations. Federal agencies will use these standards in all
their electronic and information technology acquisitions. Consistent government-wide standards
will make it easier for Federal agencies to meet their existing obligations to make their
technology systems accessible to people with disabilities, and will promote competition in the
technology industry by clarifying the Federal market's requirement for accessibility in products
intended for general use. The new version of Section 508 also establishes a complaint procedure
and reporting requirements, which further strengthen the law.
3) To whom does Section 508 apply?
Section 508 applies to Federal departments and agencies.
4) Does Section 508 apply to the private sector?
No, it does not regulate the private sector and does not apply to recipients of Federal funds.
5) What does Section 508 require of Federal agencies and departments?
Section 508 requires that when Federal agencies develop, procure, maintain, or use electronic
and information technology, they must ensure that it is accessible to people with disabilities,
unless it would pose an undue burden to do so. Federal employees and members of the public
who have disabilities must have access to and use of information and services that is comparable
to the access and use available to non-disabled Federal employees and members of the public.
6) How will Federal agencies and departments know whether the electronic and information
technology is accessible?
New standards will be established to help Federal agencies determine whether or not a
technology product or system is accessible. Federal agencies must comply with these technology
1
accessibility standards for all electronic and information technology acquired on or after six
months from the date the Access Board issues final standards. Technology developed or
acquired for a Federal agency by a contractor must also comply with the standards. If a Federal
agency determines that it would pose an undue burden to comply with the standards, it must still
provide information and data to individuals with disabilities through an alternative means of
access that can be used by the individuals.
7) How will these technology accessibility standards be developed?
The Architectural and Transportation Barriers Compliance Board (Access Board) is required to
issue standards that define which electronic and information technology is covered by Section
508, and describe what is meant by `accessible technology' by setting forth the technical and
functional performance criteria necessary to implement the accessibility requirements. The
Access Board is required to consult with the Departments of Education, Commerce, and
Defense, the General Services Administration, the Federal Communications Commission, the
electronic and information technology industry, and disability organizations in developing its
standards. The Access Board created an Electronic and Information Technology Access
Advisory Committee (EITAAC) to advise it on the standards. The Committee's final report was
delivered to the Board May 11, 1999. On March 31, 2000, the Board published a Notice of
Proposed Rulemaking based on the Committee's recommendations. The Access Board intends to
submit the final standard to OMB for review by the end of September 2000. OMB will release
the new accessibility standards roughly a month after it receives them.
8) How will the standards be applied to federal procurement?
Six months after the Access Board publishes the final standards, the Federal Acquisition
Regulatory Council will revise the Federal Acquisition Regulation and each Federal department
or agency shall revise the Federal procurement policies and directives under their control to
incorporate the standards. The Access Board will periodically review and update the standards
as necessary.
9) What are Federal agencies required to do in the short term to comply with Section 508?
Agencies must evaluate their current electronic and information technology systems for
accessibility to individuals with disabilities, and submit a report to the Attorney General
containing the results of the evaluation.
10) What other reporting requirements does Section 508 create?
The Attorney General must submit a report to the President on the extent to which the electronic
and information technology of the Federal Government is accessible to individuals with
disabilities. The Department of Justice issued its report April 19, 2000. In addition, every two
years thereafter the Attorney General must report to the President and the Congress on Federal
agency compliance with the requirements of the law and on any actions on individual
complaints.
2
11) Where can Federal agencies go for technical assistance?
The General Services Administration and the Access Board will provide technical assistance on
the requirements of Section 508. Agencies and individuals may also seek information from the
many public, non-profit, educational, or private institutions and organizations that specialize in
making technology accessible to people with disabilities. These organizations, along with
companies in the electronic and information technology industry, can assist agencies in
identifying innovative technology or in developing accessible technology solutions.
12) Are there any exemptions to the technology accessibility standards?
A Federal agency does not have to comply with the technology accessibility standards if it would
impose an undue burden to do so. This is consistent with language used in the Americans with
Disabilities Act (ADA) and other civil rights legislation, where the term `undue burden' has been
defined as "significant difficulty or expense." However, the agency must explain why meeting
the standards would pose an undue burden for a given procurement action, and must still provide
people with disabilities access to the information or data that is affected.
Section 508 contains a limited exemption for national security systems as defined by the Clinger-
Cohen Act of 1996. These are systems used for military command, weaponry, intelligence, and
cryptologic activities. The exemption does not apply to routine business and administrative
systems used for other defense-related purposes or by defense agencies or personnel.
13) How will Section 508 be enforced?
Because the Section 508 standards will be incorporated into the Federal Acquisition Regulation
(FAR), agencies' procurement of accessible technology will be subject to the same stringent
compliance and enforcement mechanisms as other parts of the FAR.
There is an administrative complaint process which becomes effective six months after the Board
issues final standards. It enables any individual with a disability to file a complaint alleging that
a Federal department or agency has not complied with the accessible technology standards in a
procurement made after that date. The complaint process is the same as that used for
Section 504 of the Rehabilitation Act, for complaints alleging discrimination on the basis of
disability in Federally-conducted programs or activities. It provides injunctive relief and
attorney's fees to the prevailing party, but does not include compensatory or punitive damages.
Individuals may also file a civil action against an agency.
14) What is meant by "electronic and information technology?
The Access Board will set forth in its standards a definition of 'electronic and information
technology' consistent with the Clinger-Cohen Act of 1996. That Act defines `information
technology' to include "any equipment or interconnected system or subsystem of equipment, that
is used in the automatic acquisition, storage, manipulation, management, movement, control,
3
display, switching, interchange, transmission, or reception of data or information." It includes
computer hardware, software, networks, and peripherals as well as many electronic and
communications devices commonly used in offices.
15) Does Section 508 apply to Web sites of federal agencies?
Yes. Federal agencies which provide information to the public or to their employees through
Web sites must ensure that such sites are available to all persons with internet or intranet access,
including persons with disabilities.
16) Does this requirement also apply to commercial or private sector Web sites?
No. Section 508 does not apply to the private sector Web site unless such site is provided under
contract to a covered entity. For example, a Federal agency might contract with a consulting firm
to collect and analyze some demographic data and make that information available to the public
on a Web site. In that case, the Web site or portion devoted to fulfilling the contractual
obligation would be subject to Section 508. The firm's general Web site, or the portion not
devoted to the contracted study, would not be subject to Section 508.
17) Does this mean Web sites can't have graphics?
Not at all. Actually, designing an accessible Web site is not as difficult as most people believe.
Often it is a matter of identifying graphics, elements, frames, etc. For example, HTML code
already provides the "Alt Text" tag for graphics which some designers simply forget or ignore.
18) Won't accessible Web sites be less appealing?
On the contrary, accessible sites have several advantages. For one thing, some people turn off
graphics so sites will load faster. Without "alt" tags, graphics-intense sites may be unusable.
Also, with the growth of PDAs, and even Web site content delivered to cell phones, having text-
based content is becoming more important. Because the screens on such devices are SO small,
graphics will probably never be a viable option. So the busy executive, waiting in an airport, who
wants to check her stock portfolio on her cell phone isn't going to turn to the graphics-only site.
Furthermore, with the growth of voice technology the harried commuter can have the headlines
from his favorite news site read to him, but only if there is a text-based content.
Finally, if a digitized video has synchronized captions, the text can be searched. Did you ever try
to find a particular scene from your favorite video? If you want to find the famous restaurant
scene from the captioned version of "When Harry met Sally" search on "I'll have what she's
having" and you're there.
19) What does the law mean by "accessible"?
The standards developed by the Access Board will explain the detailed technical and functional
performance criteria that will determine whether a technology product or system is `accessible.'
4
Congress Amends Section 508 Enforcement Provisions
On July 13, 2000, President Clinton signed into law an appropriations bill that includes an amendment to
section 508 of the Rehabilitation Act. Under this amendment, the effective date of section 508's
enforcement provisions are delayed to allow more time for compliance with the Board's final
standards. As originally written, section 508 would take effect August 7, 2000. This date was based on
final standards being completed last February, which would have allowed six months before
enforcement provisions took effect.
The amended language (below) revises the effective date to 6 months from publication of the Board's
final standards, consistent with the law's intent. The amendment was included in a military
appropriation's bill (Military Construction Appropriations Act for Fiscal Year 2001, P.L. 106-246)
which Congress passed the previous week. This action is responsive to industry concerns about
sufficient time for compliance with the new standards. However, it does not effect the Board's work in
finalizing the standards, which the Board plans to complete as quickly as possible.
from the Military Construction Appropriations Act for Fiscal Year 2001
(HR. 4425; P.L. 106-246; July 13, 2000)
SEC. 2405. Section 508(f)(1) of the Rehabilitation Act of 1973 (29 U.S.C. 794d(f)(1)) is amended--
(1) in subparagraph (A), by striking 'Effective' and all that follows through '1998,' and inserting
'Effective 6 months after the date of publication by the Access Board of. final standards described in
subsection (a)(2),'; and
(2) in subparagraph (B), by striking 2 years' and all that follows and inserting 6 months after the date
of publication by the Access Board of final standards described in subsection (a)(2).'.
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In July 1995 Microsoft adopted a corporate policy that takes
Microsoft's Efforts
About Accessibility
responsibility for making accessible software.
Introduction
Microsoft's Efforts
Microsoft Accessibility Policy
Policy and
Strategy
As a leader in the software industry, Microsoft Corporation
Technical Projects
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recognizes its responsibility to develop products and
information technologies that are accessible and useable by all
Community
people, including those with disabilities.
Involvement
History of Our
We will devote the time and resources necessary to ensure that
Commitment
all users enjoy access to our products, technologies, and
services.
It is the responsibility of everyone at Microsoft to deliver on
this commitment.
Related Resources
Microsoft's
To realize this vision, Microsoft will address the needs of
Accessibility Policy
people with disabilities during all phases of product planning,
Announcement
development and support. This includes:
Establishing accessibility guidelines for use internally
and by third-party developers,
Working with the disability community to solicit and
incorporate feedback when planning and developing
products and services,
Supporting developers of disability access technologies.
Continuing to recruit qualified people with disabilities to
contribute to product development efforts, services and
corporate culture, and
Addressing known accessibility issues with products and
services as they are updated.
Microsoft's Strategy and Examples of Efforts and
Initiatives
Microsoft is taking a four-pronged approach to making
computers more accessible.
1. Making our products accessible
Develop products, technologies, and services that are
accessible and usable by all people. This includes
normal usability issues such as supporting keyboard
usage and different appearances schemes, and
accessibility-specific features such as closed-captions
and compatibility with accessibility aids.
I
We educate and motivate our employees
through classes, training materials, and events
such as Accessibility Day 98.
We enforce our approach by holding our
product groups accountable for the accessibility
of their products. For example, product group
managers must report specifically about
accessibility progress to our executive managers.
Product groups also are expected to use our
Accessibility Development Checklist during the
product development process.
We set up an internal team dedicated to
assisting our product groups with their
accessibility efforts.
We established external Access Review Boards
to focus on a specific types of disabilities and to
evaluate our products to help us identify ways to
make them more accessible.
2. Building relationships with the disability community
Build relationships with the disability community to help
us better understand and respond to customer needs, and
so that they can understand what we're doing.
We established an external Accessibility
Advisory Council to provide high-level strategic
advice about our accessibility efforts. The first
meeting was held in February 1999, and the
Council will continue into 2000.
We're reaching out to more organizations
world-wide to better understand our customers'
needs. We do this through our subsidiaries in
countries such as Japan, the United Kingdom,
and Italy, and through organizations that reach
educators, students, trainers, and consumers.
3. Equipping the development community
Equip and motivate the development community to
produce great accessibility solutions. We promote
accessible design to application developers, and create
new technologies that make it possible to create
accessibility aids that are more robust, effective, and
timely, and require less work.
We produce technologies that make it easier for
developers to build accessible software programs
and assistive technology.
We promote accessible design through our
Designed for Windows Logo program, articles in
the trade press, and presentations at mainstream
developers' conferences.
We develop strong working relationships with
companies that produce accessibility aids so that
we can help make them successful.
2
4. Empowering customers with information
Empower customers with information to make informed
choices about what to use, and make the best use of the
products they have.
We document the accessibility of our products.
We make all of our documentation accessible, or
when that's not possible, we provide a separate
accessible version.
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In addition to developing more accessible technologies,
Microsoft's Efforts
Microsoft is involved in a number of activities and organizations
Introduction
About Accessibility
that help put technology into the hands of people with
disabilities. Here are a few.
Policy and Strategy
Technical Projects
Microsoft's Efforts
Able to Work Consortium: Broadening Job Opportunities for
People with Disabilities
Community
Microsoft has joined the National Business and Disabilities
Involvement
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Council and 21 North American companies to form the Able to
Work Consortium, a new initiative aimed at sharing tools and
History of Our
strategies for recruiting and hiring people with disabilities.
Commitment
Conferences and events
Microsoft is an active participant in numerous annual conferences
and events such as the California State University, Northridge
(CSUN) Center on Disabilities annual conference, Closing the
Gap (CTG), and the Federal Office System Exhibition (FOSE).
Microsoft counts on the interaction in these conferences to learn
more about what others need or are doing, and to share
information about its own successes and progress.
Technology and disabilities grants
Microsoft supports a number of programs focused on improving
computer accessibility as well as putting technology in the hands
of people with disabilities. For instance, Microsoft awarded
$150,000 in grants to non-profit and education institutions to do
research in computer accessibility. Among other things,
Microsoft's $1 million grant to Easter Seals will help train and
equip children with disabilities. And, as part of Microsoft's
Connected Learning Community grant program, three Microsoft
regional offices have awarded cash, software, and technical
assistance to local non-profit organizations that promote
technology use for people with disabilities.
Increasing workplace opportunities
Microsoft is involved in several efforts to increase workplace
opportunities for people with disabilities.
Technical Improvements and Projects
Besides becoming actively involved in understanding the needs of people with disabilities
and in representing those these to others, Microsoft is developing technical improvements to
its products and providing guidelines and resources to others.
Pass*IT*On
This three-year program recruits, trains, and supports individuals with disabilities to make a
career in information technology. Launched in November 1998, Microsoft is a partner in this
Plan for Achieving Self Support with Information Technology Opportunities Nationwide
(Pass*IT*On) program. Other partners are Community Options Inc. and the Information
Technology Association of America (ITAA). In the first year, the program is being rolled out
to approximately 100 people at four community colleges in Colorado, Texas, Virginia, and
New Jersey.
Accessibility in the Workplace Seminars
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Accessibility in the Workplace Seminars
This seminar provides human resource, marketing, and information technology professionals
with accessibility information about Microsoft products and other assistive technologies. The
seminar is sponsored by Microsoft and conducted by the National Business and Disabilities
Council (NBDC) at Microsoft field offices across the US.
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The 2000 N.O.D./Harris Survey of Americans With Disabilities
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Executive Summary
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Summary of Major Findings
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Exhibit 1: A Comparison Between People With and Without Disabilities on 10
"Indicator" Measures (2000)
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Exhibit 2: Key Indicators by Severity of Disability (2000)
Exhibit 3: Key Indicators for People with Disabilities - Trends 1986-2000
Exhibit 4: Trends in "Gaps" for Indicator Measures (Percentage Points)
Exhibit 5: A Comparison Between People With and Without Disabilities on
"Indicator" Measures (1998)
Exhibit 6: A Comparison Between People With and Without Disabilities on
"Indicator" Measures (1994)
Exhibit 7: A Comparison Between People With and Without Disabilities on
"Indicator" Measures (1986)
EXECUTIVE SUMMARY
Overview
The 2000 N.O.D./Harris Survey of Americans with Disabilities, a survey of 997 adults
with disabilities and 953 adults without disabilities conducted in May and June 2000,
found that while overall people with disabilities lag somewhat or very far behind
people without disabilities on 10 key measures of quality of life, the past decade has
seen notable improvements for people with disabilities. These gaps provide a
benchmark for measuring progress in the next century.
Large gaps exist between people with and without disabilities with regard to:
employment, education, household income, access to transportation, health care,
entertainment/going out, frequency of socializing, attendance at religious services,
political participation/voter registration, and life satisfaction.¹
However, it is quite misleading to think of people with disabilities as a homogenous
group because the nature of disabilities vary in type and severity. People with slight or
moderate disabilities have dramatically different needs than people with somewhat or
very severe disabilities, and the gaps are even more striking when comparing people
with severe disabilities to the general population. People with slight or moderate
disabilities are less likely than the general population to fare well on all of the 10
quality of life indicators, but they still fare significantly better than people with
somewhat or very severe disabilities do.
It is also important to note that while significant gaps still exist between people with
and without disabilities, certain social and economic indicators demonstrate
improvement for people with disabilities. Most notably, over the past fourteen years
since Harris and N.O.D. have been conducting this research, education has shown signs
of improvement for all people with disabilities, and employment has shown signs of
improvement for those people with disabilities who say they are able to work. These
improvements are most likely a result of many things including: the implementation of
the Americans with Disabilities Act of 1990 (ADA), the Individuals with Disabilities
Education Act (IDEA), a robust economy, and growth in technology.
Employment
Although employment has improved somewhat over the past fourteen years for people
who say they are able to work, employment is still the area with the widest gulf
between all people with disabilities and the rest of the population. Only three in ten
working-age (18-64) people with disabilities are employed full or part-time, compared
to eight in ten working-age people without disabilities (32% versus 81%). The presence
of a disability seems to prevent a clear majority of unemployed people with disabilities
from participating in the work force. Two out of three unemployed people with
disabilities would prefer to be working.
1
As mentioned, the employment picture is somewhat blurred by the presence of a
significant number of people with disabilities who say they are unable to work due to
their disabilities. Over the past fourteen years, the disability population has become
more severely disabled, and in turn, the population who say they are unable to work
due to their disabilities has grown from 29% to 43%. However, among those who say
they are able to work despite their disability or health problem, there has been a
noteworthy improvement over the past fourteen years. Fully 56% of people with
disabilities who say they are able to work are working today, compared to 46% in
1986. The Americans with Disabilities Act of 1990 is undoubtedly responsible for at
least part of this progress.
Furthermore, the employment picture for 18-29 year olds indicates even more promise.
Among this cohort, 57% of those with disabilities who are able to work are working,
compared to 72% of their non-disabled counterparts a gap of only 15%.2
Income
It is not surprising, given the lower rate of employment for people with disabilities, that
a significant income gap exists between people with and without disabilities. People
with disabilities are much more likely than people without disabilities to live in
poverty³ with very low household incomes of $15,000 or less (29% versus 10%).
Conversely, people with disabilities are much less likely than people without
disabilities to live in households that earn more than $50,000 annually (16% versus
39%).
While the survey data peg the income gap as 19% between people with and without
disabilities, by contrast, among people aged 18 to 29, the gap is only 9 percentage
points (30% versus 21%).4
Education
With regard to education, the pattern is the same. People with disabilities lag far behind
their non-disabled counterparts in getting a basic education, with more than one out of
five failing to complete high school, compared to less than one out of ten people
without disabilities (22% versus 9%). The gap is only slightly less when looking at
higher education - slightly more than one out of ten people with disabilities have
graduated from college, compared to slightly more than two out of ten of their
non-disabled counterparts (12% versus 23%).
This education gap may shed some light on the discrepancies mentioned earlier with
regard to employment and income. Since education, employment, and income are
inextricably linked together, it is not surprising that people with disabilities who are
more likely to lack a basic education are less likely to be employed and less likely to
have high incomes.
It is important to note, however, that over the past fourteen years, there has been
marked progress in the area of education. In fact, almost 8 out of 10 people with
disabilities (77%) have graduated from high school today, compared to 6 out of 10
(61%) in 1986.
Health Care
The income, education and employment gaps also provide some explanation for the
gaps in other quality of life indicators. Being employed and having discretionary
income often free people from having to worry about an issue like health care, since
both enable people to receive necessary and satisfactory medical coverage. It is not
unexpected, therefore, since people with disabilities have lower household incomes and
are less likely to be employed than people without disabilities, that people with
disabilities are more than twice as likely to postpone or put off needed health care
because they can not afford it (28% versus 12%).
Transportation
Similarly, having adequate transportation to get to work or school, access
entertainment, and socialize with friends and family often depends on having sufficient
discretionary funds. It is not surprising, therefore, that people with disabilities are more
likely than those without disabilities to consider inadequate transportation to be a
2
problem (30% versus 10%).
Entertainment and Socializing
Moreover, having discretionary income often enables people to enjoy themselves and
take advantage of leisure activities like restaurants, movies, and sporting events. The
income gap, therefore, may help to explain the differences between people with and
without disabilities in most areas of entertainment.
People with disabilities are less likely to go to restaurants at least once per week than
people without disabilities (40% versus 59%). Similarly, people with disabilities are
less likely to socialize with friends, family and neighbors at least once per week (70%)
and attend religious services at least once per month (47%) than their non-disabled
counterparts (85% socializing; 65% religion). They are also less likely to go to
supermarkets, stores and malls, movies, theater, live music performances, sporting
events, and events related to their hobbies such as dancing, art shows, or events for
collectors.
Even when comparing people with and without disabilities at similar income levels,
significant gaps still exist between the two populations, implying that other factors such
as lack of accessibility, negative public attitudes, or discomfort may be inhibiting
people with disabilities from participating in these leisure activities.
Since people with disabilities are much older than their non-disabled counterparts,
reason also suggests that age might have an impact on the findings. However, when
comparing people of similar age cohorts (aside from those 18-29), people with
disabilities are still significantly less likely to participate in leisure activities such as
going shopping, seeing movies, and attending sports events. This finding indicates that
the presence of a disability is still a factor in impeding access to entertainment.
However, for those 18-29, the outlook for entertainment and socializing is more
encouraging. People with disabilities are almost as likely as their non-disabled
counterparts to socialize regularly with close friends, relatives, and neighbors (89%
versus 90%), and to go out to restaurants at least once per week (59% versus 61%).⁵
Political Participation/Voter Registration
In a presidential election year, one of the most important indicators is the voter
registration figures for people with and without disabilities. Since appropriate Census
data is only available after presidential elections, the year 2000 percentages used in this
report reflect the 1996 election. In that year, approximately 6 out of 10 of people with
disabilities (62%) were registered to vote, compared to almost 8 out of 10 people
without disabilities (78%) - a gap of 16%, suggesting that the people with disabilities
have not been engaged in the political process at the same rate as people without
disabilities. However, it will be important to look at this year's figures when they
become available in order to explore any valuable trends.
Life Satisfaction and Optimism for the Future
The keystone of the gaps analysis is that all 10 of the quality of life indicators are
interconnected. It seems likely that as one indicator improves, others will follow, and
conversely, as one declines, others will also decline. All the gaps taken together,
therefore, can arguably be used to explain another sizeable and important gap - the gap
in life satisfaction. This gap illustrates another clear difference between people with
and without disabilities in that half as many people with disabilities say that they are
very satisfied with their life in general, when compared to people without disabilities
(33% versus 67% respectively). It is important to note, however, that as with a majority
of the other indicators, this gap in life satisfaction shrinks for younger people aged 18
to 29. For this youngest cohort, 44% of people with disabilities, compared to 57% of
people without disabilities, say they are "very satisfied with life"⁶ - a gap of only 13
percentage points - much less than for people overall where the gap is 34 percentage
points.
Despite all of the gaps, 63% of all people with disabilities - and 73% of people with
slight disabilities - believe that life has improved for the disabled population over the
past decade. Clear majorities feel that overall quality of life, access to public facilities,
advertising, media portrayals of people with disabilities, and public attitudes toward
people with disabilities have gotten better over the past four years, and no more than
16% say that any of these things have gotten worse. While it is likely that these
3
improvements stem from a variety of factors such as a strong economy and substantial
growth in technology, it is reasonable to attribute at least some of this progress to the
implementation of the Americans with Disabilities Act of 1990.
Though less so than their non-disabled counterparts, people with disabilities are
optimistic about their future. 41% envision their quality of life improving over the
coming four years.
¹To determine what gaps exist and to note changes over time, specific quantifiable
measurements or "indicators" have been developed for key life activities. A "gap" is
defined as the number of percentage points by which Americans with disabilities lag
behind other Americans on a given indicator.
²Caution should be used when drawing conclusions from these percentages as the
results are based on small sample sizes.
³The 1999 U.S. Census Bureau Poverty Threshold was $17,000 for a family of four.
⁴Caution should be used when drawing conclusions from these percentages as the
results are based on small sample sizes.
⁵Caution should be used when drawing conclusions from these percentages as the
results are based on small sample sizes.
⁶Caution should be used when drawing conclusions from these percentages as the
results are based on small sample sizes.
To Top of Page
SUMMARY OF MAJOR FINDINGS
(GAPS IN KEY INDICATORS BETWEEN THOSE WITH AND WITHOUT
DISABILITIES)
To determine what gaps exist and to note changes over time, specific quantifiable
measurements or "indicators" have been developed for key life activities. A "gap" is
defined as the number of percentage points by which Americans with disabilities lag
behind other Americans on a given indicator. The following illustrates the gaps
between people with and without disabilities on each of the 10 indicators of quality of
life. For each indicator, the gap has been highlighted in bold, and other data relevant to
the gap has been provided.
Employment
Of all people with working age people with disabilities (aged 18-64), only 3 out
of 10 (32%) are employed full or part-time, compared to eight in ten
working-age people without disabilities (81%) - a gap of 49 percentage points.
However, among those who say they are able to work despite their disability or
health problem, fully 56% of people with disabilities are working, and the gap
between people with and without disabilities is 25%.
Over the past fourteen years, there has been noticeable improvement in
employment among those who say they are able to work. 56% of people with
disabilities who say they are able to work are working today, compared to 46%
in 1986.
The employment picture for 18-29 year olds is the most promising. Among this
cohort, 57% of those with disabilities who are able to work are working,
compared to 72% of their non-disabled counterparts - a gap of 15%.¹
Among the employed, people with disabilities are somewhat less likely than
people without disabilities to say that their jobs require them to use their full
talents and abilities (40% versus 48% respectively).
Among the unemployed, more than 2 out of 3 people with disabilities (67%)
would prefer to work.
4
Income
People with disabilities are almost three times as likely as people without
disabilities to live in poverty², having a household income of $15,000 or less
(29% versus 10% respectively) - a gap of 19 percentage points.
Likewise, people with disabilities are half as likely than people without
disabilities to live in households that earn more than $50,000 annually (16%
versus 40% respectively)
However, among 18-29 year olds, the gaps are only 9 points in both cases -
those with household incomes of $15,000 or less and those with household
incomes of $50,000 or more.³
Education
More than 1 out of 5 people with disabilities failed to complete high school
(22%), compared to less than 1 out of 10 people without disabilities (9%) - a
gap of 13 percentage points.
Slightly more than 1 out of 10 people with disabilities (12%) have graduated
from college, compared to 23% of their non-disabled counterparts.
However, in the past fourteen years, there has been marked progress in the area
of education. In fact, almost 8 out of 10 people with disabilities (77%) have
graduated from high school today, compared to 6 out of 10 (61%) in 1986.
Health Care
People with and without disabilities are equally likely to have health insurance
of some kind (90% versus 89% respectively).
However, people with disabilities are three times as likely to not have gotten
needed health care on at least one occasion last year, when compared to people
without disabilities (19% and 6% respectively) - a gap of 13 percentage points.
Similarly, people with disabilities are much more likely to postpone or put off
seeking needed health care because they could not afford it (28% versus 12%
respectively).
People with disabilities are also four times as likely, when compared to people
without disabilities, to have special needs that are not covered by their health
insurance (28% versus 7% respectively).
Access to Transportation
People with disabilities are much more likely to consider inadequate
transportation to be a problem (30% versus 10% respectively) - a gap of 20
percentage points.
Entertainment/Going Out
People with disabilities are less likely to go to restaurants at least once per week
than people without disabilities (40% versus 59%) - a gap of 19 percentage
points.
Similarly, people with disabilities less likely than people without disabilities to:
visit a supermarket or food store at least once per week (55% versus
83%)
visit a department store, mall or shopping center at least once per week
(23% versus 41%)
go to movies or theater 4 or more times per year (22% versus 48%)
go to live popular music performances 4 or more times per year (9%
versus 16%)
go to a sports event 4 or more times per year (15% versus 35%)
go to events related to their hobbies such as dancing, art shows, or
events for collectors 4 or more times per year (21% versus 36%)
Again, the most encouraging signs are seen among the youngest cohort of
18-29 years olds. These younger people with disabilities are almost as likely as
5
their non-disabled counterparts to go out to restaurants at least once per week
(59% versus 61%).4
Socializing
Significant majorities of people with and without disabilities socialize with
friends, family, and neighbors at least once per week. However, people with
disabilities still socialize less than people without disabilities (85% versus 70%
respectively) - a gap of 15 percentage points.
Not surprisingly, similar to entertainment, younger people with disabilities
(aged 18-29) are almost as likely as their non-disabled counterparts to socialize
with close friends, relatives, or neighbors (89% versus 90%).⁵
Attendance at Religious Services
Approximately half of people with disabilities (47%) attend religious services at
least once per month. However, 65% of people without disabilities do the same
- a gap of 18 percentage points.
This is not an indication of religious faith since religious faith is almost equally
important to people with and without disabilities - 84% of people with
disabilities and 87% of people without disabilities consider religious faith to be
important to them.
Political Participation/Voter Registration
People with disabilities are less likely to be registered to vote than people
without disabilities (62% versus 78% respectively) - a gap of 16 percentage
points.⁶
Life Satisfaction
Half as many people with disabilities say that they are very satisfied with life in
general, when compared to people without disabilities (33% versus 67%
respectively) - a gap of 34 percentage points.
However, as with many of the other indicators, this gap in life satisfaction
decreases for younger people aged 18 to 29. For this youngest cohort, 44% of
people with disabilities, compared to 57% of people without disabilities, say
they are "very satisfied with life" - a gap of 13 percentage points.⁷
People with disabilities expect their quality of life to get better over the next
four years, though less so than people without disabilities (41% versus 76%
respectively).
Trends
When comparing this 2000 data to earlier research, certain social and economic
indicators have gotten better for people with disabilities. Most notably, over the past
fourteen years, education has shown signs of improvement for all people with
disabilities, and employment has shown signs of improvement for people who say they
are able to work. Specifically, among those who say they are able to work despite their
disability or health problem, 56% of people with disabilities are working today,
compared to 46% in 1986. Moreover, almost 8 out of 10 people with disabilities (77%)
have graduated from high school today, compared to 6 out of 10 (61%) in 1986. These
improvements most likely stem from multiple causes including: the implementation of
the Americans with Disabilities Act of 1990 (ADA), the Individuals with Disabilities
Education Act (IDEA), a booming economy, and substantial growth in technology.
When looking more closely at the past two years, it seems that for all of the 10
indicators (except education and attendance at religious services), most things have
stayed the same or improved slightly for both people with and without disabilities. This
is not surprising in light of the economic growth that has occurred recently in the U.S.,
which typically leads to higher incomes, lower unemployment rates, better access to
health care and more discretionary money. For people with disabilities, the past two
years has seen the greatest improvements in access to entertainment, with 40% going to
restaurants at least once per week, compared to 33% in 1998. This finding is confirmed
by the fact that people with disabilities (77%) overwhelmingly agree that access to
6
public facilities such as restaurants, theaters, stores, and museums has gotten better
over the past four years.
However, while the data shows progress for both people with and without disabilities,
the improvements have been much more modest for people with disabilities. It seems
that people with disabilities have been less likely to benefit (at least on the 10
indicators) from the economic expansion. This finding is not surprising, given that
people with disabilities are more likely to have lower incomes than people without
disabilities, and lower income individuals are less likely to benefit from increases in the
stock market or an overall economic surge.
Caution should be used when drawing conclusions from these percentages as the
results are based on small sample sizes.
²The 1999 U.S. Census Bureau Poverty Threshold was $17,000 for a family of four.
³Caution should be used when drawing conclusions from these percentages as the
results are based on small sample sizes.
⁴Caution should be used when drawing conclusions from these percentages as the
results are based on small sample sizes.
⁵Caution should be used when drawing conclusions from these percentages as the
results are based on small sample sizes.
⁶These numbers are taken from the 1996 Current Population Survey (CPS) as they
were in the 1998 N.O.D./Harris Survey of Americans with Disabilities. The CPS only
measures voter registration for people without disabilities after a Presidential election.
Therefore, we are unable to measure the political participation gap until 2001, at which
time we will update this quality of life indicator.
⁷Caution should be used when drawing conclusions from these percentages as the
results are based on small sample sizes.
To Top of Page
Exhibit 1
A Comparison between People With and Without Disabilities on 10 "Indicator"
Measures (2000)
7
People With
People
Gap in
Without
Disabilities
Percentage
Disabilities
Points
Base:
997
953
%
%
Employment
Works either full or part-time
32
81
49
(18-64)
Education*
Has not graduated from high
22
9
13
school
Socializing
Socializes with close friends,
70
85
15
relatives, or neighbors at least
once a week
Attendance at Religious
Services
Goes to church, synagogue, or
47
65
18
any other place of worship at
least once a month
Entertainment/Going Out
Goes to a restaurant at least
40
59
19
once a week
Political Participation**
Registered to vote in 1996
62
78
16
Presidential election
Income*
Annual household income
29
10
19
$15,000 or less
Access to Transportation*
Inadequate transportation
30
10
20
considered a problem
Health Care*
Did not get needed care on at
19
6
13
least one occasion in past year
Satisfaction with Life
Very satisfied with life in
33
67
34
general
*These variables are "negative", i.e., a high score is "bad"
*Source: 1996 Current Population Survey
To Top of Page
Exhibit 2
Key Indicators by Severity of Disability (2000)
8
Very or
Somewhat
Slight or
All People
People
Moderate
with
Without
Severe
Disabilities
Disabilities
Disabilitie
Disabilities
Base:
588
389
997
953
%
%
%
%
Employment
Works either full or
19
51
32
81
part-time (18-64)
Education*
Has not graduated from
26
17
22
9
high school
Socializing
Socializes with close
friends, relatives, or
68
74
70
85
neighbors at least once a
week
Attendance at
Religious Services
Goes to church,
44
53
47
65
synagogue, or any other
place of worship at least
once a month
Entertainment/Going
Out
33
51
40
59
Goes to a restaurant at
least once a week
Political
Participation**
Registered to vote in
N/A
N/A
62
78
1996 Presidential
election
Income*
Annual household
34
20
29
10
income $15,000 or less
Access to
Transportation*
Inadequate
35
21
30
10
transportation
considered a problem
Health Care*
Did not get needed care
21
13
19
6
on at least one occasion
in past year
Satisfaction with Life
Very satisfied with life
26
45
33
67
in general
*These variables are "negative", i.e., a high score is "bad"
**Source: 1996 Current Population Survey
To Top of Page
9
Exhibit 3
Key Indicators for People with Disabilities - Trends 1986-2000
2000
1998
1994
19
Base:
997
989
1003
98
%
%
%
%
Employment
32
29
31
34
Works either full or part-time (18-64)
Education*
22
20
24
39
Has not graduated from high school
Socializing Socializes with close friends, relatives, or
70
69
68
75
neighbors at least once a week
Attendance at Religious Services
Goes to church, synagogue, or any other place of worship
47
54
48
55
at least once a month
Entertainment/Going Out
40
33
34
34
Goes to a restaurant at least once a week
Income*+
29
34
40
51
Annual household income $15,000 or less
Health Care*
Did not get needed care on at least one occasion in past
19
21
18
n/
year
Satisfaction with Life
33
33
35
39
Very satisfied with life in general
*These variables are "negative", i.e., a high score is "bad"
*Data has not been adjusted for inflation
Note: Only eight "Key Indicators" are represented in this table, since two of the ten
indicators were not measured in previous years.
To Top of Page
Exhibit 4
Trends in "Gaps" for Indicator Measures
(Percentage Points)
10
2000
1998
1994
1986 Ga
Gaps
Gaps
Gaps
%
%
%
%
Education*
13
11
12
24
Has not graduated from high school
Socializing
Socializes with close friends, relatives,
15
15
18
10
or neighbors at least once a week
Attendance at Religious Services
Goes to church, synagogue, or any
18
3
10
11
other place of worship at least once a
month
Entertainment/Going Out
Goes to a restaurant at least once a
19
27
21
24
week
Income*
Annual household income $15,000 or
19
22
22
22
less
Health Care*
Did not get needed care on at least one
13
10
5
n/a
occasion in past year
Satisfaction with Life
34
28
20
11
Very satisfied with life in general
*These variables are "negative", i.e., a high score is "bad"
Note: Only seven "Key Indicators" are represented in this table, since three of the ten
indicators were not measured in previous years. The percentages on this table reflect
the "gaps" between people with and without disabilities on these seven of the ten
indicators over the past fourteen years in order to note how the gaps have widened,
narrowed or stayed the same during this time period.
To Top of Page
Exhibit 5
A Comparison between People With and Without Disabilities on "Indicator"
Measures (1998)
11
People With
People
Gap in
Without
Disabilities
Percentage
Disabilities
Points
Base:
989
905
%
%
Employment
Works either full or part-time
29
79
50
(18-64)
Education*
Has not graduated from high
20
9
11
school
Socializing
Socializes with close friends,
69
84
15
relatives, or neighbors at least
once a week
Attendance at Religious
Services
Goes to church, synagogue, or
54
57
3
any other place of worship at
least once a month
Entertainment/Going Out
Goes to a restaurant at least
33
60
27
once a week
Political Participation**
Registered to vote in 1996
62
78
16
Presidential election
Income*
Annual household income
34
12
22
$15,000 or less
Access to Transportation*
Inadequate transportation
30
17
13
considered a problem
Health Care*
Did not get needed care on at
21
11
10
least one occasion in past year
Satisfaction with Life
Very satisfied with life in
33
61
28
general
*These variables are "negative", i.e., a high score is "bad"
*Source: 1996 Current Population Survey
To Top of Page
Exhibit 6
A Comparison Between People With and Without Disabilities on "Indicator"
Measures (1994)
12
People With
People
Gap in
Without
Disabilities
Percentage
Disabilities
Points
Base:
1003
1115
%
%
Education*
Has not graduated from high
24
12
12
school
Socializing
Socializes with close friends,
68
86
18
relatives, or neighbors at least
once a week
Attendance at Religious
Services
Goes to church, synagogue, or
48
58
10
any other place of worship at
least once a month
Entertainment/Going Out
Goes to a restaurant at least
34
55
21
once a week
Income*
Annual household income
40
18
22
$15,000 or less
Health Care*
Did not get needed care on at
18
13
5
least one occasion in past year
Satisfaction with Life
Very satisfied with life in
35
55
20
general
*These variables are "negative", i.e., a high score is "bad"
Note: Only seven "Key Indicators" are represented in this table, since three of the ten
indicators were not measured in 1994.
To Top of Page
Exhibit 7
A Comparison Between People With and Without Disabilities on "Indicator"
Measures (1986)
13
People With
People
Gap in
Disabilities
Without
Percentage
Disabilities
Points
Base:
981
1064
%
%
Education*
Has not graduated from high
39
15
24
school
Socializing
Socializes with close friends,
75
relatives, or neighbors at least
85
10
once a week
Attendance at Religious
Services
Goes to church, synagogue, or
55
66
11
any other place of worship at
least once a month
Entertainment/Going Out
Goes to a restaurant at least
34
58
24
once a week
Income*
Annual household income
51
29
22
$15,000 or less
Satisfaction with Life
Very satisfied with life in
39
50
11
general
*These variables are "negative", i.e., a high score is "bad"
Note: Only six "Key Indicators" are represented in this table, since four of the ten
indicators were not measured in previous years.
To Top of Page
Return to Survey Program on Participation and Attitudes Page
14
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Appendix
Mission of the National Council on Disability
Overview and Purpose
NCD is an independent federal agency with 15 members appointed by the
President of the United States and confirmed by the U.S. Senate.
The overall purpose of NCD is to promote policies, programs, practices, and
procedures that guarantee equal opportunity for all individuals with
disabilities, regardless of the nature or severity of the disability; and to
empower individuals with disabilities to achieve economic self-sufficiency,
independent living, and inclusion and integration into all aspects of society.
Specific Duties
The current statutory mandate of NCD includes the following:
Reviewing and evaluating, on a continuing basis, policies, programs,
practices, and procedures concerning individuals with disabilities
conducted or assisted by federal departments and agencies, including
programs established or assisted under the Rehabilitation Act of 1973,
as amended, or under the Developmental Disabilities Assistance and
Bill of Rights Act; as well as all statutes and regulations pertaining to
federal programs that assist such individuals with disabilities, in order
to assess the effectiveness of such policies, programs, practices,
procedures, statutes, and regulations in meeting the needs of
individuals with disabilities.
Reviewing and evaluating, on a continuing basis, new and emerging
disability policy issues affecting individuals with disabilities at the
federal, state, and local levels and in the private sector, including the
need for and coordination of adult services, access to personal
assistance services, school reform efforts and the impact of such
efforts on individuals with disabilities, access to health care, and
policies that act as disincentives for individuals to seek and retain
employment.
Making recommendations to the President, Congress, the secretary of
education, the director of the National Institute on Disability and
Rehabilitation Research, and other officials of federal agencies about
ways to better promote equal opportunity, economic self-sufficiency,
independent living, and inclusion and integration into all aspects of
society for Americans with disabilities.
Providing Congress, on a continuing basis, with advice,
recommendations, legislative proposals, and any additional
information that NCD or Congress deems appropriate.
Gathering information about the implementation, effectiveness, and
impact of the Americans with Disabilities Act of 1990 (42 U.S.C.
12101 et seq.).
Advising the President, Congress, the commissioner of the
26
Rehabilitation Services Administration, the assistant secretary for
Special Education and Rehabilitative Services within the Department
of Education, and the director of the National Institute on Disability
and Rehabilitation Research on the development of the programs to be
carried out under the Rehabilitation Act of 1973, as amended.
Providing advice to the commissioner with respect to the policies and
conduct of the Rehabilitation Services Administration.
Making recommendations to the director of the National Institute on
Disability and Rehabilitation Research on ways to improve research;
service; administration, and the collection, dissemination, and
implementation of research findings affecting persons with disabilities.
Providing advice regarding priorities for the activities of the
Interagency Disability Coordinating Council and reviewing the
recommendations of this council for legislative and administrative
changes to ensure that such recommendations are consistent with
NCD's purpose of promoting the full integration, independence, and
productivity of individuals with disabilities.
Preparing and submitting to the President and Congress an annual
report titled National Disability Policy: A Progress Report.
International
In 1995, NCD was designated by the Department of State to be the U.S.
government's official contact point for disability issues. Specifically, NCD
interacts with the special rapporteur of the United Nations Commission for
Social Development on disability matters.
Consumers Served and Current Activities
While many government agencies deal with issues and programs affecting
people with disabilities, NCD is the only federal agency charged with
addressing, analyzing, and making recommendations on issues of public
policy that affect people with disabilities regardless of age, disability type,
perceived employment potential, economic need, specific functional ability,
status as a veteran, or other individual circumstance. NCD recognizes its
unique opportunity to facilitate independent living, community integration,
and employment opportunities for people with disabilities by ensuring an
informed and coordinated approach to addressing the concerns of persons
with disabilities and eliminating barriers to their active participation in
community and family life.
NCD plays a major role in developing disability policy in America. In fact, it
was NCD that originally proposed what eventually became the Americans
with Disabilities Act (ADA). NCD's present list of key issues includes
improving personal assistance services, promoting health care reform,
including students with disabilities in high-quality programs in typical
neighborhood schools, promoting equal employment and community
housing opportunities, monitoring the implementation of ADA. improving
assistive technology, and ensuring that persons with disabilities who are
members of minority groups fully participate in society.
Statutory History
27
NCD was initially established in 1978 as an advisory board within the
Department of Education (Public Law 95-602). The Rehabilitation Act
Amendments of 1984 (Public Law 98-221) transformed NCD into an
independent agency.
HOME I CALENDAR I NEWSROOM I MEMBERS/STAFF I FEDERAL AGENCIES I YOUTH/FAMILY PAGE
Last Updated: June 6, 2000
28
[Text version]
President's Committee on Employment
of People with Disabilities
M.M ************* TRINTY
SEARCH
SITE MAP
About Us
I
Mission
I
Chairman
I
Vice Chairs
Recognition Program
NDEAM
About Us
The President's Committee is a small federal agency whose Chairman and Vice Chairs
are appointed by the President. The Chairman appoints the other Executive Board
members and members of the six standing subcommittees. Directed by the Chairman
and Executive Board, the Committee achieves its goals through the work of its
subcommittee members and 37-member agency staff, in close cooperation with the
Governor's Committees in the states, Puerto Rico and Guam and with Mayor's
Committees throughout the United States.
President's Committee's Mission
The President's Committee on Employment of People with Disabilities' mission is to
communicate, coordinate and promote public and private efforts to enhance the
employment of people with disabilities. The Committee provides information,
training, and technical assistance to America's business leaders, organized labor,
rehabilitation and service providers, advocacy organizations, families and individuals
with disabilities. The President's Committee reports to the President on the progress
and problems of maximizing employment opportunities for people with disabilities.
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The Access Board
a federal agency committed to accessible design
About the Board
Mission
The Access Board is an independent Federal agency devoted to
accessibility for people with disabilities. It operates with about 30 staff and
a governing board of representatives from Federal departments and public
About the Bo
members appointed by the President. Key responsibilities of the Board
include:
Accessibility
developing and maintaining accessibility requirements for the built
Guidelines
environment, transit vehicles, telecommunications equipment, and
for electronic and information technology
Technical Assist
providing technical assistance and training on these guidelines and
Training,
standards
enforcing accessibility standards for federally funded facilities
More about the Board: Board Members and Meetings, History of the
Enforcemen
Board, Board Rulemaking, FY 99 Annual Report
Laws
Publication:
Several different laws are key to understanding the work of the Board,
including the:
Architectural Barriers Act, a law requiring access to facilities
designed, built, altered, or leased with Federal funds.
Rehabilitation Act, which created the Access Board.
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Americans with Disabilities Act, a major civil rights law
prohibiting discrimination on the basis of disability in the private and
public sectors.
Telecommunications Act (Section 255), which requires access to
new telecommunications and customer premises equipment where
"readily achievable."
Rehabilitation Act Amendments which amend section 508 of the
Rehabilitation Act to ensure access to electronic and information
technology in the Federal sector.
Services
What can the Access Board do for you? Various services are available on
this site:
Accessibility Guidelines and Standards All Board guidelines and
standards (including information on those upcoming) are located on
this section of the site. To download copies. go to the Publications
section.
Technical Assistance, Training, and Research If you have
questions about any guideline or standard, get technical assistance at
this section of the site. You can also get information here on the
Board's training and research programs.
Board's training and research programs.
Publications Board publications, including its guidelines and
standards, can be downloaded here. They are provided in text,
HTML, and PDF formats.
Enforcement Concerned about access to a facility that may have
been federally funded? The Board enforces standards covering such
facilities. Find out more on this section of the site. There's also
information on other laws and links to enforcing agencies.
Links If we don't have the information you need, we can help you
find out who does through our annotated list of resources.
Updates How can you be kept up-to-date on Board activities? Get on
our e-mail update list or subscribe to Access Currents, the Board's
free bimonthly newsletter.
About the Board I Accessibility Guidelines & Standards
Technical Assistance, Training, Research
Enforcement
Publications
Links
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The Rehabilitation Act of 1973 (Section 502)
Several years after the ABA had become law, Congress observed that compliance had been uneven and
that no initiatives to create Federal design standards for accessibility were underway. Clearly, one
central agency needed to take charge of enforcing the ABA and ensuring development of design
standards. The concept of such an agency began to take shape as Congress considered the Rehabilitation
Act of 1973. Section 502 of this law created the Access Board, originally named the Architectural and
Transportation Barriers Compliance Board. The Board was charged with ensuring Federal agency
compliance with the ABA and proposing solutions to the environmental barriers problems addressed in
the ABA. Congress was clear in its intent that compliance be the primary essence of the Board's
function.
Section 502 lays out the duties of the Board under the ABA, which include: ensuring compliance with
standards issued under the ABA, developing and maintaining guidelines upon which the standards are
based, and promoting access throughout all segments of society. This section of the law also outlines the
membership and composition of the Board.
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