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Rethinking computer design from a disabilities rights standpoint

The article by Davies et al. tracked cursor trajectories for young people with cerebral palsy and differing levels of upper extremity function (according to the Manual Ability Classification System) relative to young people with typical development. It begins to address the important topic of how novel computer technologies should be designed to afford use by a diverse group of individuals. This is a relatively new frontier for the disability rights movement (DRM). The DRM and current theories of disability have focused on the key moral beliefs that all people deserve equality and that diversity and disability among people are of positive value. A primary goal of the DRM is to allow people with disabilities to maximally participate in the areas of education, employment, and independent living. This typically involves removing social and environmental barriers so people can utilize their capabilities to participate and succeed. The Davies et al. study suggests that most available computer software is not designed to match the capabilities of users with motor impairments. Because computer technology has assumed a major role in our lives throughout the past two decades, this is likely to be a significant barrier to success and participation for individuals with motor impairments. The authors point out the surprising lack of research assessing how users with different abilities are able to access computer technologies. There are only a few studies on mouse and computer hardware use for children with motor impairments. Furthermore, Davies et al. report that theirs is one of the few studies looking at computer software issues in terms of motor abilities of users. Results suggest that most existing software is best suited for users without motor impairments and we need to know more about the preferences and abilities of users with motor impairments to begin designing software that also suits their capabilities. This highlights that technology design for general populations tends to be driven by assumed able-bodiedness with adaptations considered via a ‘special needs approach.’ The goal should be a universal design approach so novel devices serve a diverse range of users to the greatest extent possible. Because successful interaction with computers has now become a requirement for many academic tasks, across most workplaces, and for entertainment and socializing, it is unacceptable to design technologies that facilitate success and participation for only some members of society. Perhaps the history of the educational system can help us frame our response to the challenge of creating technologies that facilitate success for people with a variety of abilities. The custom in Western countries used to be to segregate children with different abilities in the school system. Then in the early 1980s, there was a shift towards integrating children with disabilities into school systems with their nondisabled peers. However, this shift was typically performed without providing the supports necessary to ensure the success of all students. Therefore, ‘integration’ involved only the physical presence of children with and without disabilities in the same school environment. In the past two decades, the push in education has been to shift from integration towards inclusion. Inclusion involves changing values, attitudes, policies, and practices within and beyond schools to ensure successful participation for all children. By introducing technologies that enable success for only a subset of the population into our schools, workplaces, and home lives, we are taking a step back in this path, regressing from inclusion back towards integration. In order to change this course, it is first important that we recognize the path we are on and its impact for our society. Further studies like the Davies et al. article are important not only to highlight the problem but also to suggest design solutions. In addition, we need to push manufacturers to broaden the definition of who are their consumers so the needs of a diverse range of individuals are considered in design processes. Input and feedback from consumers from the start of the process is critical in order for companies to design products from clothing to computer software. Unfortunately, individuals with disabilities have not typically been included in these design processes. Now that computers have become pervasive in our everyday lives, impacting aspects of life from school grades to job success and engagement with peers, we must ensure they function for a diverse range of individuals, including those with disabilities.