2007 PhD Thesis Final Revised.pdf - Curtin University

In order to extract the significance of these factors, a group analysis was
performed to analyse in more detail how these factors contributed, or could
potentially resolve, the disability divide. The first key factor clearly identified that
people who were blind or vision impaired generally had a high level of IT expertise
and that this issue was separate from the issues that prevented access to computing
and the Internet. Put simply, people with vision disabilities could understand, use
and were enthusiastic about computing and the Internet. However, the complexity
and ineffectiveness of AT prevented that use. The second key indicator which
focused on the comfort level of using a computer, again indicated that using a
computer was a comfortable process but there were obstacles which mad it
uncomfortable such as AT complexity and the inaccessibility of web sites. Again the
respondents indicated a clear distinction between computer use and IT-related
barriers.
The third key indicator was the relationship of income and education to the
disability divide. This analysis revealed that, despite the difficulties of using AT,
using a computer was necessary for most respondents and the cost of AT products
prevented computer and Internet use. In relation to education, the undertaking of
virtually any form of formal training resulted in the gaining of knowledge of
computing and the Internet. Such knowledge also translated into a greater
willingness to upgrade to new technologies.
The final key indicator related to the disability-specific perceptions of the
disability divide. The respondents indicated that, despite the difficulties, the Internet
provided significant benefits to people with disabilities. However, many people with
disabilities were not aware of all the benefits that the Internet could provide, such as
real-time communication.
In essence, the survey revealed that people who are blind or vision impaired
did not perceive themselves as being unable to use computing and Internet-related
technologies, but did have specific social and technological issues that needed to be
addressed.
229