- From: Katherine Deibel <katherine.deibel@gmail.com>
- Date: Mon, 02 Jun 2014 10:38:25 -0700
- To: "Milliken, Neil" <neil.milliken@atos.net>, "Rochford, John" <john.rochford@umassmed.edu>, "lisa.seeman" <lisa.seeman@zoho.com>
- CC: EA Draffan <ead@ecs.soton.ac.uk>, Liddy Nevile <liddy@sunriseresearch.org>, public-cognitive-a11y-tf <public-cognitive-a11y-tf@w3.org>, Anthony Doran <t.doran@texthelp.com>, Steve Lee <steve@opendirective.com>
I'll get on this then. For at least one more month, my doctoral work is all online at: http://staff.washington.edu/deibel/dissertation.html Sorry, but I don't have any shorter papers on it. If you want those, help me get some secure employment so that I can use my free time to actual write instead of constant job hunting. In general, though, I found that the lack of AT adoption was a combination of several things. First, there is a lack of awareness of available technology, which suggests there are impeding factors to diffusion. Next, there are huge sociocultural factors that make adults with dyslexia want to hide their disability from others. Thus, any AT usage will be done in carefully controlled contexts, usually private. The lack of public usage further hinders diffusion of the technology. This is why one of my design recommendations is that the AT should not only offer reading support but also privacy management. In all honesty, I cannot say for certain if the current tech is great or not. Finding adults with dyslexia who consistently use assistive reading tech is hard. Of the 100s of folks I know who have dyslexia, I know slightly more than 10 who are ongoing users. Most of these fall into two categories. The first are techies (I live in Seattle) who are all about using technology. The others are minimal readers. They rarely read outside of school or work reasons and are willing to do anything to speed up the process. Admittedly, my user population is biased in that I have focused mostly on university students, but I did this to make sure I found people with dyslexia who actually read. In fact, I found some who make my bookworm habits appear minimal. Despite this, I would say that most of the tech for reading support is aimed at learning to read rather than reading to learn. This is due in part to most of the work coming from education. I do make some suggestions on how we could make the e-book revolution actually beneficial for all readers in regards to the proliferation of reading support tools. Kate Deibel, PhD URL: http://staff.washington.edu/deibel -- "To make a difference, one must subtract one number from another." On 2014-06-02 10:23 AM, Milliken, Neil wrote: > I am interested. > I am also interested in finding out more about the work you did on low uptake and usage of AT's and understanding whether the problem is with the AT's or the contexts in which we do or don't feel comfortable using them. > > > Kind regards, > Neil Milliken > Head of Accessibility & Digital Inclusion > T +44(0)208 811 6368 > M +44(0)7812 325386 > ________________________________________ > From: Katherine Deibel [katherine.deibel@gmail.com] > Sent: 02 June 2014 18:21 > To: Rochford, John; lisa.seeman > Cc: EA Draffan; Liddy Nevile; public-cognitive-a11y-tf; Anthony Doran; Steve Lee; Milliken, Neil > Subject: Re: what are the brain functions > > Along the lines of this list, would there be any interest in my > producing a breakdown of the reading process (from image processing to > word recognition to high-level comprehension)? I wrote a basic overview > for my doctoral work on AT and dyslexia to help illustrate how > breakdowns at different levels affect the overall process. It would be > fairly straightforward for me to generalize it and make it a basic > roadmap for what reading involves and put in some "hooks" for where > various disabilities can come into play? > > Also, for a nice high-level, public science read on neuroscience, I just > finished and enjoyed Sam Kean's "The Tale of the Dueling Neurosurgeons." > > > Kate Deibel, PhD > > URL: http://staff.washington.edu/deibel > > -- > > "To make a difference, one must subtract one number from another." > > On 2014-06-01 6:00 AM, Rochford, John wrote: >> Hi Lisa, >> >> Your list of cognitive functions is aligned with WebAIM's list. >> >> (See http://webaim.org/articles/cognitive/.) >> >> It includes illustrative examples and an explanation of why we classify >> cognitive disability functionally rather than clinically. You may want >> to consider incorporating such information into your document, >> especially functional examples, to help reader comprehension. >> >> John >> >> John Rochford >> >> UMass Medical School/E.K. Shriver Center >> >> Director, INDEX Program; Instructor, Family Medicine & Community Health >> >> http://www.DisabilityInfo.org >> >> Twitter: @ClearHelper >> >> *From:*lisa.seeman [mailto:lisa.seeman@zoho.com] >> *Sent:* Friday, May 30, 2014 11:53 AM >> *To:* lisa.seeman >> *Cc:* EA Draffan; Liddy Nevile; public-cognitive-a11y-tf; Anthony Doran; >> Steve Lee; Neil.Milliken >> *Subject:* RE: what are the brain functions >> >> Ok I think I see the problem, I was coping over Cross-modal Association >> to sign language section and edited it in the literacy section - good call! >> >> All the best >> >> Lisa Seeman >> >> Athena ICT Accessibility Projects >> <http://accessibility.athena-ict.com/default.shtml> >> LinkedIn <http://il.linkedin.com/in/lisaseeman/>, Twitter >> <https://twitter.com/SeemanLisa> >> >> >> ---- On Fri, 30 May 2014 14:08:15 +0300 >> *lisa.seeman<lisa.seeman@zoho.com <mailto:lisa.seeman@zoho.com>>* wrote >> ---- >> >> Hi EA, >> >> Thanks for the review >> >> >> I think I have called grapheme-phoneme correspondence (GPC) -- >> Cross-modal Association: Association of sign and concept which I put >> under litarcy >> >> This is exactly why I thought we needed this so we can use the >> terms. I will add grapheme-phoneme correspondence (GPC) as an >> alternive way of saying Cross-modal Association >> >> >> I will also add your info on Broca's area (mainly because it is so >> interesting...) >> >> All the best and thanks again >> >> Lisa >> >> I just noticed that there was no "grapheme-phoneme >> correspondence (GPC) — >> >> >> the relationship between sounds and the letters which represent >> those sounds; also known as 'letter-sound correspondences'" >> which is something we often talk about when discussing dyslexia >> but I may have missed the fact that is included within other >> terms. >> http://www.literacytrust.org.uk/resources/practical_resources_info/1032_phonics_glossary >> >> >> Just another thought... I learnt that Broca's area was mainly in >> the left temporal lobe rather than being categorised as part of >> the occipital lobe >> http://memory.ucsf.edu/brain/language/disorders but obviously >> the experts on MD health have other ideas!!!! We may also have >> to include other aspects of what is linked to Broca's area >> http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2703472/ but perhaps >> we then go into the realms of giving too much information. >> >> I found this image of the brain and a rather interesting take on >> the whole idea of how the systems work >> http://www.beneaththecover.com/2007/10/31/surprising-broca/ - >> not for W3C but just for a small digression! >> >> Best wishes >> E.A. >> >> Mrs E.A. Draffan >> WAIS, ECS , University of Southampton >> Tel +44 (0)23 8059 7246 >> Mobile +44 (0)7976 289103 >> http://access.ecs.soton.ac.uk >> http://www.emptech.info >> >> From: lisa.seeman [mailto:lisa.seeman@zoho.com] >> Sent: 28 May 2014 22:37 >> To: Liddy Nevile; public-cognitive-a11y-tf >> Cc: Anthony Doran; Steve Lee; EA Draffan; Neil.Milliken >> Subject: what are the brain functions >> >> Hi >> >> I put up a very early draft of different brain functions. It >> could turn into iether a glossary or a background resource for >> making meta data that relates to cognitive disabilities or for a >> functional approach to accessibility for cognitive. >> >> See http://accessibility.athena-ict.com/cognativefunction.shtml >> >> Do people think it could be useful? Feel free to point put >> ommisions or other comments. Please ignore any editorial and >> spelling errors >> All the best >> >> Lisa Seeman >> >> Athena ICT Accessibility Projects >> LinkedIn, Twitter >>
Received on Monday, 2 June 2014 20:58:21 UTC