DAWN Canada: DisAbled Women's Network Canada
Expanding our Horizons: Tech 3 Project

The following DAWN Canada document has been reproduced here as a Resource

DAWN Canada: DisAbled Women's Network
Technology Project

Handbook and Guide
for Focus Group Participants

The DAWN Canada Technology Project
Advisory Committee

Compiled by: Seana Kozar

Custom Illustrations: © E.J. Miller-Towle
(and some free clipart)

Table of Contents

Section One: Before We Get Started

Setting Norms and Expectations for the Group and Ourselves

Section Two: Definitions

Section Three: Looking At Fears Around Technology

Dealing With Fear
Dealing With Fears Around Technology
Why Do Many People Feel Fear Around Computers?

Section Four: What are Computer Skills?

Physical
Intellectual
Emotional

Section Five: Physical and Emotional Safety and Computer Use

Safety
Safety on the Screen
Isolation

Section Six: Background Questions for Non-Users

Section Seven: Background Questions for Users

Section Eight: User/Non-User Experiences & Barriers to Access

Section Nine: Solutions To Access

Adaptive Technology
Changing the Environment

Section Ten: Learning Styles and Tools

Some Final Thoughts on Technical Tools

Section One: Before We Get Started

Setting Norms and Expectations for the Group and Ourselves

Thank you for your interest and willingness to participate in the DAWN Canada Technology Project. Your responses will help us get a clearer picture of women with disabilities and their needs around computer technology.

Please be aware that this is NOT a training session. The DAWN Canada workshop is a forum for gathering and sharing information. When we understand clearly where we are all coming from, we can help each other get to where we want to go.

In today's workshop, you will:

• Learn some new words that will help you talk about and understand computers a little better
  
  
• Have a better idea of how computers might help you in your everyday life
  
  
• Name some resources in your community that provide computer training and support.
  
  
• Provide information and suggestions that will help DAWN Canada identify challenges and research technology solutions for women with disabilities.

Before we begin, we need to recognize that we are a diverse group of people, with different needs and valuable experiences. As a group, we need to set some ground rules for sharing in today's workshop. Please give some thought to these issues, and share them with the facilitator now so that they can be put on the flip chart.

Section Two: Definitions



Here are some definitions of some of the things we are talking about today. Please think about how you understand these words, and suggest any changes:

Technology

• The discovery and use of knowledge to reach goals.

Computer

• A machine or tool that helps us work, communicate, play and solve problems using many different kinds of information.

Computer Technology

• The use of the computer as a tool for handling information to reach goals in daily life.
• The discovery of more powerful computers that can use information more productively.

Hardware

The parts of the computer you can see and/or touch, the physical body of the computer. Hardware includes:

• Monitor:
  the screen that displays information
  
  
• Keyboard:
  the set of keys you can press to type letters, numbers and other symbols.
  
  
• Mouse:
  the hand-operated device that lets you "point" to an area on the monitor screen
  
  
• Hard Drive:
  the central unit of permanent storage on the computer.
  
  
• Floppy/Zip/CD-ROM Drive:
  hardware devices that can read various kinds of portable media, such as 3½ inch "floppy" disks, Zip disks and CD-ROMs. Disks are often used to save and store information, or run programs.
  
  
• Tower:
  the CPU (the "Central Processing Unit"), the "heart" of the computer, the main area of computer operations, where the computer responds to information.
  
  
• Printer:
  a machine that makes printed copies of computer documents.

Software

• The sets of "commands" or "ideas" that allow the computer to respond to information. Also called programs or applications. (Examples: word processing programs, e-mail applications, and databases)

Operating System

• The software that acts as the "office manager" for all other software on the computer. The operating system manages information in "files" and "folders," schedules the order of computer tasks and processes, and allows us to use programs. A computer without an operating system is like a locked office without a key: you can't get in, and you can't use anything.

Platform

• Basically, the combination of hardware and type of operating system in a computer. PC and Macintosh are common and very different platforms because of their operating systems, the structure of computer chips, and many other features. It is often difficult for different platforms to read each other's data, and impossible for them to run each other's programs.

Adaptive Technology

• Software and hardware designed to help persons with disabilities use computers efficiently and comfortably.

Desktop Computer

• A personal computer whose parts (tower, monitor, keyboard and so on) fit on or around an office desk sized area.

Laptop Computer

• A folding portable computer with a built-in keyboard, drives, mouse, and monitor that is small enough to be used "on your lap" in a seated position.

Notebook Computer

• A smaller and lighter type of laptop computer.

Travelbook Computer

• A notebook computer that fits onto an airline travel tray when open for use.

Hand-held device

• A small, often "pocket-sized" device that can be held in the hand and used for e-mail, scheduling, and limited database and word processing. Hand-held devices can be connected to the Internet, or to a computer, and can be used to transfer and receive information.

Network

• A physical structure made of parts or units (such as streets, threads, wires, and so on) that meet or cross at regular points to form a "weave" or pattern.
  
  
• A way of talking about people or things (such as computers) that are connected and able to communicate.

Internet

• A worldwide network of computers that people can use for communication and research.

Web site

• A set of connected "pages" of information kept on a computer that is connected to the Internet. People can find and view Web sites from any other computer connected to the Internet, from anywhere in the world.

Access

• A way of approaching or passing through an area, or using an object or passage.
  
  
• The right to approach or pass through an area, or gain the use of an object or passage.
  
  
• (Computers) The conditions that make computer use possible, such as being able to get to a place that has computers, understanding how to use one, being able to own, rent, or borrow one, and so on.

Public Access

• Regular use of personal computers that are not privately owned. This includes computers that may be located in libraries, community centres, women's centres, and "Internet cafes."

Were any of these words new to you?

Notes/Comments:

Would you change or add to any of these definitions?

Notes/Comments:


Section Three: Looking at Fears Around Technology

Dealing With Fear

Think of ways you have dealt with other fearful situations in your life:

Something you had to learn.

Something you had to face.

Something you had to overcome.

Remember what you did, and visualize it, see your success.

Share your story, if you can. Your experiences may help someone else!

Dealing with Fears Around Technology

IMAGINE…

• Your pen ran out
• You spilled coffee on your notes
• You lost a page from your presentation
• You forgot your briefcase on the kitchen table

HOW WOULD YOU FEEL?

Afraid? Annoyed?

Have you ever had one (or all) of these things happen to you?

WHAT HAPPENED?

Life went on, and somehow you got through. Do you remember what you did? What skills helped you cope with the situation?

Why Do Many People Feel Fear Around Computers?

Each time you have to learn a new skill or face a new situation, it is natural to feel some fear. Computers are expensive and complicated. They appear to work logically and very quickly, especially on days when we feel that we are not working that way! Ways of talking about computer problems often add to our fears:

"My computer CRASHED."
"The computer has a VIRUS."
The computer's language doesn't help:
"A fatal error has occurred."
"The system has performed an illegal operation and will be shut down."

Fear can often be connected to the fear of loss. When computers don't do what we want or expect them to, we may fear:

• Loss of time
• Loss of effort (especially when we've worked hard)
• Loss of personal control
• Loss of respect (we may look like we don't know what we're doing)

… fears around our jobs, or education may enter into our beliefs about ourselves, and all this may affect our SELF-CONFIDENCE.

Let's look at some common sources of fear about technology:

Now, let's examine each of these fears closely:

"I don't have the skills."

The key word here should be YET. You don't have the skills YET. A big part of the talented and unique person you are comes from a very important ability you have: YOU CAN LEARN. If you have never used a computer before, but feel you should or would like to, you need to consider some of the questions we explore in this focus group:

• Why do I want to use computers?
• What do I expect to be able to do with computer training?
• What kinds of accommodations would a computer need to have so that I could use it?

You also need to remember that your life is proof that you are able to learn and master many things. Computer skills are no different: to learn them you need the equipment, the environment, and YOU. In the next Section, we will look at computer skills.

"If it's really broken, I won't know how to fix it."

With some computer problems, this is true. The ability to use a computer is one thing; the ability to repair or program a computer is something else. Generally though, unless you do this:

to your machine, you won't "break" the computer. As with most things in life, if you are careful, know what you are doing (and know when and where to ask for help when you are not sure), take your time and know your limits, you will be fine.

Don't try to "fix" a computer problem if you feel overwhelmed by stress, anger, frustration or panic at that moment: take a break and come back later. Often, the computer will show a message that will tell us where the problem is. This can be useful, if the message is written in a clear, simple way, and if there is something we can do -like checking a connection, or restarting the computer-to solve the problem. We have to remember that computers are machines and, at some point, all machines fail. As you improve your computer skills, you will be able to solve many computer problems yourself. You will come to understand where and how to ask for the help you need. And, you will know that many, many computer problems have nothing to do with you, even though you have to deal with them.

"If the computer crashes, it must be my fault."

Crashes happen for many reasons. The computer may "freeze" if its memory gets full (some of us do that!), or if two or more processes conflict. To help avoid the effects of crashes, save your work frequently. To help avoid crashes themselves, try to remember not to have too many things "open" or "running" on the computer at once. Sometimes, the computer will still go down, but you don't have to go down with it. SAVE YOUR WORK OFTEN!

"There will be no one to help me if I'm stuck."

To be healthy, happy, and connected, it is important that we have a support network in our lives. If computers are part of our lives, the same is true. Before you start learning about computers, or as you are developing your skills, have a network in place. Your network can include "computer people" (calling a company about your Internet connection), family, friends, teachers, even books and Web sites. Make sure you know where to seek help if you need it.

Do you have any fears around computer technology?
What are they?

• Learning something new, or not being able to learn.
  
  
• Not being able to keep up with changes, being "left behind."
  
  
• Not being able to cope with something that "everyone needs to be able to do" -like having a different disability to manage.
  
  
• Having to learn or use computers in situations where I do not feel supported or safe.
  
  
• Afraid that if I learn to use computers, I will forget other skills.

Other Concerns I Have:


Section Four: What are "Computer Skills"?

Computer skills are LIFE SKILLS. In managing our disabilities and our general health, we try to keep a balance in our daily activities. To develop strong computer skills, we need to be aware of our physical, mental, and emotional well-being. Here are a few computer skills:

Physical

• Input data comfortably (may take many forms, from typing to talking)
  
  
• Suitable posture
  
  
• Understand your physical limits - KNOW WHEN TO STOP
  
  
• Take breaks as needed

JUST BECAUSE THE COMPUTER IS ON ALL THE TIME, DOESN'T MEAN YOU HAVE TO BE!

Intellectual

• Follow directions
  
  
• Learn when and where to seek help
  
  
• Learn from mistakes, but celebrate successes
  
  
• Put things away carefully (save copies) and teach yourself to remember where they are

Emotional

• Forgive yourself if you "fail" (or think you did!)
  
  
• Be confident - you know how to do many things!
  
  
• Always keep trying.
  
  
• Learn one small new thing each day, and acknowledge your achievement.

Learning to use a computer is like learning to use any tool.

The computer is a complex tool, but you are more complex (and smarter!)

KNOW YOUR LIMITATIONS SET REALISTIC GOALS RECOGNIZE YOUR ACCOMPLISHMENTS

What are some other skills that are important for using computers?

Notes/Comments:

Complete this chart for yourself. You may want to refer to it again as you learn more.

Section Five: Physical and Emotional Safety and Computer Use

The next Sections will give some background information on your computer experiences, use and accommodation needs. In this Section, we want to explore some issues around safety and isolation.


Safety

When you are doing anything, it is important that you feel safe. This goes for computer use as well, especially if you need to use computers in public access facilities. If you are not a computer user, but have seen public computers in libraries, cafes, or other places, please share your thoughts as well:

Have you ever visited a public access computer facility and felt that you were not safe in some way? Can you describe this experience?

Notes/Comments:

What changes would have made the environment safer for you?

• Improved lighting
  
  
• More staff supervision and assistance
  
  
• More space between individual computers
  
  
• Better access to exits, washrooms and other parts of facility, etc. (e.g., computer room was "closed off" from the rest of the space)
  
  
• Clear guidelines for computer use (e.g., on a sign)

Other (Please describe):

Safety on the Screen

In many ways, this is a more difficult issue to talk about, because often we only realize we are not safe on-line once our personal safety or sense of well-being has been threatened in some way. There are no easy answers or solutions to online violence, or the real-world threats it can sometimes create. Here are a few guidelines for keeping yourself safe:

• Learn to use e-mail filters to stop unwanted messages. Sometimes these are just "spam" or "mass electronic junk mail," but the topics can be offensive (ads for pornographic sites and so on).
  
  
• Avoid including any personal address information in an e-mail response to someone you don't know, or on an open mailing list. A professional address is usually fine. Use your best judgment, depending on the situation.

Safety is important to your system too. Your stuff is on it. So:

• Run up-to-date virus software. Even if you don't have your own computer, scan your disks regularly.
  
  
• Never open e-mail attachments labeled ".exe." These are executable files (applications) and they may contain viruses. Even if you know the sender, it is advisable to delete the file. Your friend may think she is sending you something "cute," when she is actually sending you a big headache!

Isolation

Many women with disabilities experience isolation. With computer technology, you can feel isolated if you don't have access. Computers allow us to do all kinds of things, including chat with people all over the world. Once you are connected, you may spend so much time on-line that you don't get enough contact with people face-to-face. You may feel that you are addicted to e-mail, or to the computer and everything you can do with it. Once again, the key is balance and moderation. The computer can connect you with new friends. It shouldn't be something that replaces old ones.

Do you feel that isolation and technology is a concern for you?

Notes/Comments:

Section Six: Background Questions for Non-Users

If you do not use computers now, would you like to?

Comments:

If yes, what do you think computers could help you to do?

• Find a job/Find a better job
  
  
• Help me in my studies/Assist my educational or professional goals
  
  
• Meet new people
  
  
• Learn about things that interest me

Are there any other things you think computer training and skills could offer you?

Comments:

Section Seven: Background Questions for Users

If you use computers, what do you use them for?

• For Work (In an office or home office)
  
  
• For School or Training (At home or on campus)
  
  
• For Personal Use (At home, in a women's centre, local ILRC, in a library)

What kinds of tasks do you perform regularly on computer?

• Word Processing
  
  
• Spreadsheets/Databases (finances, addresses, general data management)
  
  
• E-mail and Communications
  
  
• Internet Searches/Research

Other Tasks:

Notes/Comments:

Section Eight: User/Non-User Experiences & Barriers to Access

What, if any, barriers to computer access have you experienced?

Inaccessibility (Physical/Intellectual)

• Couldn't get to the site.
  
  
• Couldn't use the hardware (keyboard, couldn't see monitor, etc.)
  
  
• Software too difficult.

Financial (Can't purchase own machine)

• Cost too great for personal finances.
  
  
• Did not qualify for Federal/Provincial assistance (not working, not a student, etc.)
  
  
• Not aware of possible solutions (donated equipment programs, etc.)

Social/Personal/Emotional

• Lack of confidence/FEAR
  
  
• Advised I did not need computer training because I would not use it.
  
  
• No suitably paced and/or reasonably priced training available.

Other barriers to computer access I have experienced:

Notes/Comments:

What if… there was a fully accessible public computing facility run by and for women with disabilities?

What would it be like?

What features/services would it have?

Can you see yourself participating in this environment? How?

Section Nine: Solutions to Access

Adaptive Technology

If you use adaptive technology, please describe your usual accommodations:

• Voice recognition software
  
  
• Magnifying display/"virtual" screen
  
  
• Modified keyboards/pads or other input devices

Other technical (hardware/software) accommodations I use:

Notes/Comments:

Adaptive technology I would like to learn more about:

Changing the Environment

If you don't use adaptive technology, but you do modify your computing environment, do you:

• Use a special chair/angled keyboard
  
  
• Put the mouse (trackball, trackpad) always on a particular side, or use a special style of device
  
  
• Adjust the lighting

Other environmental changes I make:

Notes/Comments:

Section Ten: Learning Styles & Tools

We have all had successful learning experiences, times when we knew "we got it!" Successful learning increases our knowledge and our self-confidence. These types of experiences have:

• Clearly defined rules and a goal (we know how to play, and what to expect when we finish)
  
  
• Some challenge and risk (but our abilities are up to the task)
  
  
• High interest, low frustration
  
  
• Regular feedback (we know we are "on the right track")
  
  

To be successful, your computer training should have these basic features, so that you know you have mastered the skills you need. Without a goal, you won't know where you're going, or when you get there. Without feedback, you won't know if you really understand what you are doing. If your learning is not interesting, you'll be bored. If it is too difficult, you will be turned off. Remember these points from Section Four:

• KNOW YOUR LIMITATIONS
  
  
• SET REALISTIC GOALS
  
  
• RECOGNIZE YOUR ACCOMPLISHMENTS

Whether you learn on your own, with a friend, in a class, or in some other setting, it is important that you learn in a way that suits you.

Which of these phrases describes the way you like to learn:

• Give me all the facts "up front" at once. I'll sort them out once I know what I'm dealing with. I need to see the "big picture."
  
  
• One step at a time, please. I'll put things together as I go along.
  
  
• Let me be creative and make choices. I think in circles, not straight lines.

The way I like to learn is:

Notes/Comments:

Some Final Thoughts on Technical Tools

How could we provide technical help to women with disabilities?

• Web site
  
  
• Printed technical guide (alternative formats)
  
  
• Audiotape
  
  
• CD-ROM
  
  
• Other (please describe)

Thank you for your participation!

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