Dr. Brad Fain Georgia Tech Research Institute

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Table of Contents 3

List of Tables 5

Introduction 7

Experience with Devices 8

Product Manual Format Preference 8

Automated Teller Machines (ATM) 10

Level of Experience 10

Difficulty Completing Device Related Activities 10

Usefulness of Features 12

Cell Phones 18

Level of Experience 18

Difficulty Completing Device Related Activities 18

Usefulness of Features 20

Distance Learning or Computer Based Training Software 25

Level of Experience 25

Difficulty Completing Device Related Activities 25

Usefulness of Features 26

Personal Digital Assistants (PDA) 29

Level of Experience 29

Difficulty Completing Device Related Activities 29

Usefulness of Features 30

Televisions 34

Level of Experience 34

Difficulty Completing Device Related Activities 34

Usefulness of Features 35

Voice Recognition Software 40

Level of Experience 40

Difficulty Completing Device Related Activities 40

Usefulness of Features 41

Appendix A: Georgia Tech Universal Design Survey 45

List of Tables

Table 1: Age of Participants. 8

Table 2: Experience with the Product Lines. 9

Table 3: Product Manual Preference for each User Type. 10

Table 4: Level of Experience with ATMs by Disability Type. 11

Table 5: Reported difficulty in Completing ATM Activities by User Type. 12

Table 6: Usefulness of ATM Accessibility Features as Reported by Participants without Vision. 14

Table 7: Usefulness of ATM Accessibility Features as Reported by Participants with Low Vision. 14

Table 8: Usefulness of ATM Accessibility Features as Reported by Participants without Hearing. 16

Table 9: Usefulness of ATM Accessibility Features as Reported by Participants that are Hard of Hearing. 16

Table 10: Usefulness of ATM Accessibility Features as Reported by Participants with Upper Mobility Impairments. 16

Table 11: Usefulness of ATM Accessibility Features as Reported by Participants with Lower Mobility Impairments. 17

Table 12: Level of Experience with Cellular Phones by Disability Type. 19

Table 13: Reported difficulty in Completing Cellular Phone Activities by User Type. 20

Table 14: Usefulness of Cellular Phone Accessibility Features as Reported by Participants without Vision. 22

Table 15: Usefulness of Cellular Phone Accessibility Features as Reported by Participants with Low Vision. 22

Table 16: Usefulness of Cellular Phone Accessibility Features as Reported by Participants that are Hard of Hearing. 24

Table 17: Usefulness of Cellular Phone Accessibility Features as Reported by Participants with Upper Mobility Impairments. 25

Table 18: Level of Experience with Distance Learning Software by Disability Type. 26

Table 19: Reported difficulty in Completing Distance Learning Software Activities by User Type. 27

Table 20: Usefulness of Distance Learning Software Accessibility Features as Reported by Participants without Vision. 27

Table 21: Usefulness of Distance Learning Software Accessibility Features as Reported by Participants with Low Vision. 28

Table 22: Usefulness of Distance Learning Software Accessibility Features as Reported by Participants with Upper Mobility Impairments. 28

Table 23: Level of Experience with PDAs by Disability Type. 30

Table 24: Reported difficulty in Completing PDA Activities by User Type. 31

Table 25: Usefulness of PDA Accessibility Features as Reported by Participants without Vision. 32

Table 26: Usefulness of PDA Accessibility Features as Reported by Participants with Low Vision. 33

Table 27: Usefulness of PDA Accessibility Features as Reported by Participants with Upper Mobility Impairments. 33

Table 28: Level of Experience with Televisions by Disability Type. 35

Table 29: Reported difficulty in Completing Television Activities by User Type. 36

Table 30: Usefulness of Television Accessibility Features as Reported by Participants without Vision. 37

Table 31: Usefulness of Television Accessibility Features as Reported by Participants with Low Vision. 37

Table 32: Usefulness of Television Accessibility Features as Reported by Participants without Hearing. 39

Table 33: Usefulness of Television Accessibility Features as Reported by Participants that are Hard of Hearing. 39

Table 34: Usefulness of Television Accessibility Features as Reported by Participants with Upper Mobility Impairments. 40

Table 35: Level of Experience with Voice Recognition Software by Disability Type. 41

Table 36: Reported difficulty in Completing Voice Recognition Software Activities by User Type. 42

Table 37: Usefulness of Voice Recognition Software Accessibility Features as Reported by Participants without Vision. 42

Table 38: Usefulness of Voice Recognition Software Accessibility Features as Reported by Participants with Low Vision. 44

Table 39: Usefulness of Voice Recognition Software Accessibility Features as Reported by Participants that are Hard of Hearing. 45

Introduction

A total of 402 individuals with disabilities participated in the Georgia Tech Universal Design survey (see Appendix A). The survey provided three general types of accessibility data on six device types: automated teller machines (ATMs), cell phones, distance learning or computer based training software, personal digital assistants (PDAs), televisions, and voice recognition software. For each device, participants were asked to (1) indicate their level of experience with the device, (2) estimate the level of disability-related difficulty in using the device, and (3) rate the usefulness of a set of disability-specific accessibility features that might be associated with the device. Most data are presented in tabular format. Where appropriate, the standard deviation (SD) of a measure has been indicated in parentheses.

The survey captured data from people with a wide range of disabilities, including vision (38%), hearing (29%), and both upper (37%) and lower (42%) mobility impairments. Summary statistics were compiled for six general areas of disability: blindness, low vision, deafness, hard of hearing, and upper and lower mobility impairments. Most respondents (75%) were 35-64 years of age. Table 1 contains a breakout of the survey participants by reported age.

Table 1: Age of Participants.

Age	Proportion of respondents
18- 24	4%
25 - 34	14%
35 - 44	25%
45 - 54	31%
55 - 64	20%
65 - 74	5%
75 or older	2%

As a whole, respondents tended to have a good deal of experience using ATMs, cell phones, and televisions, but little experience with distance learning/computer based training, voice recognition software, and PDAs (though this was sometimes dependent on a person’s disability, as discussed below). While people who are deaf seem to have the greatest difficulty in using voice recognition software, each of the remaining device types under examination presented the greatest barriers to users who are blind.

Experience with Devices

Respondents were asked to indicate their level of experience for each device on a four-point scale. Values represent the mean value on the following scale: 1 = no experience, 2 = little experience, 3 = some experience, and 4 = very experienced. Error: Reference source not found summarizes the indicated level of experience reported by users for each product line. Respondents were familiar with the use of ATMs, cellular telephones, and televisions. Respondents were less familiar with the use of distance learning/computer based training software, PDAs, and voice recognition software.

Table 2: Experience with the Product Lines.

Device Type	Mean (SD)
Automated Teller Machines (ATMs)	3.3 (1.0)
Cellular Telephones	3.2 (1.0)
Distance Learning or Computer Based Training software	2.0 (1.1)
Personal Digital Assistants (PDAs)	1.9 (1.1)
Televisions	3.9 (0.5)
Voice Recognition Software	1.8 (1.1)

Product Manual Format Preference

Participants were asked for their preferred format for product manuals. Values represent the proportion of respondents of a particular disability type that preferred that format. Table 3 contains the proportion of respondents that reported a preference for product manual format. While most users preferred a standard print manual, low vision users reported a preference for large print manuals and users without vision preferred either an audio tape manual or electronic manual in accessible HTML. Many users without vision also reported a preference for a Braille manual.

Table 3: Product Manual Preference for each User Type.

	Blind	Low Vision	Deaf	Hard of Hearing	Upper Mobility	Lower Mobility
Standard print	2	24	64	54	43	48
Large print	4	43	8	17	17	17
Electronic - web site	21	10	0	5	17	15
Electronic - Adobe PDF format	4	4	19	7	13	12
Audio tape	29	6	0	3	2	2
Video instructions	2	4	3	8	4	3
Braille	29	2	0	0	0	0
Other	4	6	6	5	4	2

Automated Teller Machines (ATM)

For the most part, respondents indicated a fairly high level of experience with using ATM machines, along with low levels of difficulty in completing device-related activities. The exception seemed to be with participants without vision. These respondents indicated a slightly lower level of experience with ATMs than the other groups, though the majority in this group indicated they had at least some experience on this device. Furthermore, people without vision seemed to have a greater level of difficulty in using ATMs. While people in the other disability categories tended to have little or no trouble in accomplishing tasks, respondents who were blind indicated they had at least some difficulty on many tasks, including basic tasks such as locating accessible ATMs, making deposits, checking account balances, and printing a statement.

Level of Experience

Respondents were asked to indicate their level of experience using automated teller machines (ATMs) on a four-point scale. Results are presented in Table 4. Values represent the mean value on the following scale: 1 = no experience, 2 = little experience, 3 = some experience, and 4 = very experienced.

Table 4: Level of Experience with ATMs by Disability Type.

Disability Type	Mean (SD)
Blind	2.6 (1.0)
Low vision	3.2 (1.0)
Deaf	3.5 (0.9)
Hard of hearing	3.3 (1.1)
Upper mobility	3.3 (1.0)
Lower mobility	3.4 (0.9)

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