last year we gave information about the Microsoft videotape on adaptive
technology.  Below is the study guide for the video.

kelly


>From the web site
http://microsoft.com/enable

Enable: People with Disabilities and Computers
Study Guide for the Documentary


A Microsoft Enable Production
www.microsoft.com/enable/productions


Information in this document, including URL and other Internet
Web site references, is subject to change without notice.

? 1999 Microsoft Corporation.  All rights reserved. This study
guide may be copied and distributed in its entirety for
educational use on a not-for-profit basis. Any other use requires
written permission form Microsoft Corporation. Microsoft is a
registered trademark of Microsoft Corporation in the United
States and/or other countries.


Table of Contents


Introduction   4
1. How to Use This Study Guide     5
2. About the Video  6
3. Equipment Needed to View the Video   7
4. Tips for Using the Video in a Group Setting    8
5. How to Use the Discussion Questions  9
6. Pre-viewing Discussion Questions     10
Pre-viewing Discussion Questions Handouts    14
7. Post-viewing Discussion Questions    18
Post-viewing Discussion Questions Handouts   21
8. Background Information     23
People Appearing in the Video 24
Common Types of Disabilities  33
Causes of Disabilities Seen in the Video     34
Disability Statistics    35
How Computers Are Accessible  37
Other Assistance for People with Disabilities     39
About Juggling 41
Video Credits  42


Introduction
Disability is universal. It is a normal part of life. Each of us
will likely experience a significant disability at some point
during our lifetimes. Sometimes a disability is temporary, other
times it's permanent. Some people are born with a disability,
others develop one over many years. Regardless of the type, most
disabilities happen when we are adults.

So Enable: People with Disabilities and Computers is not just
about them-people with disabilities-it's about you, it's about
me, it's about all of us.

Just a couple of decades ago, a significant disability often
meant isolation from the rest of the world. For example, a
deaf-blind person might have spent his or her life neatly tucked
away in an institution, not given the opportunity to participate
in or contribute to society. Today, however, it is not
unthinkable for a deaf-blind individual to be an active member of
society-even, as you will see, to attend a major university.

How is this possible? What has changed in the last 20 years that
has made such a difference in the lives of people with
disabilities?

The answer is clear-advancements in technology like the personal
computer and society's change in attitude toward people with
disabilities.

A personal computer can be a powerful tool for enabling people to
work, learn, create, and communicate in ways that might otherwise
be difficult or impossible. Just as important are society's
attitudes that can either hinder or help, no matter what
abilities a person has.

Enable: People with Disabilities and Computers will show you how
people with disabilities are using the personal computer at home,
in the workplace, and at school to enable them to live full and
productive lives. Hopefully the documentary will help change
personal and social attitudes so that more people can see beyond
disabilities to the abilities each individual has. Doing so will
give more people with disabilities the opportunity to succeed.


1. How to Use This
    Study Guide
This study guide is designed for individual viewing as well as
for group settings. It provides:

* Information about the documentary and what you need to view or
show it.
* Pre-viewing and post-viewing discussion questions.
* Background information about the individuals who appear in the
documentary.
* Overview information about various disabilities and statistics
about how many people have disabilities.
* A brief summary of assistive technologies and how they were
developed. Various Web site addresses you can use to get further
information.

How you use the study guide depends on the setting. If you're
viewing the documentary by yourself, you may want to read the
entire study guide prior to watching it, or you may want to read
only specific sections. If you're showing the video to a group,
you may want to photocopy and distribute certain sections of the
study guide, or you may just want to talk about the information
in those sections.

The discussion questions are meant to provoke critical thinking,
to uncover prejudicial attitudes, and to help individuals in any
setting respond to people with disabilities with more
understanding and acceptance.


2. About the Video
The 45-minute video is in VHS format and is closed-captioned for
viewers who are deaf or hard of hearing. A descriptive narration
of key visual elements has been provided by Descriptive Video
Service(r) (DVS(r)) for those with visual impairments or
blindness.

For people who are unable to view the video (e.g., deaf-blind) or
recall details, a "text video" is available. The "text video" can
be found at:
www.microsoft.com/enable/productions/enable.htm

The documentary is divided into three main sections, each
highlighting different people with different life experiences and
abilities. The sections are:
1. Acquiring a Disability as an Adult
2. Getting an Education
3. Achieving Success

Two professional actor/performers (The Flying Karamazov Brothers)
introduce each section and provide concluding comments. They use
juggling as a metaphor for abilities and disabilities. See About
Juggling for more information.


3. Equipment Needed
    to View the Video
Depending on the viewing audience, you may only need:
* Television with connected VHS video cassette recorder/player
(VCR)

For people who are deaf or hard of hearing, the video has been
closed-captioned.
* To view captions, turn on the closed caption feature of your
television. Consult your television's owner's manual if you are
not familiar with this feature.

For people who are blind or visually impaired, a second copy of
the documentary, which has descriptive narration, follows the
first on the same video cassette.
* To hear the descriptive narrations, you must advance to the
second copy, which starts at 47 minutes (or just following the
end of the first copy).


4. Tips for Using the Video
    in a Group Setting
Plan about 11/2 hours to view and discuss the video. The
following checklist will help you prepare.

? Read this study guide to gain a more in-depth understanding of
the people in the video, disabilities in general, and what tools
or techniques are available to help people with disabilities.

? Photocopy pages you think your audience will find useful.

? Prior to the presentation, you may want to write the
pre-viewing and/or post-viewing questions on a flip chart, chalk
board, or white board.

? Have a flip chart, chalk board, or white board ready to record
answers to the questions. Be sure to have the necessary writing
implements, too.

? Make sure the room is comfortable for the number of people you
expect. Consider room size, room temperature, room lighting, and
ambient noise.

? Place the TV or screen so that all people can easily see it.

? Prior to playing the video, check for any glare problems from
lights and windows, and find ways to diminish them- close
curtains, dim lights, or move the TV or screen.

? When the video is playing, make sure the room lighting is high
enough for people to move around safely, but low enough to avoid
dimming the image on the screen.

? If there will be people with sight and/or hearing impairments
in the audience, make sure they are able to see and/or hear the
presentation easily.

? If there will be people who are deaf or hard of hearing, you
should turn on the closed captioning.

? If there will be people who are blind or visually impaired, you
should play the second copy of the video which follows the first,
and which has descriptive narration.


5. How to Use the
    Discussion Questions

The pre-viewing and post-viewing questions in this study guide
serve to promote discussion about what people think of
disabilities and of the people who have them. These questions are
useful in any audience setting, including ones in which members
of the audience have disabilities.

Recording answers to the pre-viewing questions will help in the
discussions that follow the video. People will be able to see if
and how their perceptions have changed. Recording the answers has
other benefits. People speak more often when they feel their
contribution is "heard;" seeing it recorded helps. People with
hearing impairments will appreciate being able to follow the
discussion more easily.

If you are viewing the documentary alone, you may want to write
down your answers to the pre-viewing questions in the spaces
provided or on a separate sheet of paper. If you are showing it
to a group, ask these questions after your audience has settled
in and you have welcomed them.

6. Pre-viewing
    Discussion Questions
The following provides information you can use to promote
discussion. You can also photocopy and distribute just the
questions. Use the pages that immediately follow this section.

1. Everyone has limitations.
Many of us have been in situations in which we couldn't
understand what was being said or couldn't communicate with
others because of language barriers. Sometimes these situations
are frustrating and lead people to have negative opinions of
those with whom they can't communicate. Some internalize the
frustration and form negative opinions about their own abilities.


To prompt discussion, ask questions like:
* Have you ever heard someone speak in a language you couldn't
understand?
* Have you tried speaking with someone who doesn't speak your
language?
* What did you think about the other person?
* How did you feel?

2. Seeing beyond disabilities.
Most of us know someone who has a disability, but we may not see
those individuals as being disabled. For example, a grandparent
or aging parent may have difficulty hearing, seeing, or getting
around. A friend or co-worker may have trouble communicating,
learning, or walking. When we get to know someone with a
disability, we tend think of him or her as who they are, a
person-not a "person with a disability."

To prompt discussion, ask questions like:
* Do you know anyone with a disability?
* What kind of disability?
* Do you think of that person as having a disability?  Why or why
not?


3. Myths about disabilities.
We all have preconceived notions about people with disabilities:
how they think, what they feel, whether they dream, what they do
for fun. Our personal and collective "myths" can have a
detrimental impact on how we treat people who have abilities
different than our own. Dispelling myths can be a powerful agent
for change.

The following lists responses that the people in the video had
when asked what myths they were aware of about their disability.
* Blind people live in a world of darkness.
* Blind people don't dream [in color].
* Blind people can't enjoy art, go to the movies, or watch TV.
* Deaf people live in a world of silence.
* Deaf people don't hear sounds [words] when they dream.
* Deaf people will hear better if you speak louder.
* All deaf people know sign language and how to read lips.
* Deaf people can't enjoy music, watch TV, or go to the movies.
* Life is not worth living if you have a severe disability.
* People with paralysis are in pain all of the time.
* People with disabilities are not employable [they can't keep up
in the workplace].
* People with disabilities don't have sex or can't have children.
* People with disabilities can't take care of themselves [and are
always a burden to family and friends].
* You can "catch" a disability from someone who has a disability.
* People with disabilities don't consider themselves normal.
* People with disabilities feel more comfortable with other
people with disabilities than do people without disabilities.
* If you have a disability you are less of a person.
* People with disabilities don't have a sense of humor.
* People with disabilities don't have goals and are lazy.
* If you can't communicate you are not intelligent.


To prompt discussion, ask questions like:
* What do people who are blind see when they dream?
* What do people who are deaf hear when they dream?
* Can people who are deaf or blind enjoy music, art, or a walk in
nature?
* Do people with disabilities need or want the same things that
others need or want?
* Are disabilities painful? Can you "catch" one from another
person?
* What kinds of jobs should people with disabilities have?
* Do disabilities limit or increase intelligence?
* Are people with disabilities happy?

4. Comfort with disabilities.
Many people feel uncomfortable meeting new people. Overcoming
initial inhibitions about unknown people can be harder when
individual differences are very apparent. For instance, many
children are very comfortable making friends with other children;
but those same children can feel intimidated when meeting
grown-ups.

As long as disabilities are not openly talked about and
understood, they will be perceived as major differences and
people without disabilities will continue to feel uncomfortable
around people who have them.

To prompt discussion, ask questions like:
* Have you ever met someone with a disability?
* What did you think or feel?
* Did you know what to say or do?
* How comfortable are you with friends or relatives who have
disabilities?
* Do you ever talk about your friends' or relatives' disabilities
with them or others?


5. Acquiring a disability.
While some people are born with a disability, most disabilities
occur as a result of illnesses, accidents, or during the natural
aging process. Not many of us realize this, nor are prepared for
it. Seeing disabilities as something that can-and do-happen to
almost everyone will help change attitudes that negatively
stereotype disabilities as something that happen to "others."

To prompt discussion, ask questions like:
* What would you do if you suddenly acquired a disability?
* What would you do if you knew you would slowly lose your
eyesight? Or your ability to hear? Or walk? Or talk?
* If you had to choose, which would you rather have: blindness,
deafness, quadriplegia, loss of both legs, or loss of both arms?
Why is one more tolerable than another?
* How would your friends or family treat you?
* How would you feel about a friend or family member who acquired
the disability you most fear?


NOTE: To photocopy and distribute these questions, use the
following pages.

Pre-viewing Discussion Questions

1. Everyone has limitations.

Have you ever heard someone speak in a language you couldn't
understand?


Have you tried speaking with someone who doesn't speak your
language?


What did you think about the other person?


How did you feel?


2. Seeing beyond disabilities.

Do you know anyone with a disability?


What kind of disability?


Do you think of that person as having a disability? Why or why
not?


A Microsoft Enable Production
www.microsoft.com/enable/productions
(c) 1999 Microsoft Corporation

3. Myths about disabilities.

What do people who are blind see when they dream?


What do people who are deaf hear when they dream?


Can people who are deaf or blind enjoy music, art, or a walk in
nature?


Do people with disabilities need or want the same things that
others need or want?


Are disabilities painful? Can you "catch" one from another
person?


What kinds of jobs should people with disabilities have?


Do disabilities limit or increase intelligence?


Are people with disabilities happy?


A Microsoft Enable Production
www.microsoft.com/enable/productions
(c) 1999 Microsoft Corporation
4.
Comfort with disabilities.

Have you ever met someone with a disability?


What did you think or feel?


Did you know what to say or do?


How comfortable are you with friends or relatives who have
disabilities?


Do you ever talk about your friends' or relatives' disabilities
with them or others?


A Microsoft Enable Production
www.microsoft.com/enable/productions
(c) 1999 Microsoft Corporation.


5. Acquiring a disability.

What would you do if you suddenly became disabled?


What would you do if you knew you would slowly lose your
eyesight? Or your ability to hear? Or walk? Or talk?


If you had to choose, which would you rather have: blindness,
deafness, quadriplegia, loss of both legs, or loss of both arms?
Why is one more tolerable than another?


How would your friends or family treat you?


How would you feel about a friend or family member who acquired
the disability you most fear?


A Microsoft Enable Production
www.microsoft.com/enable/productions
(c) 1999 Microsoft Corporation
7. Post-viewing
    Discussion Questions

The following provides information you can use to help promote
discussion. If you want to photocopy these questions so that each
viewer has a copy, use the pages that immediately follow this
section.

1. First impressions.
First impressions can provide insight to areas that are most
interesting or topical for viewers. Asking for initial thoughts
is a good way to begin the discussion.

To prompt discussion, ask questions like:
* What are your first impressions of the documentary?
* What did you find interesting?
* How would you describe the people that the documentary
features?

2. Similarities and differences.
People with disabilities have some things in common with each
other, and many things in common with people who don't have
disabilities. Their individual differences point out the risk of
stereotyping all people with disabilities as being the same.

To prompt discussion, ask questions like:
* What are some things you have in common with the people in the
video?
* What are some things the people in the video have in common
with each other?
* In what ways are the people in the video different from each
other?
* How are these people similar to or different from other people
you know who have disabilities?
* How are these people similar to or different from other people
you know who do not have disabilities?


3. Dispelling myths.
Social and personal myths and notions about people with
disabilities can have a negative impact on their lives. Reviewing
and discussing the list of myths that was developed before the
video was shown can help change attitudes.

To prompt discussion, ask questions like:
* Are the myths that you listed earlier right or wrong?
* What other myths (if any) are talked about in the video?

4. Technology and disabilities.
The video has many examples of how technology is helping people
with disabilities succeed. Besides the computer and the assistive
technologies used with it, other technologies provided
assistance.  Awareness of the role technologies can play in
assisting people with disabilities to lead full, fun, and
productive lives can open doors for them to employment,
education, and recreational activities.

The following lists some of the devices used by people in the
video:
* Voice recognition
* Head mouse
* Video camera
* Track ball mouse
* Braille and Speak
* Screen reader
* Braille translating software
* Braille embosser printer
* Augmentative communication device
* Refreshable Braille display

Other technologies or personal assistants:
* Wheelchairs
* Elevator lift
* Adaptive van
* Wheelchair ramp
* Interpreter
* Real-time captioner


To prompt discussion, ask questions like:
* How do computers help people with disabilities?
* What are some of the computer devices or assistive technologies
that people in the video use?
* What are some of the other technologies that were used?

5. Expanding the possibilities.
Some things that were initially designed for people with
disabilities benefit people without disabilities, too. Sidewalk
curbs that have been cut for wheelchair access, closed
captioning, and the typewriter are some examples. As accessible
software and technologies become more widespread, they too can
provide benefits for a wide range of people.

To prompt discussion, ask questions like:
* Which assistive technology could you use at home or work?


NOTE: To photocopy and distribute these questions, use the
following pages.


Post-viewing Discussion Questions

1. First impressions.

What are your first impressions of the documentary?


What did you find interesting?


How would you describe the people that the documentary features?


2. Similarities and differences.

What are some things you have in common with the people in the
video?


What are some things the people in the video have in common with
each other?


In what ways are the people in the video different from each
other?


How are these people similar to or different from other people
you know who have disabilities?


How are these people similar to or different from other people
you know who do not have disabilities?


A Microsoft Enable Production
www.microsoft.com/enable/productions
(c) 1999 Microsoft Corporation
3.
Dispelling myths.

Are those myths that you listed earlier right or wrong?


What other myths (if any) are talked about in the video?


4. Technology and disabilities.

How do computers help people with disabilities?


What are some of the computer devices or assistive technologies
that people in the video use?


What are some of the other technologies that were used?


5. Expanding the possibilities.

Which assistive technology could you use at home or work?


A Microsoft Enable Production
www.microsoft.com/enable/productions
(c) 1999 Microsoft Corporation

8. Background Information
To enhance your understanding of people with disabilities and the
technologies available to assist them, the following information
has been provided.

People Appearing in the Documentary
An introduction to the people who appear in the documentary.

Common Types of Disabilities
Brief descriptions of disabilities.

Causes of Disabilities Seen in the Video
Information about some of the causes of disabilities seen in the
video.

Disability Statistics
Quantitative information about the number of people who have
disabilities.

How Computers Are Accessible
Summary of advances and technologies that help people with
disabilities use computers.

Other Assistance for People with Disabilities
Summary of other techniques or technologies people with
disabilities use.

About Juggling
Brief description of this form of entertainment.


People Appearing in the Documentary

Enable: People with Disabilities and Computers shows people
telling their stories about themselves and their disabilities in
their own words.  It also shows how the computer is enabling them
to learn, work, communicate, and succeed.

Each of the three sections in the video is introduced by two
professional actor/performers, The Flying Karamazov Brothers.
Each section ends with an informal conversation among several
people with varying abilities and disabilities.

The following is background information about the individuals in
the video. It is organized in the order of their appearance. The
following also provides a brief chronology of the scenes in the
video.

To make it easy for you to match the following descriptions with
who you are seeing in the video, the approximate time at which
each individual appears is noted in parenthesis after his or her
name. To sync up with the times noted here, set the video timer
on your VCR to 0:00:00 when the following message appears: The
following program is closed captioned.

Introductory Restaurant Scene (0:00:15)
The first restaurant scene is a very brief introduction to the
video. A few people are sitting around a table talking; three
excerpts of their conversation are cut together. Each of the
participants (Greg Smith, Terrylene, and Alex Valdez) has a
different disability. Longer restaurant scenes are shown later in
the video.

Greg Smith
Greg Smith was first diagnosed with muscular dystrophy when he
was 3 years old. By the time he was 13, he was using a
wheelchair. At the time of the video he was 35 and living in
Phoenix, Arizona. He is the radio talk-show host for a program
called On-A-Roll Radio.

More information about Muscular Dystrophy is in Causes of
Disabilities Seen in the Video.


When asked to describe his disability, he said:
* "Greg Smith is a great example of someone who despite a severe
disability, defines his own possibilities and never lets his
disability stop him from achieving those possibilities. He is
constantly striving."

When asked what myths people have about him or his disability, he
said:
* "That I'm more frail than I actually am, to the point of
hesitancy to shake my hand or give me a good strong hug."
* "That I will always give a straight answer."
* "That I don't have goals."
* "That I don't have a sense of humor."

The technical or personal assistance he employs include:
* Modified, lowered-floor mini-van, with a swivel seat and
reduced-effort steering.
* Digital audio production software to produce his radio show.

Terrylene
Terrylene is an actor who has been deaf since birth. She lives in
Santa Monica, California with her family. She is a member of the
Screen Actors Guild and is founder and president of the Deaf Arts
Council.

Information about American Sign Language is in Other Assistance
for People with Disabilities.

When asked to describe her disability, she said:
* "I am a human being."

When asked what myths people have about her or her disability,
she said:
* "That I can't do things for myself."
* "That deaf people live in a world of silence."
* "That people can catch deafness, that it is contagious."
* "That if others speak louder I can hear them."
* "That all deaf people can speak sign language and read lips."


The technical or personal assistance she employs include:
* Interpreter
* Captioning
* Subtitles
* TTY (text telephone)
* Interactive pager

Alex Valdez
Alex Valdez lost vision in one eye when he was 3 and in the other
when he was 7.  At the time of the video, he was living in Brea,
California with his family.  He is a comedian, public speaker and
corporate trainer.

Information about Seeing Eye(r)/Guide Dogs is in Other Assistance
for People with Disabilities.

When asked to describe his disability, he said:
* "I don't consider myself disabled. I consider myself normal. I
live my life everyday as anyone else does."

When asked what myths people have about him or his disability, he
said:
* "That blind people live in a world of darkness."
* "That people with disabilities don't have sex or children."
* "That people with disabilities are unemployable."
* "That people with disabilities can't take care of themselves;
are a burden to their families and friends."

The technical or personal assistance he employs include:
* Voice synthesizer
* Flatbed scanner
* Laser printer
* Braille embosser printer
* Braille note-taker


Section 1: Acquiring a Disability as an Adult
The Flying Karamazov Brothers begin this section by making the
point that most people acquire disabilities later in life. This
section features Jim Mullen and Les LeRoss.

The Flying Karamazov Brothers (0:01:20)
The Flying Karamazov Brothers have been in show business since
1973. From their early days on the streets of San Francisco,
they've performed all across the U.S., and from Singapore to
Scotland.

They've also enjoyed three successful and critically acclaimed
runs on Broadway:
* Juggling and Cheap Theatrics - Ritz Theatre
* Juggling and Cheap Theatrics - reopening of the Vivian Beaumont
Theatre at Lincoln Center
* The Comedy of Errors - Vivian Beaumont Theatre at Lincoln
Center

Featured in the video are Howard Patterson, who plays Ivan
Karamazov and Paul Magid, who plays Dimitri Karamazov. For more
information about The Flying Karamazov Brothers see, www.fkb.com.

Jim Mullen (0:02:50)
Jim Mullen has quadriplegia from a bullet-inflicted spinal cord
injury (SCI). He was a 32-year-old Chicago police officer when he
was injured. At the time of the video he was 34 and living with
his family in Niles, Illinois. He is founder and/or president of
the following:
* Visual Highway Corporation, www.visualhighway.com (president
and founder)
* The Jim Mullen Foundation, www.jimmullen.org (president)

Note: Mullen uses a ventilator to regulate his speech and
breathing. He is able to speak only when he is exhaling. During
scenes in which he uses the ventilator, his speech is slow.
During other scenes, the video producers cut out pauses so that
his speech moved along more quickly.


More information about Spinal Cord Injury is in Causes of
Disabilities Seen in the Video.

When asked to describe his disability, he said:
* "All living people have the set of skills with which they are
proficient and the set of skills with which they are not
proficient. I am that way too. If you are alive, then you are not
disabled."

When asked what myths people have about him or his disability, he
said:
* "That life is not worth living."
* "That I am in pain or angry all the time."

The technical or personal assistance he employs include:
* Voice recognition
* Joust
* Headmouse
* Cordless headset

Les LeRoss (0:08:00)
Les LeRoss had a stroke when he was 53 that partially paralyzed
the left side of his body. Prior to his stoke, he was president
and chief operating officer of BEST Consulting, an IT consulting
business. At the time of the video, he was 52 and living with his
family in Seattle, Washington.

More information about Strokes is in Causes of Disabilities Seen
in the Video.

When asked to describe his disability, he said:
* "I really don't see myself as being disabled per  se. Rather, I
see myself as being 'unable' to do many of the things I was able
to do prior to my stroke."

When asked what myths people have about him or his disability, he
said:
* "I can't speak to myths about my situation. I still think it is
too soon to draw any conclusions."

The technical or personal assistance he employs include:
* Accessibility features in various software products.
* Voice recognition package for speech-to-text
* Track-ball mouse

Section 1 Restaurant Scene (0:11:00)
In the second restaurant scene, Greg Smith, Terrylene, and Alex
Valdez along with Howard Patterson and Paul Magid (who play Ivan
and Dmitri Karamazov) continue discussing disabilities. The focus
of their conversation is about the discomfort others have about
people with disabilities.

Section 2: Getting an Education (0:14:02)
The Flying Karamazov Brothers begin this section by making the
point that a physical disability doesn't need to stand in the way
of a person's ability to learn. This section features Elizabeth
Phillips and Lindsey Dolich.

Elizabeth Phillips (0:15:25)
Elizabeth Phillips has been blind since she was an infant. At the
time of the video, she was a 16 year-old high school student
living in Moraga, California.

See Braille in Other Assistance for People with Disabilities.

When asked to describe her disability, she said:
* "My disability has made me work harder for things I want or
need and as a result I have gotten recognition for my
achievements."

When asked what myths people have about her or her disability,
she said:
* "Blind people are really slow."
* "Blind people have trouble eating."
* "People think they can not use words like 'see' or 'look.'"

The technical or personal assistance she employs include:
* Braille note-taker
* Braille printer
* Screen reader program
* Talking scientific calculator
* Talking dictionary


Lindsey Dolich (0:18:45)
Lindsey Dolich has been hearing impaired since she was 3. At the
time of the video, she was a 15 year-old high school student
living in Alameda, California.

When asked to describe her disability, she said:
* "I don't consider my self disabled. I am hearing impaired,
without my hearing aids I am pretty much deaf and with it I am
basically hearing impaired."

When asked what myths people have about her or her disability,
she said
* "People think they have to talk louder to me and exaggerate,
sometimes they will think they have to treat me like a person
with a disability, but I just tell them to treat me like they
would to a hearing person, just face me."

The technical or personal assistance she employs include:
* Communication Access Real-time Translation (CART) recorder (a
real-time note-taker)

Section 2 Restaurant Scene (0:21:18)
In the third restaurant scene, Greg Smith, Terrylene, and Alex
Valdez, along with Howard Patterson and Paul Magid, continue
discussing their lives. The focus of their conversation is about
what it is like to live with a disability.

Section 3: Achieving Success (0:24:55)
The Flying Karamazov Brothers begin this section by making the
point that with technology, an impairment no longer needs to keep
a talented person from being as productive as anyone else is.
This section features Mark Parente, Michael Williams, and Krista
Caudill.


Mark Parente (0:26:00)
Mark Parent was in an auto accident when he was 27. The resulting
spinal cord injury (SCI) paralyzed him from the waist down. He
also has limited use of one arm and full use of the other. Prior
to the accident he was a computer consultant. At the time of the
video, he was 30, living in Lockport, Illinois with his family,
and occupied as a Web page designer. After his injury, he founded
a Web site for people interested in spinal cord injuries: Spinal
Cord Injury Connection, www.sciconnection.com.

Information about Spinal Cord Injury is in Causes of Disabilities
Seen in the Video.

When asked to describe his disability, he said:
* "Intelligent, motivated, goal-oriented. I take one day at a
time and try to see the good in every situation. I am optimistic
about my recovery and hope to share my experiences with others. I
look at myself as someone who needs a little help getting around
but am no different than the next guy."

When asked what myths people have about him or his disability, he
said:
* "That just because me legs don't work my mind doesn't work."

Michael B. Williams (0:31:20)
Michael Williams has had cerebral palsy all of his life. At the
time of the video he was living in Berkeley, California with his
family. He is a writer/consultant and a member of the executive
committee of the International Society for Augmentative and
Alternative Communication (ISAAC).

More information about Cerebral Palsy is in Causes of
Disabilities Seen in the Video.

When asked to describe his disability, he said:
* "I consider myself to be a PERSON with a disability.... When
most people lay eyes on me they assume I can do nothing. Soon
they learn that they have judged the wrong book by its cover."

When asked what myths people have about him or his disability, he
said:
* "Some people act as though a person who can't talk can't
think."
"Some people think state of the art assistive technology will by
itself allow me to overcome every obstacle in my life."


The technical or personal assistance he employs include:
* Voice output communication device
* Keyboard emulation software

Krista Caudill (0:35:50)
Krista Caudill has been deaf and blind since birth. At the time
of the video she was a student at the University of Delaware, at
Newark.

When asked to describe her disability, she said:
* "In terms of requiring services and special technology, yes I
have a disability. But not culturally. I don't consider myself
really to have anything wrong with me. I am not sure that I would
want to change that."

When asked what myths people have about her or her disability,
she said:
* "That all deaf-blind people are the same and have the same
needs."
* "That is not true because deaf-blindness comes in different
degrees. Some people can see more or hear more. Each deaf-blind
person is different and has her/his own needs."
* "That deaf-blind people need everything finger-spelled to
them."
* "That deaf-blind people can't lead a really independent life."

The technical or personal assistance she employs include:
* Computer Braille terminal to read the screen
* A device that allows her to read printed letters

Section 3 Restaurant Scene
In the final restaurant scene, Greg Smith, Terrylene, and Alex
Valdez, along with Howard Patterson and Paul Magid, continue
discussing their life experiences. The focus of their
conversation is about finding success and changing public
attitudes.


Common Types of Disabilities
The following provides brief descriptions of the types of
disabilities that can make using computers challenging. Causes of
Disabilities Seen in the Video, which follows these summaries,
describes some disabilities in more detail.

Visual impairments. From low vision to blindness, the range of
visual limitations is broad. Common examples of low-vision
impairments include dimness, haziness, far-sightedness or
near-sightedness, color blindness, and tunnel vision.

People with these disabilities are concerned with being able to
see text or images on a computer screen and with being able to
perform tasks that require eye-hand coordination, such as moving
a computer mouse.

Movement impairments. Skeletal and neuromuscular impairments can
inhibit an individual's ability to move some or all parts of his
or her body. Mobility impairments can be caused by arthritis,
stroke, cerebral palsy (CP), Parkinson's disease, multiple
sclerosis (MS), and loss of limbs or fingers, among others.

The resulting poor muscle control and weaknesses make using
standard keyboards and mouse devices difficult. For instance,
some people are unable to type two keys simultaneously, while
others tend to hit multiple keys or to bounce keys when pressing
or releasing them.

Hearing impairments. People with hearing impairments may be able
to hear some kinds of sounds, but not others, or they may not be
able to hear sound at all. Not being able to hear computer
prompts, like beeps and spoken messages, can be problematic for
these individuals.

Cognitive and language impairments. Cognitive and language
impairments range from difficulties with remembering, solving
problems, or perceiving sensory information, to difficulties with
comprehending and using language. For people with these
impairments, complex or inconsistent displays or word choice can
make using computers more difficult.

Seizure disorders. Specific patterns of light or sound can
trigger epileptic seizures in some susceptible individuals.


Causes of Disabilities Seen in the Video
The following describes some of the other disabilities that the
people in the video have.

Cerebral Palsy. A  chronic condition affecting body and/or limb
movement and the control of muscle tone and coordination. It is
caused by damage to one or more specific areas of the brain.
While the brain damage is not progressive,  the characteristics
of disabilities resulting from brain damage often change over
time. There is usually no damage to the sensory or motor nerves
controlling the muscles.

Muscular Dystrophy. A hereditary disease characterized by the
progressive wasting of muscles. There are 40 types of the
disease, which may appear at any stage of life, from birth to
older adulthood.

Spinal Cord Injury. The spinal cord is about 18 inches long and
extends from the base of the brain, down the middle of the back,
to about the waist. It is the major bundle of nerves that carries
nerve impulses to and from the brain to the rest of the body.

The spinal cord is surrounded by rings of bone called the
vertebrae. These vertebrae make up the spinal column. In general,
the higher in the spinal column the injury occurs, the more
dysfunction a person will experience.

Stroke. A stroke occurs when blood flow to the brain is
interrupted by a clogged or burst blood vessel. The interruption
deprives the brain of blood and oxygen, and causes brain cells to
die. This affects specific parts of the body, functions of the
brain, and the ability to do certain things.


Disability Statistics
Worldwide, as many as 500 million people have significant
disabilities. In the US, that number is about 54 million, or one
in five Americans. One in ten, or about 26 million people, has a
severe disability.

Various national and government organizations periodically poll
the US to gather information about the number of people with
disabilities. The data below is from the 1994-1995 Survey of
Income and Program Participation (SIPP) that the US Census Bureau
also uses.

Age and disabilities.
As we age, the likelihood of acquiring a disability increases
considerably. Only 10 percent of people age 21 and younger have
disabilities, compared with 36 percent of people aged 55-64, and
72 percent of people over 80 years of age.

Age Group
Proportion of People with Disabilities
0-21
10%
22-44
14.9%
45-54
24.5%
55-64
36.3%
65-79
47.3%
80+
71.5%

Today about 25 percent more people in the US have disabilities
than a decade ago. This is largely due to the aging of the baby
boom generation-a trend likely to continue over the next few
decades.

Disabilities associated with aging include visual and hearing
impairments, severe arthritis, and functional limitations related
to heart diseases.


Gender and disabilities.
While women are more likely than men to have severe disabilities,
boys under age 14 are almost 40 percent more likely than girls to
have any disabilities.

Age Group
Proportion with Severe Disabilities

Women
Men
22-44
7%
5%
45-54
12%
10%
55-64
25%
19%
65-79
30%
25%
80+
58%
45%


Frequently occurring disabilities.
Many organizations have gathered information about the most
common types of disabilities. The following information is from
1994 statistics compiled by the National Center for Health
Statistics.

Type of Impairment
Number of People
Visual
3 million
Color blindness
1.4 million
Cataracts
400,000
Glaucoma
242,000
Hearing
5.5 million
Speech
1.8 million

Disabilities and assistive technology.
The following information is from 1994 statistics compiled by the
National Center for Health Statistics. The majority of assistive
devices serve people who have mobility impairments.

Type of Impairment
Number of People Using Assistive Device
Visual
500,000
Hearing
4.5 million
Mobility
7.4 million
Orthopedic
4.6 million

More information.
The following Web sites can provide additional information:
U.S. Census Bureau
Centers for Disease Control and Prevention

How Computers Are Accessible
The computer needs of people with disabilities are being met in a
number of ways. Two of the most basic of these are: features
built directly into software and operating systems, and assistive
technologies (accessibility aids) that are added to computers to
make them more accessible. The following provides an overview of
these two technologies.

For people with visual impairments
Some software and operating system features can be adjusted to
satisfy the needs of people with low vision. For instance, text
and images can be made larger or higher in contrast, and the
appropriate use of color can accommodate color-blindness.

Screen enlargers help people with low vision. Also called screen
magnifiers or large print programs, these utilities are like a
magnifying glass. People using them can control what area of the
computer screen they want enlarged, and can move that focus to
view different areas of the screen.

Screen readers or screen reviewers are for people who are blind.
These aids make on-screen information available as synthesized
speech or as a refreshable Braille display. This can then be read
on a Braille display unit. Also called blind access utilities,
screen readers can only translate information that is text.
Graphics can be translated if there is alternative text
describing the visual images.

Braille translators and embossers also help people who are blind.
These allow text files to be converted to Braille, which can then
be sent to a Braille embosser to be printed out.

For people with hearing impairments
Software programs can use visual cues, like a flashing toolbar,
or display spoken messages as text.

Communication Access Real-time Translation (CART) refers to
specially trained reporters who provide real-time text through a
computer screen for people who are deaf and hard of hearing. CART
reporters transcribe in real time for school classes, seminars,
meetings, and other events making sure that those who are unable
to hear what is going on will be able to see what is going on.

For people with mobility impairments
Built-in controls that refine or eliminate keyboard and mouse use
can improve computer accessibility. The Accessibility Control
Panel (or applet) offers some assistance. For instance, one
alternative is to use the numeric keypad for navigation instead
of the mouse. Another option, StickyKeys, allows people who are
unable to hold down two or more keys at one time (like CRTL+P) to
get the same result by typing one key at a time.

Voice input aids, also called speech recognition programs, enable
people to control computers with their voice instead of a mouse
or keyboard.

Alternative input devices allow individuals to control their
computers through means other than a standard keyboard or
pointing device. Examples include smaller or larger keyboards,
eye-gaze pointing devices, and sip-and-puff systems controlled by
breathing.

Keyboard filters are used by people who have trouble typing, or
who want to increase typing speed. These filters compensate
somewhat for erratic motion, tremors, slow response time, and
similar conditions. Other types of keyboard filters include
typing aids, such as word prediction utilities, and add-on spell
checkers.

For people with cognitive and language impairments
Software programs are being designed to better accommodate the
needs of people with mild cognitive and language impairments. For
instance, using very apparent or cued sequencing, uncomplicated
displays, fewer words, and a reading level targeted to elementary
school standards might benefit people with these disabilities.

Augmentative and Alternative Communication (AAC) devices allow
people to use computer technology to "speak" for them. AAC
devices and language programs give individuals the power to
initiate conversation, seek information, state opinions, and
share emotions.


Other Assistance for People with Disabilities
The following provides background information about some of the
other methods or devices that the people in the video used to
help maintain their independence.
For people with visual impairments
Many blind people use Seeing Eye(r) or guide dogs. Seeing Eye
dogs are those dogs that have been trained at The Seeing Eye,
Inc. in Morristown, NJ. Dogs trained in other schools are called
guide dogs. Most Seeing Eye or guide dogs are German shepherds,
Labrador retrievers, Golden retrievers, and occasionally boxer
breeds. The average working life of a Seeing Eye or guide dog is
10 years.

Braille is a system of touch reading and writing in which raised
dots represent the letters of the alphabet. The system of
embossed writing was invented by Louis Braille (1809-1852) while
he was attending the National Institute for Blind Youth in Paris,
France.

The Braille reading and writing method is based on a cell of six
dots, three parallel rows of two dots. The combination of dots in
the cell represents letters, numbers, and punctuation marks.
Braille is not a language, but a code by which almost any
language can be written and read.

Without interfering with the audio or dialogue of a video,
Descriptive Video Service(r) (DVS(r)) provides verbal
descriptions of key visual elements such as actions, settings,
body language, and graphics. DVS was launched nationally in 1990
by the WGBH Educational Foundation. For more information about
DVS, see http://www.wgbh.org/wgbh/access/dvs/.

For people with hearing impairments
Interpreters study and translate American Sign Language (ASL),
the language that people in the United States who are deaf or
hard of hearing use. An interpreter's job is two-way.  He or she
"voices" what the person who is deaf or hard of hearing is
saying, and also translates into ASL what is being said out loud
by people who don't use ASL.

Currently 100,000 to 500,000 people are estimated to use ASL.
This includes native deaf signers who learned ASL as their first
language from deaf parents, hearing children of deaf parents who
also learned ASL as their native language, and fluent signers who
learned ASL in classrooms and/or from deaf people.

Captioning allows viewers of video, TV, or movies to read the
text of the dialogue and to know what other sounds occur, like
music or laughing. The text is displayed on the screen. If the
text is always present, it's called "open captions." If the text
is only present when the viewer turns it, it's called "closed
captions." For more information about Closed Captioning, see
http://www.wgbh.org/wgbh/pages/captioncenter/.

For people with hearing and vision impairments
Deaf-blind people use tactile sign language, in which they
communicate by touching hands with another person. Like ASL,
tactile sign language evolves to meet the needs of the people
using it, though less is known about its history.

How and where hands are positioned plays a significant role in
tactile sign language. For instance, in the "monologue position"
both hands are held under the hands of the listener, whereas in
the "dialogue position" both participants hold their right hand
under the other person's left hand and their left hand on top of
the other person's right hand.

A text video provides an accessible text format that combines the
text of a video's closed captions with scene descriptions.
Besides making videos accessible to people who are deaf-blind,
others can benefit, including people with learning disorders, and
people with severe photo epilepsy or dyslexia.

For the complete text video of Enable, see:
www.microsoft.com/enable/productions/enable.htm


About Juggling
Juggling is a complicated task. The object of juggling is to
simultaneously keep several objects moving in the air at the same
time by alternately tossing and catching them-without dropping
them.

First you start with three objects, then add another, then
another. For some people it is easy right from the start. For
others it takes time to build up confidence and skill.

It is the same way with a computer. It may look too complicated
and impossible to learn. But you start with simple tasks, then
learn more, then learn more, and before you know it you have
skill and confidence in computing, in creating, in working, and
in playing.

Video Credits

Producers
Moti Krauthamer
David Bolnick, Ph.D.

Director
Moti Krauthamer

Director of Photography
Stan McMeekin

Consultants
Greg Lowney
Gary Moulton
Lisa Tierney
Ann Burgund
Alan Toy
Paul Magid
Howard J. Patterson

Closed Captioning and Descriptive Video Service(r) (DVS(r))
WGBH Educational Foundation

The Flying Karamazov Brothers Segments

Written and preformed by
Paul Magid (Dmitri Karamazov)
Howard J. Patterson (Ivan Karamazov)

Studio Direction
Cynthia Halterman

Studio Camera
Edward Sponholz
Josh Springer
Celeste Glende

Studio Floor Manager
Patrick Payoyo

Studio Audio
Derek Hay

Studio Engineer
Jerry Morin

Location Segments

Restaurant
Alex Valdez
Greg Smith
Terrylene
Paul Magid
Howard J. Patterson

Location Segments

Profiles
Elizabeth Phillips
Krista Caudill
Lindsey Dolich
Les LeRoss
Jim Mullen
Mark Parente
Michael Williams

Location Camera/Editor
Stan McMeekin

Restaurant Second Camera
Kurt Snider

On-Line Editor
Rich Reynolds

Sign Language Interpreters
Elizabeth Graham
Elizabeth C. Greene

Special thanks to
The family, friends, educators, and co-workers of all the
participants for helping us make this video and for giving us a
greater understanding of people with disabilities.


Special thanks to

WGBH Boston
KTCS Seattle
The College Preparatory School-Oakland, CA
The University of Delaware
The University of Washington / UWTV / DO-IT
Visual Highway Corporation
The Jim Mullen Foundation
On A Roll Radio
Remi Restaurant-Santa Monica, CA
HiP Magazine
ISAAC
Microsoft Studios
Western Video Services
Solona Productions Northwest
Microsoft Accessibility and Disabilities Group

A Microsoft Enable Production
www.microsoft.com/enable/productions/

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End of Document


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