The Technology Effect on the Disabled People in Developed Countries and Developing Countries - Term Paper Example

 The Technology Effect on the Disabled People: a Comparison between Developed Countries and Developing Countries Introduction Globalization has been gained much ground especially at the turn of the century. For many businesses worldwide, this has opened much awaited opportunities for expansion. The promise of globalization has been for the improvement of human lives worldwide. However, Roberts et al (2007) has asked whether these benefits were accorded to all or some have just been able to take advantage of the opportunities more than the others. More so, how has the developments brought about by globalization helped poor nations or has it been remiss of its purpose and has only contributed to the exploitation of the rich countries of their poor counterpart? It is also important to see if these developments, especially the influx of technological advances, have trickled down to the needy citizens of developing nations or has these benefits stayed within the confines of the rich and powerful advanced economies. Technology has been a very important contributor to the betterment of civilization. It has enabled man to do many things and has considerably improved different facets of human lives such as education, communication, safety and even entertainment. Likewise, over the past two decades, technology has also empowered many individuals to do things that are important but are either too costly or too difficult for them. In fact, the advent of the internet and new communication gadgets has enabled people to converse even if they are on different parts of the world. Such improvements have enabled globalization to even more flourish. More importantly, technology has also been able to help the weak members of society such as the disabled people to try to have a better life. This is very important since everybody has a right to education and basically to a fair chance at life (UN, 2006). More importantly, these rights must be accorded to those that are not strong enough to fight for them such as the disabled, the children and most importantly the disabled children. Though young and practically very dependent, they must be able to enjoy the rights that are theirs from birth (Melton, 2005). Disabilities John Hopkins University (2011) caters to students with either of the 9 types of disabilities listed within their website. These are: Attention-Deficit/Hyperactivity Disorders or ADHD, Blindness or Low Vision, Brain Injuries, Deaf or Hard-of-Hearing, Learning, Medical, Psychiatric and Physical Disabilities as well as Speech and Language Disabilities. Each of these significantly limits a person’s capability to function and even learn. Throughout the history of mankind, these limiting factors have been viewed negatively and usually with hopelessness. Sadly, most of person’s suffering such lack of capabilities are relegated to the sidelines and are usually unable to enjoy the life they deserve as well as the rights that come along with it. Furthermore, social disabilities such as poverty exacerbate the plight that these people are in. Cuesta College (2008) asserts that there are different types of disabilities and these limiting factors likewise differ from person to person. Furthermore, not all disabilities manifest in the same way while some do not manifest at all. The college classifies difficulties in different ways namely physical, sensory, cognitive, and psychiatric and those that are health related. A person with a physical disability will usually require aid to move about such as wheelchairs or crutches. These people are mainly unable to go about like other people but are basically just the same. However, sensory disabilities, as the name suggests, incapacitates one or more senses. Blindness is an example. Likewise, regarding those that include more incapacities, deafness is usually accompanied by an inability to speak as well. Both the foregoing disabilities are easily determinable by other people and are evident on the person. However, as mentioned, there are some disabilities that cannot be easily perceived such as depression or maybe even bipolar disorder. These people may appear to have no disabilities since they look basically like other people however the limiting factors are within themselves. These disabilities are classified as psychiatric disability. Another class of disability is the cognitive disability which, like a psychiatric disability, is not easily determinable for other persons. Probably the most prevalent of these is the learning disability. A person with such a disorder finds it hard to grasp and remember information. Likewise, they also have limitations in communicating ideas. However, these weaknesses are not the result of having low intellectual quotient (IQ). On the contrary, people with learning disabilities are quite intelligent having average to even above average IQ. Logically, since sicknesses greatly limit the human capacities, these may be considered disabilities. Of course cough, colds and flu do not belong to the equation however cancer, epilepsy and diabetes definitely belong to the group since these are really debilitating. Technology and Disability Fortunately, over the past two decades, technology has significantly improved to help alleviate the plight of these unfortunate members of society. Through the advantages of technology, the lack of motor skills and many other physical disabilities have been augmented through the use of technology. The computer has played out significantly in trying to bridge the gap for persons with disabilities. At New School, Assistive Technology (AT) is used to assist individuals with disabilities to be able to function. Through these technologies, the effects of disabilities are somehow smoothed. Through these technologies, people with hearing impediments are able to utilize video relay services or phones while those that have limitations with the use of their hands and feet are accorded with special keyboards or mouse to help them function. Disability Aid Arsenals Recent developments have been critical for improving the situation of children with disabilities. These myriad of technological improvements have been very instrumental in granting people with disabilities the capability to do tasks that are previously very difficult and even impossible. Also, there are softwares that utilize voice technology in order for these people to use the computer. Blindness is solved using programs that read texts or for those that have limited vision the content of the screen is enlarged (Techmatrix, 2009). Advanced Technologies in Advanced Economies These advanced technologies are usually available in the rich countries. There are even schools with special facilities to cater to students with disabilities. More importantly, discrimination against these people is strictly prohibited and Petty (2011) discusses about aids for those that have limitations with regards to their capabilities to utilize their sense of sight. Educators and businesses alike are being encouraged to foster methods and technologies that may be able to help these persons adapt at work and at school. However, it seems that even the advanced technologies that are available and are prevalent in the affluent countries are having trouble with barriers that have been integrated into the system. Petty’s (2011) paper is concerned with people that have visual limitations and the use of voice recognition programs have really been instrumental in bringing efforts to near fruition. However, the efforts of the past two decades remain somewhat eclipsed by the longer period of years of data compiled using visual materials both for classroom and office use. This remains a staunch barrier even for the developed economies. It is encouraging though that policies are being put forward such as the assistance given to Canadian students which provide them access to technology that will help them as they move towards secondary education (Specht et al 2007). Developing Nations developing coping mechanisms As mentioned, even the affluent countries are having some problems with regards to years of data and system that are not really aligned to aid blind people. Still, these advanced economies are putting in funds and policies to help their less fortunate citizens. Unfortunately, these have encountered serious impediments in the developing economies. It is a given limitation that budgetary requirements are very limiting for developing countries. However, aside from this, certain cultural beliefs hinder the application of technology to aid the disabled people. This has been the case at Ghana where UNICEF (2000) documents about 5% of the population are known to have disabilities. However, the organization concedes that this is grossly underestimated and wherein they may be looking at a figure close to two million with over 50% of these people having sight disabilities. To mitigate the plight of these citizens, the government is pushing for legislation that will integrate Persons with Disabilities (PWD) into their economy and accompanied by substantial protection of their rights. Likewise, the government is also pushing for aids to assist these people so that they may be able to really fit in socially and these can be truly done by the arousal of national awareness to gather support for these PWD’s (Government of Ghana, 2000). This cultural barrier has effectively put in a social stigma against disabled persons. This dwarfs the problem of the advanced economies with regards to the years of build of materials in computers that are really not for the use of disabled, particularly blind, persons. The problem with culture prevalent in these developing countries is much bigger and casts a much larger shadow in eclipsing recent technological advances. Furthermore, This is very important since these people must be made aware that there are now policies and technologies that may help these people. As mentioned, budgetary constraints are not the only impediments to truly helping these PDA’s. Culture has been another pressing concern since disabilities have been viewed in Ghana and probably in some developing economies as a way for their gods to punish for offenses made by the disabled person or maybe his or her relatives. This has considerably impeded programs that can make help advance the welfare of these people. Since they believe that whatever condition their child is in is because of the wrath of their gods, efforts that are brought in to alleviate the situation are even viewed upon as incursions to the whims of their gods leading them to even resist these aids (Annor, 2002). This puts awareness at the top of the list in order to be able to help in making a real turnaround in the situation of developing economies. Hence, UNESCO (2001) puts forward a guidelines and materials for policy movers as well as business leaders on how to better help bring forth a solution to the disability problem. This was done through the inclusion programs that will enable those that are disabled to be included in the mainstream education classes as well as on workplaces. Conclusion It is clear that all over the world, disabilities persist. These disabilities may be visible or not and the manifestations can either be obvious or obscured from view. Likewise, people with disabilities exist practically anywhere and it makes no distinction between the rich and the poor countries whereby to some degree, both have problems of their own when implementing policies. However, it is the disabled persons in the developing countries that are on the short end of the bargaining stick to say the least. The problems of the advanced economies are significantly dwarfed by the stifling boundaries hindering the effective launching of a true program for the poor people of these economically weak countries. It is hoped that the experiences, learnings and benefits in the advanced economies will eventually trickle down to the developing countries. These have been brought forward by Seale et al (2008) along with the need to use participatory research to properly gauge the developments of disabled persons. Unlike the developed countries whose citizens are practically more informed and liberated, developing countries still lag behind the learning curve as well as on the technological improvements and investments. People on some developing countries are even bound by culture and tradition wherein beliefs that disabilities are punishments and must not be trifled with lest the gods’ will be angered. However, although this paper is not meant to question directly these beliefs, it takes comfort in knowing UNESCO’s (2002) effort to relieve the situation by calling for the utilization of inclusive education for the developing countries. This is very important especially because letting person’s with disability into mainstream society, if guided properly, can be able to build self-confidence in himself. The move towards modernization has been gaining traction recently. So much has changed over the past decades enabling disabled people, especially in developed economies to be able to accomplish tasks in ways that cannot be imagined during the 80’s and 90’s. However, the rate of progress has not been as fast as with the developing economies which, as mentioned, remain constrained by their budget as well as the prevailing cultural pressure that comes from a long line of tradition. The World Bank estimates that majority of disables people are poor. This somehow sheds light as to whether why there seem to be more disabled people in the developing countries. This is a fact that different developing countries must live with and somehow find solutions for improvement. References Annor, J. (2002). Implementing government policy for supporting technology use by persons with disability. People to People International (NGO), Ghana, West Africa. Retrieved on April 24, 2011 from http://www.csun.edu/cod/conf/2002/proceedings/98.htm Cuesta College. (2008). Disabilities. San Luis Obispo Community College District. Retrieved on April 24, 2011 from http://academic.cuesta.edu/acasupp/DSPS/1disabil.htm Government of Ghana (2000). National disability policy document. Accra: Government Press. John Hopkins University. (2011). Types of disabilities. Retrieved on April 24, 2011 from http://web.jhu.edu/disabilities/faculty/types_of_disabilities/ Melton, G. (2005). Treating children like people: A framework for research and advocacy. Journal of Clinical Child and Adolescent Psychology, 34(4), 646-657. Petty, R.E. (2011). Technology access in the workplace and higher education for persons with visual impairments: an examination of barriers and discussion of solutions. Independent Living Research Utilization at TIRR. Houston, Texas. Roberts, J.E. et al (2007). “The Globalization and Development Reader: Perspectives on Development and Global Change”, Wiley: Blackwell Publishing. Seale, J., Wald, M., & Draffan, E.A. (2008). Exploring the technology experiences of disabled learners in higher education: challenges for the use and development of participatory research methods. Journal of Assistive Technologies, 2(3), 4-15. Specht, J., Howell, G., & Young, G. (2007). Students with special education needs in Canada and their use of assistive technology during the transition to secondary school. Childhood Education, 83(6), 385-389. Techmatrix (2009). Assistive technology tools for learning. Retrieved on April 24, 2011 from www.techmatrix.org. UN (2006). Convention on the rights of persons with disabilities. United Nations. Retrieved on April 24, 2011 from http://www.un.org/disabilities/convention/conventionfull.shtml. UNESCO (2001). Open file on lnclusive education - support materials for managers and administrators. Retrieved on April 24, 2011 from http://unesdoc.unesco.org/images/0013/001321/132164e.pdf. UNESCO (2002). Inclusive education: Definition, principles and implications. What is inclusive education?” Retrieved on April 24, 2011 from http://portal.unesco.org/education/en/ev.php-URL_ID=7499&URL_DO=DO_TOPIC&URL_SECTION=201.html UNICE (2000): The situation of Children in Ghana, Accra. UNICEF. World Bank Fact Sheet. (n.d.) Disability and development in the South Asia region. Retrieved on April 24, 2011 from http://siteresources.worldbank.org/DISABILITY/Resources/News---Events/463933-1092421701815/FACTSHEET--SouthAsia.doc Read More