The Total Cost of Ownership: Exploring the Digital Divide of Deaf-Blind Students S. Jordan Wright EDU 821 Final Presentation Background: Deaf-Blind Technology Cost is a Defining Factor •ZoomText •Software tool for magnification $898.00 •BrailleNotes/Focus 40 Blue •Necessary for computer use $5,495.00 JAWS: $1,095.00 Two Case Studies: Divided by the Digital Divide James and Billy James 1 James lives in a pleasant middle class neighborhood His parents hold advance degrees and have a combined six-figure income. James has an array of technological devices: ZoomText, Focus 40 Blue, and JAWS Total cost of operation: $3,500.00 per year Skilled communication The Division Billy 2 tBilly lives in a trailer among a community of working class families. He is an only child to a single mother. He does not own any of the devices James has. Billy’s education is a remote, rural school that lacks the necessary basics 3 tWhy is this important? For higher education and employment, Deaf-Blind students will be expected to have mastered ZoomText BrailleNotes JAWS .. To name a few. Communication is haphazard and based on home signs. Survival of the Fittest: Cost of Ownership Defines Deaf-Blind Success The Digital Divide between low and high ressource schools is based on: 1)Physical Access 2) Computer and Internet in Classroom 3)Availability of Support 4)Social Consequences of IT use (Martin, 2003: DiMaggio et al., 2001; March, 2001; and Warschauer as cited by Valdez & Duran, 2007) •Children without access to C&I/devices are at risk for educational achievement and job opportunities. (Cleary, Pearce, and Trauth, 2006 p.12) •Children in lower SES households do not have the same access or ownership.(Lenhart, 2009 p.7) C&I Fluency is Necessary For Success • Employment, Education, and survival as a citizen depend on fluency. (Burgshtahler, 2003) • SES status alters this reality for Deaf-Blind students based on income (Cleary, Pearce & Trauth, 2006). • Income is a predictor of C&I access/ownership Class Does Matter. Percentage with C&I Access Money = Access = Opportunities 34% $5,000 $12,000 $24,000 $36,000 $48,000 $60,000+ What about the Government? Free does not mean ‘Free’. NDBEDP Project Endeavor Free Equipment. Not Realy Free. Discount/Mainte nance In the beginning, we saw the cost of necessary equipment. Even at a discount, it is expensive. The maintenance and subscription fees effectively shut out lower SES Deaf-Blind. They are victims of the digital divide References Aries, E., & Seider, M. (2007). The role of social class in the formation of identity: A study of public and elite private college students. The Journal of Social Psychology, 147(2), 137-57. Bowe, F. G. (2002). Deaf and hard of hearing americans' instant message and e-mail use: A national survey. American Annals of the Deaf, 147(4), 6-10. Cavenaugh, B. S., J Martin Giesen, & Steinman, B. A. (2006). Contextual effects of race or ethnicity on acceptance for vocational rehabilitation of consumers who are legally blind. Journal of Visual Impairment & Blindness, 100(7), 425-436. Cleary, P. F., Pierce, G., & Trauth, E. M. (2006). Closing the digital divide: Understanding racial, ethnic, social class, gender and geographic disparities in internet use among school age children in the united states. Universal Access in the Information Society, 4(4), 354-373. doi: http://dx.doi.org/10.1007/s10209-005-0001-0 Emerson, J., & Bishop, J. (2012). Videophone technology and students with deafblindness: A method for increasing access and communication. Journal of Visual Impairment & Blindness, 106(10), 622-633. Friedman, E. J. (2005). The reality of virtual reality: The internet and gender equality advocacy in latin america. Latin American Politics and Society, 47(3), 1-III. Gabel, J. T. A., & Mansfield, N. R. (2003). The information revolution and its impact on the employment relationship: An analysis of the cyberspace workplace. American Business Law Journal, 40(2), 301-353. Halal, W. E. (1992). The information technology revolution. The Futurist, 26(4), 10. Keating, E., & Mirus, G. (2003). American sign language in virtual space: Interactions between deaf users of computer-mediated video communication and the impact of technology on language practices. Language in Society, 32(5), 693-714. McKenzie, A. R., & Davidson, R. (2007). The emergent literacy of preschool students who are deaf-blind: A case study. Journal of Visual Impairment & Blindness, 101(11), 720-725. Quinto-pozos, D. (2008). Sign language contact and interference: ASL and LSM. Language in Society, 37(2), 161-189. Valadez, J. R., & Duran, R. (2007). Redefining the digital divide: Beyond access to computers and the internet. The High School Journal, 90(3), 31-44.