EgressII introduction

The broad problem addressed by this NIDRR research program is how to provide equal access for blind and print-disabled people to a variety of existing and emerging public and private facilities. These include traditional problem situations for blind persons such as crossing at stop light controlled pedestrian crosswalks, efficiently using buses and other surface transit systems, and new problems such as finding and accessing ATMs, information kiosks, and the burgeoning variety of similar public facilities. In all of these situations, sighted persons use printed signs and labels to achieve access. That is, to learn of a facility's existence, to orient themselves in it, and to use it once it is found. We are enhancing and adapting the new infrared remote signage technology to provide similar access for blind persons.
The focus this year has been to familiarize ourselves with print reading disabilities other than blindness or low vision, that interfere with safe, independent and efficient travel. Although the primary focus of our research has involved blind and visually impaired persons, there is a very significant population of persons who, because of other disabilities, do not have access to the print signage so essential for navigating and accessing public and private facilities. We have discussed the applicability of infrared remote signage with professionals in the fields of dyslexia, aging, and developmental delays and concluded that the technology could have substantial benefits for each of these populations. For example, recent pilot experiments in San Francisco and Philadelphia show that Talking Signs' remote infrared signs are of value in enhancing the independence of people who were developmentally disabled. People who are not able to read print signs were able to auditorily identify destinations through Talking Signs messages. The repeating messages also gave people who are cognitively impaired the opportunity to study the message for relevant information.

One characteristic of the environment which works against the independent travel of people who are developmentally disabled is the over abundance of information. Therefore, it is important to have unambiguous travel information available at appropriate places along the path of travel. We call this strategy "just-in-time information." In the broadest sense, Talking Signs comprise a menu of choices and reminders for the cognitively impaired traveler — signs confront them with the options available at any given point in their travels and remind them where next to go. Talking Signs are directional, so that the traveler can "look around." Once the appropriate destination is recognized, the traveler can move in that direction.

Project Status:
In collaboration with The Arc (Association of Retarded Citizens) of San Francisco, we executed a human factors evaluation involving 15 mentally retarded clients to determine how effective the Talking Signs system is for this group. Discussions with our colleagues at The Arc indicated that many of their clients might be able to travel more independently, with better orientation, greater safety, and increased confidence in complex environments, with the assistance Talking Signs could provide.
These discussions also allowed us to explore the special adaptations to the technology (location and messaging) appropriate to the needs of this population and provided the opportunity for us to learn the training requirements specific to this population. From this experience, a new section will be written to supplement "Talking Signs' System: Guide for Trainers" (Bentzen, Myers, and Crandall, 1995) which will discuss these training strategies.

Brief introduction to mental retardation:
Definition: The American Association on Mental Retardation (AAMR) lists three criteria for mental retardation:

Intellectual functioning level (IQ) is below 70-75;
Significant limitations exist in two or more adaptive skill areas of communication, self-care, home living, social skills, community use, self direction, health and safety, functional academics, leisure and work
The condition is present from childhood (defined as age 18 or less).

Population: From 2.5 to 3 percent of the general population has mental retardation (The Arc, 1982; Fryers, 1993). "An estimated 6.2 to 7.5 million people have mental retardation (1990 census). Mental retardation is 12 times more common than cerebral palsy and 30 times more prevalent than neural tube defects such as spina bifida. It affects 100 times as many people as total blindness (Batshaw & Petrel, 1992)." (The Arc, 1982)
About 87 percent of this population (IQs below 70-75) is "mildly affected" and only a little slower in learning new information and skills. "As adults, many will be able to lead independent lives in the community and will no longer be viewed as having mental retardation." " ... those with IQs under 50, will have serious limitations in functioning. However, with early intervention, a functional education and appropriate supports as an adult, all can lead satisfying lives in the community." (The Arc, 1982)

Causes of condition:

Genetic conditions
Problems during pregnancy — use of alcohol or drugs by the pregnant mother, malnutrition, or diseases such as diabetes and HIV.
Problems at birth — injury to the infant's brain, prematurity and low birth weight.