"I Choose Assistive Devices That Save My Face" A Study on Perceptions of Accessibility and Assistive Technology Use Conducted in China
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Despite the potential benefits of assistive technologies (ATs) for people with various disabilities, only around 7% of Chinese with disabilities have had an opportunity to use ATs. Even for those who have used ATs, the abandonment rate was high. Although China has the world's largest population with disabilities, prior research exploring how ATs are used and perceived, and why ATs are abandoned have been conducted primarily in North America and Europe. In this paper, we present an interview study conducted in China with 26 people with various disabilities to understand their practices, challenges, perceptions, and misperceptions of using ATs. From the study, we learned about factors that influence AT adoption practices (e.g., misuse of accessible infrastructure, issues with replicating existing commercial ATs), challenges using ATs in social interactions (e.g., Chinese stigma), and misperceptions about ATs (e.g., ATs should overcome inaccessible social infrastructures). Informed by the findings, we derive a set of design considerations to bridge the existing gaps in AT design (e.g., manual vs. electronic ATs) and to improve ATs' social acceptability in China.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it