Information Technology and Disabilities
Vol. XI No. 1 August, 2005
Available now online at: http://www.rit.edu/~easi/itd/itdv11.htm
PROMISING PRACTICES: ACCESSIBLE INFORMATION TECHNOLOGY IN EDUCATION
Sheryl Burgstahler, Ph. D.
Guest Editor, Information Technology and Disabilities
Director, Accessible Technology Services, University of Washington
Special Theme Articles
UNIVERSAL DESIGN FOR LEARNING: A STATEWIDE IMPROVEMENT MODEL FOR ACADEMIC
SUCCESS
Michael Abell
University of Louisville
Preston Lewis
Kentucky Department of Education
Abstract: The state of Kentucky has embarked upon a large scale systems
change effort to integrate Universal Design for Learning (UDL) principles,
including
use of digital curriculum and computerized reading supports to improve
overall student achievement. As higher expectations are placed on student
outcomes,
UDL offers a host of instructional advantages leading to improved
performance for Kentucky's K-12 students.
SYSTEMS CHANGE REGARDING ACCESSIBLE INFORMATION TECHNOLOGY IN THE K-12
EDUCATIONAL ENVIRONMENT
Karen Peterson
Accessible Electronic and Information Technology Coordinator
Disability Law Resource Project/ New Mexico Technology Assistance Program
Abstract This article presents a practice used to implement systems change
regarding the improvement of electronic and information technology (E&IT)
access
in the K-12 educational environment. The project is funded by the National
Institute on Disability Rehabilitation and Research of the U.S. Department of
Education as part of its initiative to promote the acquisition and use of
accessible information technology in elementary through postsecondary education
institutions. The project engages in simultaneous top-down and bottom-up
activities to educate stakeholders and demonstrate accessible E&IT within and
between the state government educational agency and public schools. The
top-down endeavor includes establishing legislation on accessibility and
working
with the public education department's technology staff in creating
compliance policy and practices for public schools. The bottom-up approach
includes
establishing memorandums of understanding with certain districts as
demonstration projects where accessibility is assessed and an improvement
plan is developed
and implemented.
THE KENTUCKY ACCESSIBLE INFORMATION TECHNOLOGY IN SCHOOLS PROJECT
Steve Noble
Policy Analyst
Kentucky Assistive Technology Service Network
Abstract The Kentucky Accessible Information Technology In Schools (AITIS)
Project was developed to provide Kentucky public school systems with the tools
and resources necessary to understand and comply with Kentucky's Accessible
Information Technology Act. The AITIS Project has developed state accessibility
guidelines designed to create effective district-level policy for schools,
has conducted surveys to measure the level of district awareness and activity,
and has provided direct technical assistance supports to school system
personnel to ensure that computer mediated and computer assisted learning
strategies
and other information technology (IT) components are not "locking out"
students with disabilities.
THE ACCESSIBILITY OF THE COMMUNITY COLLEGE CLASSROOM TO STUDENTS WITH
DISABILITIES
Judy Stoneham
Director for Disability Services
Blue Ridge Community College, NC
Abstract Community and technical colleges, especially those located in
rural regions, face significant challenges in effectively addressing the
educational
needs of students with disabilities and in maintaining information equality
as they struggle to keep pace with technology. Blue Ridge Community College
(BRCC) in the Appalachian region of North Carolina developed a practice to
assess current educational technology accessibility, implement faculty
training,
and upgrade adaptive technology on its two campuses. The project included
the input of a student advisory board, the development of faculty training
materials,
the creation of a disability services handbook, an assessment by the NC
Assistive Tech Project, and the proposal of procurement policies.
STEPS TOWARD MAKING DISTANCE LEARNING ACCESSIBLE TO STUDENTS AND
INSTRUCTORS WITH DISABILITIES
Sheryl Burgstahler, Ph.D., Director, UW Accessible Technology Services and
Outreach
Bill Corrigan, Director, Distance Learning Design
Joan McCarter, Continuing Education Specialist, Distance Learning Design
University of Washington
Abstract The Internet provides unparalleled opportunities for people around
the globe to gain knowledge and learn new skills. However, some people with
disabilities cannot fully participate as instructors or students in
existing distance learning courses because of the inaccessible design of
these courses.
The University of Washington (UW) Distance Learning program teamed up with
UW Accessible Technology Services and Outreach in a project to identify and
implement systemic changes in policies and procedures to improve the
accessibility of the UW Distance Learning courses. The authors of this
article define
the scope of the project and discuss ongoing efforts and lessons learned so
that other programs might benefit from their experiences. It is expected that
such changes in policies and procedures will, ultimately, lead to programs
that are more accessible to students and instructors with disabilities.
CLOSING THE CIRCUIT: ACCESSIBILITY FROM THE GROUND UP
Curtis D. Edmonds, J.D.
Marsha Allen, M.S.
Robert Todd, M.S.
Shelley Kaplan, M.S
Center for Assistive Technology and Environmental Access
Georgia Institute of Technology
Abstract In its efforts to promote accessibility and universal design in
education, the Center for Assistive Technology and Environmental Access (CATEA)
created an online learning object that can be utilized by all students,
including those with disabilities. Through a collaboration between two
CATEA projects,
the Georgia Tech Research on Accessible Distance Education (GRADE) project
and the Southeast Disability and Business Technical Assistance Center (DBTAC),
"Federal Court Concepts" was designed to implement CATEA research findings
and serve as an example of an accessible online learning object. This paper
will discuss the process and different technologies used in creating and
evaluating the online learning object.
Other Articles
APPLICATIONS OF ELECTRONIC TECHNOLOGY TO RURAL GIFTED STUDENTS WHO ARE
BLIND OR VISUALLY IMPAIRED
Frank P. Belcastro
Northeast Iowa Community College
Abstract Electronic technology can be used to overcome many of the
restrictive factors or barriers to delivering services to rural schools and
it can expand
the world of rural gifted students who are blind or visually impaired.
On-line college and high school sites offering courses are listed. Also
listed is
a site for tutoring and one offering help for teachers of rural gifted
students who are blind or visually impaired. Recommendations are made for
legislatures
and for rural school districts.
Available now online at: http://www.rit.edu/~easi/itd/itdv11.htm
-------------------------------------------------
EASI COURSES FOR SEPTEMBER
(5 courses earn the Certificate in Accessible Information Technology)
Barrier-free Information Technology
http://easi.cc/workshops/adaptit.htm
Learning Disabilities and Information Technology
http://easi.cc/workshops/ld.htm
Advanced Barrier-free Web Design
http://easi.cc/workshops/advwbsyl.htm
Norman Coombs, Ph.D.
CEO EASI
22196 Caminito Tasquillo
Laguna Hills, CA 92653
(949) 855-4852
http://www.rit.edu/~nrcgsh