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