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After the presentation, faculty and administrators will be able to:
This presentation can be modified or expanded to include more specific information about computer technology for students with sensory, learning, and/or mobility disabilities by using the videotapes and handouts entitled Working Together: Computers and People with Sensory Impairments, Working Together: Computers and People with Learning Disabilities, and/or Working Together: Computers and People with Mobility Impairments.
45 minutes or longer with modifications or enhancements.
Department chair, faculty, staff, teaching assistant, student, or other department member who has experience working with technology and students with disabilities. The program may be co-presented with a staff member of a campus unit responsible for providing computer accommodations for students with disabilities.
For further preparation for this presentation, consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/Academic/Adaptive/.
Today we will be discussing computer access and adaptive (or assistive) technology for students with different types of disabilities.
The objectives in this session include... (Paraphrase objectives on visual.)
Computers are essential tools in academic studies and employment. It's difficult to imagine a state-of-the-art university without thinking of computer databases, electronic mail, interactive Web sites, and Internet-based distance learning. Recent advances in assistive technology, greater reliance on computers in many fields, and increased availability and networking of electronic information resources have resulted in life-changing opportunities for many people with disabilities. In combination, these technologies provide people with disabilities better access to education, careers, and other life experiences that were not available to them in the past. Faculty and administrators can play important roles in assuring access to these empowering tools for students with disabilities.
What are some of the computing resources currently used in your classes or by your department?
(Solicit audience input such as CD-ROM encyclopedias and indexes, on-line catalogs, WWW pages, word processors, spreadsheets, and full-text databases. List items on overhead transparency, blackboard or flip chart.)
The information covered in this presentation will provide you with tools and insights that will help ensure that these resources are accessible to students with disabilities. Today, I will share some success stories that provide examples of the impact that adaptive technology for computers has had for people with disabilities. Then we will consider the most important legislative directives that apply to computer access and look at some statistics about people with disabilities. With that background, a videotape presentation will provide an overview of how people with disabilities use computers.
Today's presentation will help you understand the impact of computer-based technologies for people with disabilities and give you ideas about improving access in your course or department. Much of the information presented today is provided in your handout entitled Working Together: People with Disabilities and Computer Technology.
I'm going to start out today by sharing with you a few stories of people with disabilities who are able to access electronic resources, thanks to the availability of adaptive technology and accessible resources. You'll meet them in the videotape we'll view shortly.
These stories provide examples of students with disabilities who can successfully access computers and electronic resources. You will see more examples in the following videotape presentation. This presentation and the accompanying handout are both entitled Working Together: People with Disabilities and Computer Technology. The handout gives an overview of computer access problems and solutions. The video highlights the educational opportunities that access to computers, adaptive technology, software, and the Internet provide to people with specific disabilities.
As the individuals in the videotape demonstrate, computers help reduce many barriers faced by people with disabilities. The students in the presentation demonstrate various technologies that make it possible to access computing resources. These are only a few examples, since abilities, disabilities, and learning styles are unique to individuals.
Adaptive technology can be hardware or software, easy or difficult to use, inexpensive or expensive, generic or unique to an individual, and stand alone or networked. (Give example of each.)
(Note: You can modify or expand this presentation to focus on specific disability types by using the videotapes and handouts entitled Working Together: Computers and People with Sensory Impairments, Working Together: Computers and People with Learning Disabilities, and Working Together: Computers and People with Mobility Impairments.)
Next we will consider an example of an application of computer and Internet technologies that benefits people with disabilities-mentoring. We will view a videotape presentation and review the accompanying handout, both entitled Opening Doors: Mentoring on the Internet. The handout gives an overview of the benefits of mentoring on the Internet and of how technology overcomes barriers to the more traditional in-person mentoring. The video highlights how students develop supportive relationships with adult mentors on the Internet.
We'll continue this presentation by talking about legal issues, universal design, and planning for computer access.
Assuring that individuals with disabilities have access to computing resources can be argued on ethical grounds. Some simply consider it to be the right thing to do. Others are more responsive to legal mandates. The Americans with Disabilities Act (ADA) of 1990 requires that people with disabilities be given the same access to public programs and services, including educational programs, that are offered to people without disabilities.
The ADA is federal civil rights legislation that reinforces and extends Section 504 requirements to all postsecondary institutions. Section 504 of the Rehabilitation Act of 1973 states: "no otherwise qualified individuals with disabilities shall, solely by reason of their disabilities, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination in any program or activity of a public entity." When people think of the ADA they often think of elevators in buildings, reserved spaces in parking lots, and lifts on busses. However, the ADA accessibility requirements apply to people with all types of disabilities and to all programs and resources offered at our institutions, including those offered using computers and the Internet.
Disabilities covered by legislation include, but are not limited to, spinal cord injuries, loss of limbs, Multiple Sclerosis, Muscular Dystrophy, Cerebral Palsy, hearing impairments, visual impairments, speech impairments, specific learning disabilities, head injuries, psychiatric disorders, Diabetes, Cancer, and AIDS. The conditions listed may limit people's abilities to perform specific tasks. Some of these conditions are readily apparent; some are invisible. Some affect computer use; some do not.
Additionally, some students who have conditions with the same label may have very different abilities when it comes to performing specific tasks. For example, one student who has Cerebral Palsy may have difficulty walking. For another student, Cerebral Palsy may result in no functional use of his hands or voice. Ultimately, a student who has a disability requires accommodations only when faced with a task that requires a skill that his disability precludes. This may include computer access.
(Include the following content if appropriate for your audience.)
When it comes to using computer resources, individuals with disabilities face access issues in one or more of three areas. The first is access to the computing facility itself. Users must be able to get to the facility and maneuver within it. Secondly, users must be able to access the computers. When the needed accessibility features are not built into commercial products a wide variety of special hardware and software (called adaptive or assistive technology) provides solutions. For example, people who are blind can equip their computers with software and hardware that will read aloud all text that appears on the screen.
Once computer access barriers are removed, electronic resources such as applications software and World Wide Web pages may present access challenges for some people with disabilities. This problem can be avoided if software and Web page developers employ principles of universal design when they develop their products.
Designing a product or service involves the consideration of myriad factors that include aesthetics, engineering options, environmental issues, safety concerns, and cost. One issue that designers often overlook is that of universal design. In general, universal design refers to designing products and services that can be used by people with a range of characteristics, abilities, and disabilities.
Universal design is defined by the Center for Universal Design at North Carolina State University as "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design." At this center a group of architects, product designers, engineers, and environmental design researchers collaborated to establish a set of principles of universal design to provide guidance in the design of environments, communications, and products.
General principles of universal design include the design is useful and marketable to people with diverse abilities; the design accommodates a wide range of individual preferences and abilities; the design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities; the design can be used efficiently and comfortably, and with a minimum of fatigue; and appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.
When designers apply these principles, their products meet the needs of potential users with a wide variety of characteristics. Disability is just one of these characteristics. For example, one person could be male, tall, fifteen years old, a poor reader, and blind. All of these characteristics, including his blindness, should be considered when developing a product he might use. In the case of computer design, people with disabilities benefit when computers and software are designed with universal access in mind. Then they can access the computer using built in features or, in some cases, with the addition of standard adaptive technology.
(This section is optional; include if appropriate for your audience.)
Computer and network technologies can play a key role in increasing the independence, productivity, and participation of students with disabilities. Now that we've considered various types of adaptive technology, let's think generally about some of the characteristics of adaptive technology to consider as you plan to incorporate such technology into your department.
Adaptive technology comes in many forms with many different characteristics. It comes as hardware, software, or a combination of the two. What examples of hardware and software did you see in the videotape presentation? (Examples: Jeffrey has a mobility impairment. He uses a keyboard where the keys are enlarged and widely spaced to avoid hitting more than one key at a time. Oscar has a mobility impairment as well, and he uses a voice activated system that replaces his keyboard. It allows his computer to write what he says as he speaks into the microphone, allowing him to write his papers on his own.)
Adaptive technology can be easy to install or can require long-range planning, analysis of needs and options, and funding for implementation. For example, a trackball is inexpensive and can be easily added to a workstation, assisting people who have difficulty using a standard mouse. On the other hand, a blind student may use hardware that includes a personal computer, screen reading software, and Braille printer. Setup and support of such a system requires extensive training to use effectively. Adaptive technology can be generic or unique to the individual. For example, screen enlargement software serves people with a variety of visual and learning impairments. On the other hand, a speech input system needs to be trained by an individual user. Each user must train the system to recognize his or her voice.
Adaptive technology software solutions, such as screen enlargement programs, can be installed on one machine or networked so that they are available from more than one computer workstation. Solutions which incorporate hardware are often most appropriate on stand-alone stations. However, if these are stored near computer workstations, they can be easily moved to the particular station a person is using.
Given these characteristics of adaptive technology, multiple approaches should be considered when providing accommodations. Some solutions can be implemented quickly and easily. These solutions will provide quick rewards which will provide the necessary motivation and support for the longer processes required to install more complex equipment and software.
Remember, you don't have to do everything at once. A department can start small and add to their collection of adaptive technology as they receive requests and as staff gain skills in providing training and services for them.
(Discuss these and other questions of interest to the audience.)
(Consider having participants discuss a case. Case #2 on page 69 in the Presentation Tips section of this notebook would be appropriate.)
This presentation addressed issues related to adaptive technology. You viewed a videotape and reviewed materials that showed how adaptive technology can assist people with low vision, blindness, hearing impairments, speech impairments, specific learning disabilities, mobility impairments, and health impairments. But remember, there are two other parts to the access equation-assuring that campus computer facilities are accessible to students with disabilities and using universal design principles to ensure that electronic resources at your school are accessible. Only when all facilities, computers, and electronic resources are accessible can students with disabilities compete for success in academics and careers on a level playing field.
Here are some resources that might be useful to you as you work to maximize effective communication with all students in your classes. (Elaborate.)
For comprehensive information on accommodations, a wide range of case studies, frequently asked questions, and general resources, visit The Faculty Room at http://www.washington.edu/doit/Faculty/. This resource was developed by the University of Washington as part of a nationwide project to provide resources to faculty and administrators so that they can make their courses and programs accessible to all students. You can link to this resource from ____ (Arrange to make the link from your campus/departmental disabled student services home page before the presentation.). Consider linking to this Web site from your departmental Web pages for faculty.
Thank you for your time today and for your interest in finding ways to ensure that all of the students in our programs have equal opportunities to learn, explore interests, and express ideas.
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