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Burgstahler, Sheryl, Ed.
Building the Team: Faculty, Staff, and Students WorkingTogether. Presentation and Resource Materials. [Notebook andVideotapes].
Washington Univ., Seattle.Office of Postsecondary Education (ED), Washington, DC.2002-00-00
401p.; Accompanying videotapes are not available from ERIC.P33A990042
DO-IT (Disabilities, Opportunities, Internetworking, &Technology), University of Washington, Box 355670, Seattle,WA 98195-5670 ($125) . Tel: 888-972-3648 (Toll Free); Tel:206-685-3648; Fax: 206-221-4171; e-mail:[email protected]; Web site:http://www.washington.edu/doit. For full text:http://www.washington.edu/doit/TeamN/. For the most currenttext of the videotapes:http://www.washington.edu/doit/Faculty/Trainers/. Fortransparency templates:http://www.washington.edu/doit/Faculty/ .
Guides Classroom Teacher (052) Guides Non-Classroom(055) Non-Print Media (100)EDRS Price MF01/PC17 Plus Postage.
*Academic Accommodations (Disabilities); Access to Education;Access to Information; *Accessibility (for Disabled); CollegeFaculty; College Mathematics; College Science; Computers;Design Requirements; *Disabilities; Distance Education;Inservice Teacher Education; Learning Disabilities; *LegalResponsibility; Mental Disorders; Postsecondary Education;Professional Development; *Student Rights; Teacher Workshops;*Universal Design for Learning; World Wide WebWeb Page Design
This publication contains 2 videotapes, written materials,handout templates, and overhead projection templates developed for thoseproviding professional development to help faculty and administrators inpostsecondary institutions become more aware of the rights, responsibilities,potential contributions, and needs of students with disabilities; the rightsand responsibilities of postsecondary institutions; reasonable accommodationsand instructional strategies for working with students who have disabilities;and campus resources that help provide equitable educational opportunitiesfor all students. The materials are designed for use in departmental andcampus-wide presentations to stimulate discussion and action. Thepresentation lengths vary from 20 minutes to several days and address thefollowing topics: (1) accommodations strategies; (2) universal design ofinstruction; (3) effective communication; (4) information access; (5) accessto computers; (6) making computer labs accessible to everyone; (7) universaldesign of Web pages; (8) making distance learning accessible to everyone; (9)
science/math/engineering access; (10) accommodating students with learningdisabilities; and (11) accommodating students with psychiatric disabilities.For each presentation option, a sample script is included to minimize thework that might otherwise be required to prepare a presentation. The
Reproductions supplied by EDRS are the best that can be madefrom the original document.
presenter may use a script verbatim or extract ideas to customize apresentation. Along with the presentations, a synthesis of research,implementation and institutionalization strategies, presentation tips andcase study examples, frequently asked questions, and a glossary ofdisability-related terms and a list of resources are included. The 2videotapes included with this notebook can be used in specific presentationsor broadcast on public television. Handout and overhead projection templatesare provided in the "Presentation Tools" section of the notebook for easyduplication and use. A Web-based instructional option is also available forfaculty and administrators (to access Web-based instruction, seehttp://www.washington.edu/doit/Faculty/). Also, a distance learning coursethat can be delivered via electronic mail to faculty and administrators onany campus is available online. (CR)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
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11:0C11-111r
DisabilitiesOpportunitiesInternetworkingTechnology
Building the Team:Faculty, Staff, and StudentsWorking Together
PRESENTATION ANDRESOURCE MATERIALS
Sheryl Burgstahler, Ph.D., Editor
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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
1ThED CATIONAL RESOURCES INFORMATIONCENTER (ERIC)
is document has been reproduced asreceived from the person or organizationoriginating it.
0 Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
1
Building the Team:Faculty, Staff, and StudentsWorking Together
PRESENTATION ANDRESOURCE MATERIALS
For additional copies in printed or alternative format, contact:
DO-ITDisabilities, Opportunities, Internetworking, & TechnologyUniversity of WashingtonBox 355670Seattle, Washington [email protected]/doit/206-685-DOIT (voice/TTY)888-972-3648 (voice/TTY) Washington, outside Seattle509-328-9331 (voice/TTY) Spokane office
,206-221-4171 (FAX)
Director: Sheryl Burgstahler, Ph.D.
© 2002, University of Washington
Permission is granted to copy these materials for non-commercial purposes providedthe source is acknowledged.
This publication is developed with funding from the U.S. Department of Education,Office of Postsecondary Education (#P33A990042). However, the contents do notnecessarily represent the policy of the Department of Education, and you should notassume their endorsement.
3
ACKNOWLEDGMENTS
The lead author and editor of this publication is Dr. Sheryl Burgstahler, Director of DO-IT.Content contributors include members of the staff and project team for the DO-IT Profproject at the University of Washington. Key participants are listed below.
DO-IT Prof StaffDeb Cronheim, Evaluation/Publications
CoordinatorTanis Doe, Ph.D., External EvaluatorNancy Rickerson, Program CoordinatorTracy Jirikowic, Research AssistantGale Devens, Publications AssistantChristina deMille, Program Assistant
DO-IT Prof TeamMembers of the DO-IT Prof team:
Carol AchzigerComputer Access Center CoordinatorArapahoe Community CollegeLittleton, ColoradoPartner: University of Northern Colorado,Greeley, Colorado
Victoria Amey-FlippinCoordinator/HELP OfficeNortheastern Illinois UniversityChicago, IllinoisPartner: Oakton College, Des Plaines, Illinois
Alice AndersonTechnology Access Program CoordinatorDivision of Information Technology (DoIT)University of Wisconsin MadisonMadison, WisconsinPartner: Madison Area Technical College,Madison, Wisconsin
Patricia BungeLearning Disabilities Specialist/CounselorGuilford Technical Community CollegeJamestown, North CarolinaPartner: North Carolina Agricultural and TechnicalState University, Greensboro, North Carolina
Deborah Casey-PowellDean of StudentsSouth UniversityWest Palm Beach, Florida
Rosemary Coffman, Ph.D., C.R.C.Counselor, Students with DisabilitiesLee CollegeBaytown, TexasPartner: Rice University, Houston, Texas
Amy Desenberg-WinesDirector, Disability Resource Center andAcademic AssistanceDrake UniversityDes Moines, IowaPartner: Des Moines Area Community College,Ankeny, Iowa
Jill DouglassSpecial Services DirectorSanta Fe Community CollegeSanta Fe, New Mexico
Mary Ann FerkisInstructional Accommodations Specialist,Adaptive ProgramsPurdue UniversityWest Lafayette, IndianaPartner: Ivy Tech State College, Bloomington,Indiana
Pam GriffinCoordinator, General Disability ServicesUniversity of Minnesota DuluthDuluth, MinnesotaPartner: Fond du Lac Tribal and CommunityCollegeCloquet, Minnesota
Beverly Boone HarrisCoordinator, Supporting Students throughDisability Services (SSDS)Norfolk State UniversityNorfolk, VirginiaPartner: New River Community College,Dublin, Virginia
Nancy HartManager, Disability ServicesLane Community CollegeEugene, OregonPartner: Western Oregon University,Monmouth, Oregon
Elaine High, Learning Disabilities SpecialistJohn Pedraza, Disability Resource Coordinatorfor EmployeesResource Center for Persons with DisabilitiesMichigan State UniversityEast Lansing, MichiganPartner: North Central Michigan College,Petoskey, Michigan
Alison McCarthy IovannaCoordinator of Disability ServicesTunxis Community CollegeFarmington, ConnecticutPartner: Southern Connecticut State University,New Haven, Connecticut
Richard JonesAssistant Director, Disability Resources for StudentsArizona State UniversityTempe, Arizona
Jana Long, M.R.C., C.R.C.Equal Opportunities OfficerSouthwest Missouri State UniversitySpringfield, MissouriPartner: St. Louis Community College, St.Louis, Missouri
Ralph McFarlandDirector, Student Disability Resource CenterHumboldt State UniversityArcata, CaliforniaPartner: College of the Redwoods, Eureka,California
Richard Radtke, Ph.D.ProfessorUniversity of Hawaii at ManoaHonolulu, HawaiiPartner: Leeward Community College, PearlCity, Hawaii
Lisa Badia RhineDirector, Office for Students with DisabilitiesUniversity of DaytonDayton, OhioPartner: Sinclair Community College, Dayton, Ohio
Patricia RichterCoordinator, Services for Americans withDisabilities, Office of Human DiversityKutztown University of PennsylvaniaKutztown, PennsylvaniaPartner: Thaddeus Stevens College ofTechnology, Lancaster, Pennsylvania
Vicki RothAssistant DeanUniversity of RochesterRochester, New YorkPartner: Finger Lakes Community College,Canandaigua, New York
Al SoumaDirector, Disability Support ServicesSeattle Central Community CollegeSeattle, WashingtonPartner: Gonzaga University, Spokane,Washington
Marcia WiedefeldCoordinator of Disability Support ServicesLoyola College in MarylandBaltimore, MarylandPartner: Community College of BaltimoreCounty, Dundalk, Maryland
ABOUT THE EDITOR AND CONTRIBUTORS
=ElDr. Sheryl Burgstahler directs project DO-IT (Disabilities, Opportunities,Internetworking, and Technology) at the University of Washington.DO-IT promotes the success of students with disabilities in postsecondaryprograms and careers. It sponsors projects that increase the use of assis-tive technology and promote the development of accessible facilities,computer labs, electronic resources in libraries, Web pages, educationalmulti-media, and Internet-based distance learning programs.Dr. Burgstahler is Co-Director of the National Center on Accessible Infor-
mation Technology in Education (AccessIT). This Center, funded by the National Instituteon Rehabilitation Research of the U.S. Department of Education, coordinates a nationwideeffort to assist educational institutions in making education-based information technology(IT) accessible to all students and employees, including those with disabilities.
Dr. Burgstahler has published dozens of articles and delivered presentations at nationaland international conferences that focus on the full inclusion of individuals with disabilitiesin postsecondary education, distance learning, work-based learning, and electronic com-munities. She is the author or co-author of six books on using the Internet with pre-collegestudents. Dr. Burgstahler has extensive experience teaching at the pre-college, communitycollege, and university levels. She is Assistant Director of Information Systems and AffiliateAssociate Professor in Education at the University of Washington. More aboutDr. Burgstahler can be found on her Web site at http://staffwashington.edu/sherylbt
A team of professionals, representing postsecondary institutions from twenty-three statesin the United States, met in two collaborative meetings and helped develop and test theprofessional development content and strategies included in these train-the-trainer materi-als. Their continuous involvement in this three-year project assured that project productshave applicability nationwide.
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TABLE OF CONTENTS
1=1INTRODUCTION
Introduction 1
How to Use These Materials 3
SYNTHESIS OF RESEARCH 7
Professional Development: Need, Content, and Methods 9
Adult Learning 13
Learning Styles 17
Types of Learning 21
Universal Design of Instruction 25
Systemic Change 29
Application of Research Findings 33
References 35
INSTITUTIONALIZATION STRATEGIES 43
PRESENTATION TIPS 59
Case Studies 67
PRESENTATIONS 79
Overview 81
Accommodation Strategies 85
Universal Design of Instruction 101
Effective Communication 111
Information Access 125
Access to Computers 133
Making Computer Labs Accessible to Everyone 143
Universal Design of Web Pages 151
Making Distance Learning Accessible to Everyone 161
Science/Math/Engineering Access 171
Accommodating Students with Learning Disabilities 177
Accommodating Students with Psychiatric Disabilities 183
FREQUENTLY ASKED QUESTIONS 195
RESOURCES 207
General References 209
Glossary 227
PRESENTATION TOOLS
INDEX
INTRODUCTION "411."Oa
Advancements in technology and increasedjob specialization have resulted in careeropportunities in fields that were once con-sidered unattainable for individuals whohave disabilities. Many of these careersrequire knowledge and skills obtainedthrough postsecondary education. Al-though the number of individuals withdisabilities seeking postsecondary educa-tion continues to increase, these studentsexperience lower success rates than theirnon-disabled peers. Individuals with dis-abilities continue to be underrepresented inmany challenging academic and careerfields.
Federal legislation mandates that academicaccommodations be made to ensure thatqualified postsecondary students withdisabilities have educational opportunitiesthat are equivalent to others. Studies showthat faculty and staff members who havehad interactions with students who havedisabilities generally have more positiveattitudes about working with these stu-dents. Further, those who are familiar withaccommodation strategies are better pre-pared to make arrangements that willensure that students with disabilities haveequal opportunities to participate in theirprograms.
Since 1992, DO-IT (Disabilities, Opportuni-ties, Internetworking, and Technology) atthe University of Washington has promotedthe success of individuals with disabilitiesin postsecondary education and employ-ment through direct work with studentswho have disabilities, and through profes-sional development for educators, serviceproviders, and employers. DO-IT has beenrecognized for its efforts through manyawards, including the 1995 National Infor-mation Infrastructure Award in Education;the 1997 Presidential Award for Excellence
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in Science, Mathematics, and EngineeringMentoring; the 1999 Golden Apple Awardfor excellence in education; the 2001 exem-plary program award from the Associationfor Higher Education and Disability(AHEAD); and a 2001 Bright Ideas Awardfrom the Professional and OrganizationalDevelopment Network.
The DO-IT Prof Model DemonstrationProject applied lessons learned by DO-ITand other researchers and practitionersnationwide to create a comprehensive pro-fessional development program for collegefaculty and administrators. It was funded bya three-year grant from the Office ofPostsecondary Education of the U.S. Depart-ment of Education (grant #P33A990042). Profwas selected as part of the project name torepresent two project characteristics: profes-sional, the quality of project materials andstrategies, and professor, its primary targetaudience.
DO-IT Prof serves to increase the knowledgeand skills of postsecondary faculty andadministrators to ensure that students withdisabilities have equal access to academicprograms. Responding to the diverse con-tent and scheduling needs of faculty andadministrators, the DO-IT Prof project teamcreated six models of professional develop-ment.
Model 1: A 20-30 minute overview tointroduce participants to basic legal issues,accommodation strategies, and resourcesspecific to their campus.
Model 2: A 1-2 hour presentation withspecial focus on providing accommodationsto students with a variety of disabilities andintroducing campus participants to legalissues and resources.
Model 3: Tailored workshops for in-depthtraining on specific topics.
Model 4: A televised instruction optionusing a series of videotapes for delivery onpublic television.
Model 5: A distance learning "anytime-anywhere" course that provides lessons anddiscussions delivered via electronic mail.
Model 6: Self-paced, Web-based instruc-tion with expanded content of other models(http://www.washington.edu/doit/Faculty/).
The DO-IT Prof project team included fac-ulty, disabled student services staff, andadministrators at institutions of highereducation in twenty-three states. The na-tionwide recruitment process was highlycompetitive, attracting more than one hun-dred applications. Project team memberschose institutional partners in their states.Team members from four-year institutionschose community or technical colleges aspartners; team members from community ortechnical colleges chose four-year schools.Participants represent schools with a widerange of demographics (e.g., racial/ethnicdiversity, size, location). Project partnersalso include representatives from AHEAD,the National Center for the Study of Postsec-ondary Educational Supports (NCSPES),and the Washington Association on Postsec-ondary Education and Disability (WAPED).
Project team members participated in twothree-day collaborative meetings in Seattle.As part of a needs assessment, they con-ducted focus groups with students whohave disabilities, teaching assistants, faculty,and administrators on their campuses.Representatives from team and partnerschools delivered professional developmentprograms, disseminated materials, and
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explored strategies for providing technicalassistance to faculty and administrators.Ongoing discussion and coordination ofDO-IT Prof activities took place on an inter-active Internet discussion list and duringtelephone conferences.
All project materials are offered in formatsthat are readily accessible to individualswith disabilities. Permission to copy andfurther distribute project products for edu-cational nonprofit purposes is granted aslong as the source is acknowledged.
DO-IT Prof activities help faculty and ad-ministrators fully include students withdisabilities on their campuses and contrib-ute to systemic change within postsecond-ary institutions across the nation. Ulti-mately, implementation of this and similarprojects can lead to increased educationaland career opportunities for individualswith disabilities.
I hope that you find these materials usefulin your efforts to ensure that all students onyour campus have equal opportunities tolearn, explore interests, and express ideas.
4-477,6 4407.4zii,ev
Sheryl Burgstahler, Ph.D.Director, DO-IT
1:1000-1T
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University of WashingtonCollege of EngineeringComputing & CommunicationsCollege of Education
How to Use These Materials
The enclosed videotapes, written materials,and handout templates were developed forthose providing professional developmentto help faculty and administrators inpostsecondary institutions become moreaware of:
the rights, responsibilities, potentialcontributions, and needs of studentswith disabilities;
the rights and responsibilities ofpostsecondary institutions;
reasonable accommodations andinstructional strategies for working withstudents who have disabilities; and
campus resources that help provideequitable educational opportunities forall students.
These materials are for use in departmentaland campus-wide presentations tostimulate discussion and action. Eachpresentation option can be tailored formeetings of administrators, departmentalchairs, advisors, faculty, teaching assistants,and support staff. The presentations areintended for use in public and private, andlarge and small two-year, four-year, andtechnical postsecondary institutions.Presentation lengths vary from 20 minutesto several days. The materials were testednationwide and refined based on facultyand staff evaluations.
Besides the presentations themselves, asynthesis of research, implementation andinstitutionalization strategies, presentationtips, frequently asked questions, andresources are included. The followingparagraphs describe the content of thishandbook.
CCM
Synthesis of ResearchThe content and presentation suggestionsincluded in this notebook are based onresearch in a number of relevant areas. Theseinclude experiences of students withdisabilities, reported postsecondary facultytraining needs, adult learning, learningstyles, types of learning, universal design ofinstruction, and systematic change. Readthis section to understand the underlyingtheory and research that supports thepractices suggested in these materials.
Institutionalization StrategiesSetting up one training session for adepartment is not difficult; however,developing strategies to institutionalizefaculty and administrator training requiresmore thought and planning. This sectionprovides suggestions that can result in long-term improvements on your campus.Implementing institutionalization strategieswill help assure that students with disabili-ties have equal access to your academicprograms and resources.
Presentation TipsThis section provides suggestions formaking presentations to faculty, administra-tors, and staff engaging and informative.You will also find case studies to use in yourpresentations.
PresentationsSeveral presentation options are outlined inthese materials:
a 20-30 minute overview to introduceparticipants to basic legal issues,accommodation strategies, and resourcesspecific to their campus;
i
a 1-2 hour presentation with specialfocus on providing accommodations tostudents with a variety of disabilitiesand introducing participants to legalissues and campus resources; and
ten tailored workshops for in-depthtraining on topics of special interest tofaculty and administrators.
For each presentation option, a samplescript is included to minimize the work thatmight otherwise be required to prepare apresentation. The presenter may use a scriptverbatim or extract ideas to customize apresentation.
The videotapes included in this notebookcan be used in specific presentations orbroadcast on public television. Handout andoverhead projection templates are providedin the Presentation Tools section of thisnotebook for easy duplication and use.
A Web-based instructional option is alsoavailable for faculty and administrators. Toaccess Web-based instruction, visit TheFaculty Room at http://www.washington.edu/doit/Faculty/. A distance learning course that can bedelivered via electronic mail to faculty andadministrators on your campus can be found inThe Faculty Room at http:/lwww.washington.edu/doit/F'aculty/Presentations/Distance/Lessons/index.html.
FAQsFrequently asked questions (FAQs) andtheir answers provide a useful reference forpresenters. Reviewed before delivering apresentation, the FAQs can help the speakerprepare responses to questions commonlyasked by faculty and administrators.
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ResourcesA glossary of disability-related terms and alist of resources are included.
Presentation ToolsThe presenter will find ready-to-usepresentation tools included in this section.
Handout TemplatesReproducible, camera-ready handouttemplates for the presentations areinserted in the back pocket of the binder.
Overhead Projection TemplatesBlack and white templates that can bedeveloped into transparencies areincluded for use in the presentations.There are many templates included tooptimize custom presentations. Inaddition, PowerPointTM transparencytemplates are provided on The FacultyRoom Web site at http:/lwww.washington.edu/doit/Faculty/
Final Evaluation ToolsOne of two evaluations can be selectedfor use with participants at the end of thesession. They are found in the Presenta-tions section of the binder.
VideotapesSeveral videotaped presentations arecollected on two videotapes. Their titlesare:
Working Together: Faculty and Studentswith Disabilities. Faculty membersshare their concerns about andstrategies for working with studentswho have disabilities, and successfulstudents tell about accommodationsthat contributed to their success.
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Emphasis is on the importance of thefaculty-student relationship(9 minutes).
Building the Team: Faculty, Staff, andStudents Working Together. Thispresentation emphasizes theimportance of positive workingrelationships between students withdisabilities, faculty, and the campusoffice that supports students withdisabilities, and provides anoverview of typical academicaccommodations and procedures (16minutes).
Real Connections: Making DistanceLearning Accessible to Everyone. Thispresentation provides strategies formaking the materials and methodsused in distance learning coursesaccessible to individuals withdisabilities (12 minutes).
Computer Access: In Our Own Words.Students with disabilities show anddiscuss, in their own words, the useof assistive technology and computerapplications (10 minutes).
World Wide Access: Accessible WebDesign. This presentation shows howto make Web pages and otherelectronic resources accessible topeople with disabilities (11 minutes).
Working Together: People withDisabilities and Computer Technology.People with disabilities provide anoverview of assistive technology andcomputer applications (14 minutes).
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te)
Equal Access: Computer Labs. Thispresentation shows how to makecomputer labs accessible to studentswith disabilities (11 minutes).
Working Together: Science Teachers andStudents with Disabilities. Studentsand teachers suggest ways scienceactivities can be made accessible tostudents with disabilities (13minutes).
Working Together: Computers and Peoplewith Learning Disabilities. Students withlearning disabilities demonstratecomputer-based tools and techniquesthat can assist learning (10 minutes).
Working Together: Computers andPeople with Sensory Impairments.People with visual and hearingimpairments demonstrate computertechnology useful for school andwork (11 minutes).
Working Together: Computers andPeople with Mobility Impairments.People with mobility impairmentsdemonstrate computer accesstechnology (14 minutes).
Opening Doors: Mentoring on theInternet. Demonstration of studentsdeveloping supportive relationshipswith adult mentors on the Internet(15 minutes).
Permission is granted to reproduce any ofthese materials for noncommercial, educa-tional purposes as long as proper credit isgiven to the source. The most current text ofthese materials can be obtained in electronicformat at http://www.washington.edu/doit/Faculty/Trainers/.
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SSYNTHESIS OF RESEARCH "4_itemNk.,
The purpose of this section is to summarizeresearch that relates to the professionaldevelopment of faculty and administratorsto assure equal access for students withdisabilities in their courses. Selected re-search areas were developed through aliterature review and collaboration with 23DO-IT Prof project team members. TheImplications for Practice section for each topicarea shows how the specific body of re-search can be applied to create an effectiveprofessional development program.
The body of research shared in this sectionprovides the foundation for the presenta-tion content and delivery strategies in-cluded in other sections of this notebook.The suggestions in the sections entitledPresentation Tips and Presentations are alsobased on this body of knowledge. Profes-sional development facilitators may findthis foundation useful as they developeffective faculty and administrator trainingmaterials and programs.
Six subsections are organized around keyquestions that must be addressed in orderto be fully informed when developingeducational opportunities for postsecond-ary faculty and administrators. Key subsec-tion topics and questions are listed below.
Professional Development: Need, Content,and Methods
Why do faculty and administratorsneed professional developmentregarding teaching students withdisabilities in their courses andprograms?
What do we know about theknowledge, experiences, andattitudes of faculty and administra-tors regarding students with
7
disabilities? What do faculty andadministrators want and need toknow about including students withdisabilities in their classes? How dofaculty and administrators want togain this knowledge?
What do students with disabilitiesthink faculty members and adminis-trators need to know about providingfull academic access in their classes?
Adult LearningWhat do we know about adultlearning that can be applied to thedesign and delivery of professionaldevelopment for faculty andadministrators regarding equal accessof students with disabilities to coursesand programs?
Learning StylesWhat do we know about learningstyles that can guide the delivery anddesign of professional developmentfor faculty and administratorsregarding equal access of studentswith disabilities to courses andprograms?
Types of LearningWhat do we know about types oflearning that can guide the designand delivery of professional develop-ment for faculty and administratorsregarding equal access of studentswith disabilities to courses andprograms?
Universal Design of InstructionWhat do we know about universaldesign of instruction that can guidethe design and delivery of profes-sional development for faculty and
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administrators regarding the equalaccess of students with disabilities intheir courses and programs?
Systemic ChangeWhat do we know about systemicchange that can guide the design andimplementation of professionaldevelopment for faculty andadministrators regarding equal accessfor students with disabilities in theircourses and programs?
What do we know about sustainingfaculty and administrator develop-ment activities for supportingstudents with disabilities?
In each topic area, research questions arefollowed by an overview of research andsuggestions for applying the respectiveresearch in preparing and delivering presen-tations to faculty and administrators. Aconcluding section, Application of ResearchFindings, summarizes how each researcharea can be applied to the delivery of profes-sional development presentations for fac-ulty and administrators. Note that researchin several different areas supports some ofthe same recommendations, thereby rein-forcing essential characteristics of successfulprofessional development programs.
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Professional Development:Need, Content, & Methods
Research QuestionsWhy do faculty and administrators needprofessional development about teach-ing students with disabilities in theircourses and programs?
What do we know about the knowledge,experiences, and attitudes of faculty andadministrators regarding students withdisabilities? What do faculty and admin-istrators want and need to know aboutfully including students with disabilitiesin their classes? How do faculty andadministrators want to gain this knowl-edge?
What do students with disabilities thinkfaculty members and administratorsneed to know about providing fullacademic access in their classes?
Overview of ResearchAs a result of federal legislation such as theIndividuals with Disabilities Education Act(IDEA, 1997) and Section 504 of the Reha-bilitation Act of 1973, young people withdisabilities are being encouraged and betterprepared to pursue higher education (Gajar,1998; Henderson, 2001, Horn & Berktold,1999; National Council on Disability, 2000).The number of students with disabilitiesenrolled in higher education continues togrow. Approximately 6% of people inpostsecondary programs report a disability(Horn & Berktold, 1999). According toHenderson (2001), the majority of thesestudents reported a learning disability(40.4%). Percentages of students with otherdisabilities include mobility and orthopedicimpairments, 7.1%; health impairments,15.4%; hearing impairments, 8.6%; blind-ness or partial sight, 16.1%; speech impair-ments, 2.9%; and other impairments, 16.9%.
1=0Despite their increased percentage of collegeenrollment, individuals with disabilities arestill underrepresented in postsecondaryeducation when compared to their non-disabled peers (Blackorby & Wagner, 1996;Stodden & Dowrick, 2000). One study foundthat two years after high school, 63% ofstudents with disabilities were enrolled insome form of postsecondary educationcompared to 72% of students without dis-abilities. Of those enrolled in postsecondaryeducation, 42% of students with disabilitiesand 62% of those without disabilities wereenrolled in four-year schools (Horn &Berktold, 1999).
Students with disabilities are less likely thantheir counterparts without disabilities to stayenrolled in postsecondary education or toearn a postsecondary degree or credential.Regarding degree attainment, Horn &Berktold (1999) found that after five years,53% of students with disabilities and 64% ofthose without disabilities attained a degreeor certificate or were still pursuing theirdegree. Of the students with disabilities,16% earned a bachelor's degree and 25%earned an associate's degree or vocationalcertificate. These percentages are low com-pared to students without disabilities, where27% attained a bachelor's degree and 25%earned an associate's degree or vocationalcertificate (Horn & Berktold, 1999). Clearly,postsecondary educational outcomes forstudents with disabilities are not as positiveas they are for those without disabilities.
People with Disabilities andEmploymentPeople with disabilities, as with other minor-ity groups, face challenges in gaining em-ployment. They are also negatively anddisproportionately affected by changes in
14Ilamk., 1
general employment trends (Stodden &Dowrick, 2000; Trupin, Sebesta, Ye lin, &La Plante, 1997; Ye lin & Katz, 1994a, 1994b;Zemsky & Odel, 1994).
The completion of some type of postsecond-ary education significantly improves thechances of men and women with disabilitiesto secure satisfactory and meaningful em-ployment (Gilson, 1996; Reskin & Roos,1990; Stodden, 1998; Stodden & Dowrick,2000; Ye lin & Katz, 1994a, 1994b). Apostsecondary education is highly corre-lated with vocational options, financialsuccess, and high quality adult life. In fact,for people with disabilities, there is a stron-ger positive correlation between level ofeducation and rate of employment thanthere is for the general population (Stodden,1998; Stodden & Dowrick 2000). The pooremployment figures for people with dis-abilities coupled with the positive impact ofpostsecondary education makes increasingtheir postsecondary success an importantgoal (Benz, Doren, & Yovanoff, 1998;Blackorby & Wagner, 1996; Gajar, 1998;Gilson, 1996; National Council on Disability,2000; Phelps & Hanley-Maxwell, 1997; Reis,Neu, & McGuire, 1997; Reskin & Roos, 1990;Stodden & Dowrick, 2000).
Professional Development Needs ofFaculty and AdministratorsSection 504 of the Rehabilitation Act of 1973prohibits discrimination against individualswith disabilities in programs and servicesthat receive federal funds. The Americanswith Disabilities Act (ADA) of 1990 rein-forces and extends the requirements ofSection 504 to programs and services, re-gardless of whether or not they receivefederal funds. These laws apply to postsec-ondary institutions. For qualified studentswho disclose their disabilities and present
appropriate documentation, postsecondaryinstitutions must provide reasonable accom-modations to assure equal access to pro-gram offerings (Frank & Wade, 1993;Heyward, 1998; McCusker, 1995; West,Kregel, Getzel, Zhu, Ipsen, & Martin, 1993).
Many factors impact the academic successof students with disabilities. They includephysical access, campus support services,and faculty willingness to make accommo-dations. Although students are generallypleased with their accommodations (Hill,1996) and negative experiences are notwidespread, some students have difficultyacquiring accommodations, and somefaculty members project negative attitudestoward students with disabilities (Ander-son-Inman, Knox-Quinn & Szymanski, 1999;Blackhurst, Lahm, Harrison & Chandler,1999; Burgstahler, Duclos, & Turcotte, 1999;Yucker, 1994). Faculty attitudes influencebehavior toward students, which in turninfluences student performance (Alexander& Strain, 1978). Prejudicial treatment,whether intentional or not, creates obstaclesfor students with disabilities in highereducation that can be more disabling thanthe physical or cognitive impairmentsthemselves (Fichten, 1995).
When considering accommodations forstudents with disabilities, faculty are oftenconcerned about maintaining academicintegrity (Nelson, Dodd & Smith, 1990).
Many support the integration of studentswith sensory and physical disabilities inhigher education but are less supportive ofintegrating students with learning disabili-ties and psychiatric disabilities (Burgstahleret al., 1999; Hannah & Pliner, 1983; Leyser,1989). There are also certain accommoda-tions that faculty members are less willingto provide, such as alternative assignments,
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copies of lecture notes, tape-recorded as-signments, and proofreaders (Nelson, et al.,1990). Additionally, the willingness toprovide accommodations varies by aca-demic discipline. For example, educationfaculty have been found to be more willingto accommodate than business faculty, andbusiness faculty have been found to be morewilling to provide accommodations thanscience faculty (Leyser; Leyser, Vogel,Wyland & Brulle, 1998; Nelson, et al., 1990).
Some instructors feel uncomfortable talkingto students with disabilities. Similarly,students with disabilities are sometimesreluctant to ask for accommodations. Theyexpress concern that instructors may havenegative attitudes about them, and that theymay not respect their privacy regardingtheir disabilities (Burgstahler, et al., 1999;Moore & Nye, 1986; National Center on theStudy of Postsecondary Educational Sup-ports, 2000). Faculty members with moreknowledge about and experience withstudents who have disabilities have morepositive attitudes about them than thosewith less experience and knowledge(Aksamit, Levenberger & Morris, 1987;Fichten, Amsel, Bourdon, & Creti, 1992;Fonosch & Schwab, 1981; Yuker, 1994).
Overall, despite ever-growing course loads,committee assignments, research responsi-bilities, and community work, professorsare receptive to receiving training in teach-ing students with disabilities (Norman,Caseau, & Stefanich, 1998). College adminis-trators also acknowledge the need to pro-vide training for faculty regarding thecapabilities and unique needs of studentswith disabilities (Nelson, et al., 1990). Bothfaculty and students have expressed theneed for faculty development so that in-structors can better understand their legalobligation to provide academic accommoda-
11
tions, learn about typical accommodationstrategies, improve communication skills,and become aware of available resources(Burgstahler et al., 1999; Leyser et al., 1998;Vogel, et al., 1999). Faculty members andadministrators report interest in multiplepresentation delivery methods includingshort printed publications, on-line re-sources, and short presentations that in-clude case studies or student panels (Burgs-tahler, et al., 1999). Including disability-related content in training programs andorientations for teaching assistants (TAs) isalso important, since many TAs have pri-mary teaching responsibilities (Burgstahler& Jirikowic, 2002).
Training opportunities regarding accommo-dating students with learning disabilitiesand psychiatric disabilities are of particularinterest to postsecondary faculty(Henderson, 2001). These types of disabili-ties are especially challenging for instructorsto understand and accommodate (Burgs-tahler, et al., 1999; Houck, Asselin,Troutman, & Arrington, 1992; Vogel et al.,1999). Since faculty members play a key rolein the learning of all students, professionaldevelopment for this audience has thepotential to improve the postsecondaryoutcomes for students with disabilities(Burgstahler,.2003; Cafferella & Zinn, 1999).
Implications for PracticeFaculty members, teaching assistants, andadministrators need information about legalissues, accommodation strategies, andresources for working with students whohave disabilities. Training should beprovided in multiple ways to addressdifferences in schedules, interests, knowl-edge, experience, and information needs.Short printed publications, Internet-basedresources, and both short and extendedpresentations should be considered. Follow-
up support to address specific needs shouldalso be provided.
It is best to tailor professional developmentsessions to the needs of instructors inspecific academic disciplines, givingexamples of accommodations that are likelyto be provided in each of those fields. Seekto educate instructors in academic disci-plines that tend to be less willing toaccommodate students with disabilities.Faculty members in academic areas whereadvancing technology increases opportuni-ties for participation of students withdisabilities should also be targeted fortraining in order to correct faulty assump-tions about what students with disabilitiescan accomplish. For example, facultymembers in information technology fieldsmay not be aware of assistive technologythat allows individuals with a wide range ofdisabilities to access computers. In addition,instructors of Internet-based learningcourses may not be aware of the technicalissues and legal obligations to designcourses that are accessible to students withdisabilities (Patrick, 1996).
Keep in mind that faculty members may feeluncomfortable when working with studentswho have disabilities. Their attitudes maybe based on faulty assumptions andstereotypes. Use faculty training asopportunities to allow instructors to openlydiscuss fears and concerns, to dismissincorrect assumptions and stereotypes, andto provide accurate information. Model anattitude of respect for the rights andresponsibilities of the institution, studentswith disabilities, and instructors. Avoidgeneralizations about people with disabili-ties and highlight similarities instead ofdifferences between students with andwithout disabilities. Emphasize thatacademic accommodations do not need to
12
be elaborate; creativity and common sensecan lead to practical solutions for accessproblems.
When delivering training to faculty andadministrators, assume your audience hasvarying levels of experience, knowledge,and a wide range of interests represented.Some faculty and administrators are eagerto learn about disability-related issues;others are interested in only the minimumamount of information they need to performtheir jobs. Leave time to discuss issues ofspecial interest to audience members.
Based on a review of research, DO-IT(Disabilities, Opportunities, Internetwork-ing, and Technology) developed six modelsof professional development for faculty andadministrators that may be adapted for awide range of schedules and interests. Thepresentation models include a shortoverview, a comprehensive workshop,tailor-made workshops on specific topics,self-paced Web instruction, and a distancelearning course (Burgstahler, 2003). Inaddition to materials provided in thishandbook, information can be found in TheFaculty Room Web site at http://www.washington.edu/doit/Faculty/.
ConclusionProfessional development can help educa-tors more fully include students with dis-abilities in their courses. Ultimately, in-creased knowledge and skills of facultymembers and administrators regardinglegal issues, accommodations, and resourcescan lead to more positive postsecondary andcareer outcomes for students with disabili-ties.
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Adult Learning da,_graNt,v
Research QuestionWhat do we know about adult learning thatcan be applied to the design and delivery ofprofessional development for faculty andadministrators regarding equal access ofstudents with disabilities to courses andprograms?
Overview of ResearchKnowles (1980) used the term "andragogy"instead of "pedagogy" to clarify differencesbetween the curriculum development needsof adults and that of children. He identifiedthe need for adults to be motivated to learn,to be active in the learning process, and tohave their past experiences respected in thelearning environment (Millis & Cottell,1998). Much of the current knowledge inthis field is based on Knowles' ideas.
Transformative LearningWhen adults participate in learning activi-ties, they bring many years of experienceswith them. They view new materialthrough the lens of these experiences (Baird,Schneier, & Laird, 1983). As adults continueto acquire new knowledge and skills, theymust integrate new learning with priorlearning. When contradictions or dilemmasresult, perceptions based on prior learningmust be reexamined. Individuals canchoose to reject the contradictory newinformation or revise their previous views.Transformative learning occurs when posi-tive adjustments to prior learning are made(Cormick-Pilling, 1997; Cranton, 1996).
Self-Directed LearningAdults often prefer to engage in self-directed learning, where the learner hassome control over setting priorities andchoosing content, materials, and methods.Self-directed learning can provide a founda-
tion for transformative learning. During theprocess, individuals use critical thinking tochallenge previous assumptions.
The "Self-Directed Learning Process Model"(Cormick-Pilling, 1997) consists of threecomponents: control factors, interactionsbetween educator and student, and influ-ences on those interactions. Four factorsaffect the amount of control participants canexercise in the learning process: social con-straints, environmental characteristics,learner characteristics, and educator charac-teristics. Environmental characteristicsinclude both physical and affective compo-nents of teaching and learning situations(Heimlich & Nor land, 1994).
In Cormick-Pilling's model of transforma-tive learning, both the adult learner and theeducator influence each other's interactions.Learners may modify the educator's facilita-tion style. Similarly, a presenter who sup-ports self-directedness influences participantperspectives about their own learning(Cormick-Pilling, 1997). An important partof this process, for both the presenter andthe participants, is reflection. What do par-ticipants want to learn? How will they goabout learning it? Why is it important tolearn this in the first place? Reflection be-comes critical when it leads to the question-ing of the validity of the learning itself. Theways in which learners reflect vary depend-ing on the nature of the subject matter andthe facilitation strategies used.
One approach to teaching adults in a self-directed format is to address problemstogether in a collaborative manner, "inwhich no one need apologize for beinguncertain about the material, because uncer-tainty is understood to be an element of allhuman knowing" (Roth, Cracolice,
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Goldstein, & Snyder, 1999, p. 51). In thistype of learning environment, the presenterand the participants are open to ideas thatwill support learning from both mistakesand successes (Schon, 1987).
Relevant LearningLearning is greatest when it can be appliedto situations of interest to the learner andwhen there is an immediate benefit. If adultssee the relevance of the material presentedto their own situations, their motivation tolearn increases and the instructor will havea more attentive audience. Motivation tolearn originates from the adult learner'sexpectations of the usefulness of the content(Svinicki, 1996). When adults are forced tolearn against their own inclinations anddesires, the resulting resentment may be-come a barrier to meaningful learning(Brookfield, 1993). To maximize learning,the instructor must convince the audiencethat the material presented is important anduseful to them.
Active LearningAdults tend to prefer active learning whereinstructional experiences are related to theirreal life situations (Mezirow, 1981). Reten-tion of information for adult learners can bemaximized through activity (Thomas, 1991).
Presentation strategies that can assist incommunicating necessary informationabout academic accommodations andfaculty concerns include offering facultypractical strategies and meaningfuldiscussion about disability issues andtopics.
14
Implications for PracticeSome faculty members have had little or nocontact with people who have disabilities.Others have already taught students withdisabilities in their classes. For some, accom-modating students with disabilities is con-sistent with their sense of justice and peda-gogical beliefs; for others, providing specialaccommodations to some students impliesunfairness to others. Some faculty memberswelcome new ideas; others reject change.Expect that your faculty audience will holda range of such beliefs and attitudes.
When training is voluntary, you can assumethat your audience is motivated. However,if your presentation is mandatory or a partof a program for a group gathered for an-other purpose, expect that some participantswill be reluctant learners.
Consider the following suggestions as youprepare your presentation:
Transformative LearningPresent clear, situation-relevant learningobjectives. Avoid abstractions, rhetoric, andtheory with little immediate application.Adult learners may be impatient withhearing general information and find littleuse for isolated facts. Include concreteexamples of accommodations, legalrequirements, and campus resources.
To promote transformative learning, con-sider sharing myths or misconceptionsrelated to disabilities and refute them withfactual information. For example:
Students with learning disabilities seethings backwards. (Actually, there aremany types of learning disabilities;"seeing things backwards" is a symptomof one type.)
21
All students with hearing impairmentsuse sign-language interpreters. (Actually,only 25% of individuals with a hearingloss use sign language.)
Deaf students are good lip-readers.(Actually, not all deaf students lip-read.Those who do are guessing much of thetime, since only 30% of speech can beread on the lips.)
People who use wheelchairs cannotdrive automobiles. (Actually, handcontrols and other assistive technologyallow operation of vehicles withoutusing standard foot pedals.)
Providing academic accommodations isalways difficult, time consuming, andexpensive. (Actually, most accommoda-tions are simple and inexpensive.)
Blind students read Braille. (Actually,only a small fraction of individuals whoare blind read Braille.)
People who are blind cannot usecomputers. (Actually, speech and Brailleoutput systems provide blind computerusers with full access to all text on ascreen.)
Students with learning disabilities arenot very smart. (Actually, a diagnosis ofa learning disability requires average orabove average intelligence.)
Address each item in the list, correctingmisconceptions and discussing experiences,resources, and procedures on your campus.
Respect audience members' expertise intheir fields while at the same time, recognizethat they may lack background and experi-ence on the topic you are presenting. When
asking and responding to questions inpresentations, be careful not to make partici-pants feel wrong or ignorant if they arepoorly informed (McLagan, 1978).
Openly acknowledge the difficulties thatchange can create and the extra time thatmight be required to accommodate a spe-cific student with a disability. Be sure tobalance the description of challenges thatresult from fully including students withdisabilities in classes and programs with thepositive outcomes that result from doing so.With a straightforward approach, resistantor defensive audience members are morelikely to trust you and the information youpresent.
Relevant LearningMake the content relevant to the work of theparticipants. Postsecondary educators havea wealth of knowledge and multipleresponsibilities, all of which draw upontheir time and energy. As with' most adultlearners, postsecondary educators are goal-oriented, generally appreciate outcomesmore than process, have set habits andstrong feelings, and have little time to waste.
When providing training for faculty andadministrators, it is important to be sensi-tive to the different needs of participants.For example, faculty need information inorder to provide academic accommodationsin their specific classes. Administrators (e.g.,departmental heads, and deans) need infor-mation in order to make policy decisions.Some participants may have a personalinterest in the subject matter or enjoy learn-ing the information simply for the sake ofknowledge; many will prefer to receive onlyinformation that is relevant to their position.
Tap into the positive motivations of theaudience to help them want to learn.
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Consider why your audience is attendingyour presentation. If your presentation ispart of a regularly scheduled facultymeeting, a brief introduction delivered bythe dean or chair of the department can helpemphasize the importance of the materialyou will present. To determine audienceinterests, consider making brief phone callsor conducting a survey prior to a presenta-tion to gain information or ask participantsto share their interests at the beginning ofthe presentation. Use the life/workexperiences of those in the session todevelop examples and to answer questions.
Active LearningAudience participation can help keep yourparticipants engaged as well as provideopportunities for you to reinforce keypoints. Ask your audience if they havetaught students with disabilities, andencourage participants to share theirexperiences and concerns. Incorporateinformation the participants wish to learninto the training section. Allow participantsto discuss examples and case studies toexplore how the information presented canbe applied. Videotapes or panels of studentswith disabilities can provide real-lifeexamples to promote discussion; the visualimages can help participants assimilate thecontent.
Approach each presentation with anattitude that everyone can contribute to thelearning process. Develop an environmentof trust and respect by ensuring the trainingis a safe place to discuss personal ideaswithout criticism. Invite faculty memberswho have worked with students who havedisabilities to share their experiences andfield questions from the audience. Letparticipants discuss challenges theycurrently face, or have faced in the past, andhelp lead them to solutions.
16
ConclusionKeep concepts of adult learning theory inmind as you prepare and present profes-sional development programs for facultymembers and administrators to make themmore effective. Actively engage participantsin the learning process, make the contentrelevant to their jobs, and work to transforminaccurate assumptions into accurate per-ceptions. Ultimately, increased skills offaculty and administrators can result inmore positive academic and career out-comes for students with disabilities.
23
Learning Styles irftt-NZ"
Research QuestionWhat do we know about learning styles thatcan guide the delivery and design of profes-sional development for faculty and admin-istrators regarding equal access of studentswith disabilities to courses and programs?
Overview of ResearchHow learners learn is as important to con-sider as the content being taught. Learner-centered education strives to make bothcontent and methods appropriate for thelearner (Conti, 1998). Although learning isan individual event, it often occurs in agroup setting (Felder, 1996). In any group,the presenter can assume that participantshave a variety of learning styles. Address-ing learning style issues in the delivery ofinstruction can maximize its effectiveness.
"Learning style" refers to how an indi-vidual responds to the learning environ-ment (Claxton & Ralston, 1978; Wooldridge,1995). Dunn and Griggs (1998) describelearning style as the way an individualbegins to concentrate on, process, internal-ize, and remember new information andskills. They report that learning style is anindividual's reaction to several factors thatinclude:
the environment, such as roomtemperature or lighting;emotions, such as motivation andpersistence;
11. sociological factors, such as individualor group learning; andphysiological factors, such as sensorypreferences and variable energy levels.
In addition to the learning styles ofstudents, it is important for presenters to beaware of their own learning preferences. Aninstructor's style may influence the
1=1=
activities chosen within the learningenvironment. Students will respond basedon their own personal preferences. Amismatch between the learning styles ofstudents and their instructor can interferewith learning and raise the discomfort levelof students. Alternatively, when the learningstyles of students are similar to those of aninstructor, they may exhibit greaterachievement and personal satisfaction(Felder, 1996; University of Illinois Divisionof Instructional Development, 1999).
i
Sensory PreferencesPerhaps the most commonly used categoriesof learning styles are based on sensorypreferences. Wooldridge (1995) describeslearners with the following preferences.
Auditory PreferencesThis category describes those who learn bestby listening to verbal instruction such as alecture, discussion, or recording. Coker(1996) describes this person as "the listener,"preferring to rely on sounds to learn.
Visual PreferencesThese learners use vision for their primaryperceptual preference and can remembermost easily what they read or observe. Theycan close their eyes to recall what they haveread or seen earlier. Ness (1995) includes a
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separate category of "written word" inwhich the person has a preference for learn-ing by reading as opposed to actually seeingobjects or participating in activities in orderto learn.
Tactile PreferencesLearners with tactile perceptual preferencesoften need to underline as they read, takenotes when they listen, or keep their handsbusy in other ways. Members of this groupmay never read the notes they write. Rather,the activity of writing is sufficient for thelearning to occur (Ness, 1995).
Kinesthetic PreferencesFor these learners, whole body movementand real life experiences are often needed toabsorb and retain the material to be learned.They learn best when they are totally in-volved in an activity.
18
Experiential LearningAnother popular theoretical framework forlearning styles is that of Kolb's "ExperientialLearning" (Claxon & Ralston, 1978; Svinicki& Dixon, 1987). This theory explains how aperson develops observations and reflec-tions from a concrete experience. Abstractconcepts are then formed which guide newbehavior. Within this model, four specificlearning styles emerge:
ConvergerThese learners work best when there is asimple and correct answer to a problem.Their dominant learning abilities are ab-stract conceptualization and active experi-mentation. These individuals prefer dealingwith things rather than people and tend toexcel in the physical sciences and engineer-ing.
DivergerThese individuals learn best through con-crete experience and reflective observation.A strength is their imaginative ability. Theytend to be people-oriented, react with emo-tions, and excel in humanities and the lib-eral arts.
AssimilatorThe dominant learning orientations of thesepeople are abstract conceptualization andreflective observation. Abstract conceptual-ization activities include listening to lec-tures, writing papers, building models,completing projects, and developing analo-gies. Reflective observation activities in-clude the use of logs, journals, discussion,brainstorming, thought questions, andrhetorical questions. Assimilators like toorganize diverse items into an integratedwhole. They are often interested in mathand science fields.
25
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AccommodatorAccommodators learn best through concreteexperimentation. These activities includepracticing in laboratories, collecting obser-vations, reading primary text, participatingin simulations and fieldwork, workingproblem sets, and studying examples andcase studies. Accommodators like to havenew experiences. They are intuitive andoften use the trial-and-error strategy tosolve problems. This type of learner oftenprefers technical or business fields.
Implications for PracticeSuccessful presenters employ a variety ofteaching strategies in response to the di-verse set of learning styles found withinmost groups. They also consider diversity inage, experience, intellect, and background.This is particularly important when teachingnew material. Successful instructional tech-niques include the following (Felder, 1996).
Teach theory by providing phenomenaand problems that relate to the theory.
Balance conceptual information withconcrete information.
Use a variety of sketches, plots, schemat-ics, computer graphics, and physical
demonstrations in addition to oral andwritten explanations in lectures andhandouts.
mi Provide plenty of time for reflection anddiscussion. Provide time for learners tothink about the material being presentedand organize their thoughts.
Promote active participation and re-spond to individual questions. Alsoencourage faculty participants to use avariety of teaching strategies with theirown students in order to address thedifferent learning styles in their classes(Goad, 1997).
Sensory PreferencesExperiment with new techniques andstrategies that may not be part of your ownstyle. Some individuals learn better throughlistening, some through discussing, othersthrough reading or watching, and stillothers through doing. Engage participantsin a variety of learning activities that usemultiple senses. Provide key information inmultiple ways. Consider using videotapes,group discussions, mini-lectures, casestudies, questions and answers, panels, androle-playing.
Experiential LearningOne way that research about experientiallearning styles for faculty training can beapplied is to develop specific activities inresponse to common learning styles ofparticular faculty groups. For example,business instructors may prefer activitiesdesigned for the "accommodator;" history,political science, English, and psychologyfaculty may be more receptive to activitiesfor the "diverger; " economics, mathematics,sociology, and science instructors may findactivities for the "assimilator" to be moreeffective; and those in engineering may
19 2 6
prefer activities associated with the"converger."
ConclusionCreate a learner-centered environment intraining sessions for faculty and administra-tors. Expand your teaching style repertoirein order to accommodate all learners andencourage faculty to do the same to supportthe learning needs of their students. Usemultiple instructional methods that engagedifferent senses so that more learners,including those with disabilities, can learneffectively.
20
Types of Learning 4741k14M
Research QuestionWhat do we know about types of learningthat can guide the design and delivery ofprofessional development for faculty andadministrators regarding equal access ofstudents with disabilities to courses andprograms?
Overview of ResearchLearning has been categorized in manyways. Three are discussed below.
Bloom's TaxonomyPsychologist Benjamin Bloom developed aclassification scheme for types of learningwhich includes three overlapping domains:cognitive, psychomotor, and affective. Skillsin the cognitive domain, the one mostrelevant to faculty and administrator train-ing (Lee, 1999), include:
knowledge (remembering information);
comprehension (explaining themeaning of information);
application (using abstractions inconcrete situations);
analysis (breaking down a whole intocomponent parts); and
21
1=1synthesis (putting parts together to forma new and integrated whole).
For example, knowing that the Americanswith Disabilities Act (ADA) was passed in1990 is knowledge. Explaining what the lawmeans is comprehension. Application isillustrated when someone knows how thelaw applies to higher education. Analysis isrequired to discuss the details of specificlegal applications. Finally, synthesis isneeded to develop policies and proceduresfor a postsecondary institution in responseto the ADA.
Tennant's A.S.K.Tennant (1995) categorized types of learningin a different way. The acronym A.S.K.stands for the three types of learning thatoccur in training:
A represents "attitude," also known asaffective learning. An example of thistype of learning is a shift in attitudetoward the academic abilities of studentswith disabilities.
S represents "skills," often called psycho-motor or manual learning. Learning tooperate adaptive technology is an ex-ample of the development of skills.
K represents "knowledge." Cognitivelearning is the formal term used formental skills such as recall of informa-tion. An example of knowledge is infor-mation on available resources related todisability issues.
Gardner's Seven Knowledge TypesHoward Gardner (1983, 1999) breaks downknowledge into seven types. He developed atheory of multiple intelligences based upon
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research in the biological sciences, logisticalanalysis, and psychology. These intelli-gences include:
1. Logical-mathematical intelligence: theability to detect patterns, think logically,reason and analyze, and computemathematical equations.
2. Linguistic intelligence: the mastery oforal and written language in self-expression and memory.
3. Spatial intelligence: the ability torecognize and manipulate patterns (largeor small) in spatial relationships (e.g.,pilots, sculptors, architects).
4. Musical intelligence: the ability torecognize and compose musical quality(pitches, tones), and content (rhythms,patterns) for production and perfor-mance.
5. Kinesthetic intelligence: the ability touse the body, or parts of the body tocreate products or solve problems (e.g.,athletes, dancers, surgeons).
6. Interpersonal intelligence: the ability torecognize another's intentions, andfeelings.
7. Intrapersonal intelligence: the ability tounderstand oneself and use theinformation to self-manage.
Gardner's theory purports that people use atype of intelligence according to the type oflearning that is necessary, their personalstrengths and abilities, and the environmentin which the learning takes place.
Since different teaching strategies are bestapplied to certain types of learning, using a
wide variety of activities when teachingnew material will maximize learning foreveryone (Felder, 1996).
Implications for PracticeCarefully consider the context of the partici-pants in the audience of your presentation.What knowledge do they need to performtheir job more effectively? What skills needto be developed? How can you help partici-pants synthesize critical content in order todevelop appropriate institutional policies?How can you help them develop strategiesfor accommodating specific students withdisabilities in specific activities? How canyou model and promote a positive attitudeabout disability-related accommodations?
Often, learning occurs during periods ofconfusion, frustration, and struggle. For thisreason, risk-taking on the part of the facilita-tor and the participants is necessary. Shar-ing personal experiences, posing questions,and presenting case studies can promotelearning. In order to engage participants incritical thinking and facilitate problem-solving, consider the following suggestions(Brookfield, 1993):
Value and respect participants throughword and action.
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o
1
Listen attentively and provide supportfor efforts.
Identify and challenge assumptions.
Reflect back attitudes, rationalizations,and habitual behaviors.
s Imagine and explore alternatives.
Practice reflective skepticism.
Model critical thinking through clarity,consistency, openness, and accessibility.
Teach theory by detailing phenomenaand practical problems related to thetheory.
Balance conceptual with concreteinformation.
Use a variety of sketches, plots, schemat-ics, computer graphics, and physicaldemonstrations in addition to oral andwritten explanations in lectures andhandouts.
Provide time for participants to reflectupon the material being presented.
Encourage active participation.
Vary your presentation methods andindividualize your strategies. Address thethree types of learningattitude, skills, andknowledge. To address "attitudes" towardstudents with disabilities, consider having apanel of successful college students andgraduates with disabilities share theirexperiences. To address "skills," you couldhave participants role-play lectures using asign-language interpreter while facing theaudience.
Lastly, encourage use of different intelli-gences. Knowledge can be gained wheninformation is given through multiplemeans including lectures, handouts,videotapes, analyzing case studies, sharingof personal experiences, and discussion.Logical-mathematical and linguisticintelligences are heavily used in traditionalacademic settings and responsible for highscores in academic achievement tests. It isreasonable to expect faculty and administra-tors to heavily rely upon these types ofintelligence.
ConclusionParticipants will use multiple types oflearning processes during your presenta-tion. When you use different modes ofpresentation (e.g., lecture, case studyanalysis, role playing, and discussion) andencourage active participation, you willmore effectively facilitate optimal learning.
Universal Design of Instruction aim
Research QuestionWhat do we know about universal designof instruction that can guide the design anddelivery of professional development forfaculty and administrators regarding theequal access of students with disabilities totheir courses and programs?
Overview of ResearchThe term "universal design" refers to thepractice of designing and delivering prod-ucts and services that are usable by peoplewith the widest range of functional capabili-ties. Universal design is defined by theCenter for Universal Design at North Caro-lina State University as "the design ofproducts and environments to be usable byall people, to the greatest extent possible,without the need for adaptation or special-ized design" (http://www.design.ncsu.edu/cud/ud/ud.html). It is desirable that productsand services are directly usable withoutrequiring additional assistive technologies.If this is not possible, then they should bemade more usable with commonly usedassistive technologies.
The field of universal design can provide aframework for developing instruction tomaximize the learning of all students,including multi-ethnic students, studentswith disabilities, and students for whomEnglish is not their first language (Bowe,2000). Faculty members "can apply thisbody of knowledge to create courses wherelectures, discussions, visual aids, video-tapes, printed materials, labs, and fieldworkare accessible to all students" (Burgstahler,2000). Those presenting professional devel-opment programs can apply these prin-ciples to maximize the learning of the par-ticipants and to model universal designprinciples that participants can apply intheir own instruction.
izrzna
With the goal of providing guidance in thedesign of environments, communications,and products, a group of architects, productdesigners, engineers, and environmentaldesign researchers collaborated to establishseven principles of universal design. Theyare as follows.
Equitable UseThe design is useful and marketable topeople with diverse abilities.
Provide the same means of use for allusers: identical whenever possible;equivalent when not.Avoid segregating or stigmatizing anyusers.Make provisions for privacy, security,and safety equally available to all users.Make the design appealing to all users.
Flexibility in UseThe design accommodates a wide range ofindividual preferences and abilities.
Provide choices in methods of use.Accommodate right- and left-handedaccess and use.Facilitate the user's accuracy andprecision.Adapt to the user's pace.
Simple and Intuitive UseUse of the design is easy to understand,regardless of the user's experience,knowledge, language skills, or currentconcentration level.
Eliminate unnecessary complexity.Be consistent with user expectations andintuition.Accommodate a wide range of literacyand language skills.Arrange information consistent with itsimportance.Provide effective prompting andfeedback during and after task comple-tiorb
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I
Perceptible InformationThe design communicates necessaryinformation effectively to the user, regard-less of ambient conditions or the user'ssensory abilities.
Use different modes (pictorial, verbal,tactile) for redundant presentation ofessential information.Maximize legibility of essentialinformation.Differentiate elements in ways that canbe described (i.e., make it easy to giveinstructions or directions).Provide compatibility with a variety oftechniques or devices used by peoplewith sensory limitations.
Tolerance for ErrorThe design minimizes hazards and theadverse consequences of accidental orunintended action.
Arrange elements to minimize hazardsand errors.Provide warnings of hazards and errors.
Low Physical EffortThe design can be used efficiently andcomfortably, and with a minimum offatigue.
Allow user to maintain a neutral bodyposition.Use reasonable operating sources.Minimize repetitive actions.Minimize sustained physical effort.
Size and Space for Approach and UseAppropriate size and space is provided forapproach, reach, manipulation, and useregardless of user's body size, posture, ormobility.
Provide a clear line of sight to importantelements for any seated or standing user.Create easy reach to all components,comfortable for any seated or standinguser.
Accommodate variations in hand andgrip size.Provide adequate space for the use ofassistive devices or personal assistance(Bowe, 2000, pp. 23-62).
When designers apply universal designprinciples, their products and programsmeet the needs of potential users with awide variety of characteristics. Disability isjust one of many characteristics that anindividual might possess; others to considerin design of products, information, andservices are age, gender, professional posi-tion, reading level, learning style, and socio-economic status.
When universal design principles are ap-plied to teaching, an inclusive and equitablelearning environment is created. Applyinguniversal design concepts in course plan-ning will assure full access to the content formost students and minimize the need forspecific accommodations (Burgstahler,2000).
Implications for PracticeUniversal design principles in education canapply directly to lectures, classroom discus-sions, group work, handouts, Web-basedinstruction, labs, fieldwork, and other aca-demic activities. Consider the followingexamples that faculty may apply to cur-ricula (Burgstahler, 2000).
InclusivenessCreate a learning environment that respectsand values diversity. Put a statement onyour syllabus inviting students to meet withyou to discuss disability-related accommo-dations and other special learning needs.Avoid segregating or stigmatizing anystudent.
Physical AccessAssure that classrooms, labs, and fieldworkare accessible to individuals with a range ofphysical abilities and disabilities. Make sureequipment and activities minimizesustained physical effort, provide optionsfor operation, and accommodate right- andleft-handed students as well as those withlimited physical abilities. Assure the safetyof all students.
Delivery MethodsAlternate delivery methods, includinglecture, discussion, hands-on activities,Internet-based interaction, and fieldwork.Make sure each is accessible to studentswith a wide range of abilities, disabilities,interests, and previous experience. Face theclass and speak clearly in an environmentthat is comfortable and free from distrac-tions. Provide printed materials thatsummarize content delivered orally.
Information AccessUse captioned videotapes. Provide printedmaterials in electronic format. Provide textdescriptions of graphics presented on Webpages. Provide printed materials early toallow students to prepare for the topic to bepresented. Create printed and Web-basedmaterials in simple, easy-to-use, andconsistent formats. Arrange content in orderof importance.
InteractionEncourage different ways for students tointeract with each other and with you. Thesemethods may include in-class questions anddiscussion, group work, and Internet-basedcommunications. Strive to make themaccessible to everyone, without accommoda-tion.
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FeedbackProvide effective prompting during anactivity and feedback after the assignment iscomplete.
Demonstration of KnowledgeProvide multiple ways for students todemonstrate knowledge. For example,besides traditional tests and papers,consider group work, demonstrations,portfolios, and presentations as options fordemonstrating knowledge.
When creating a presentation for facultyand administrators, universal design prin-ciples can be employed to make it an inclu-sive learning environment. For example,make the content simple, easy to under-stand, and easy to apply. Participants inyour presentation should leave with a clearidea of what they need to do and wherethey can go for help. Make your presenta-tion flexible; be willing to adjust to theneeds and interests of your participants.
Customize your training options for specificaudiences. Provide alternatives such asshort and long presentations, interactiveInternet-based instruction, printed materi-als, and Web-based resources.
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Use videotapes with captioning. Demon-strate how you can verbalize the content ofPowerPointm slides and overhead transpar-encies and verbally describe graphs andcartoons so that they are accessible to peoplewho cannot see. Show alternative ways tooperate a computer and/or access a Website (e.g., speech input, speech output,alternative input devices).
ConclusionApplying universal design principles inyour presentation not only meets the acces-sibility needs for those attending, but alsomodels for postsecondary faculty howaccessible teaching can be delivered. Uni-versal design of instruction in collegecourses maximizes the learning of all stu-dents and minimizes the need to provideindividual accommodations for studentswith disabilities.
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Systemic Change ripeNtff
Research QuestionsWhat do we know about systemicchange that can guide the design andimplementation of professionaldevelopment for faculty and administra-tors regarding the equal access forstudents with disabilities in their coursesand programs?
What do we know about sustainingfaculty and administrator developmentactivities for supporting students withdisabilities?
Overview of ResearchIt has been said that you cannot change onething without changing the whole thing(Price Waterhouse, 1995). If you redesignprocesses or change requirements on acollege campus, you can expect that youwill also need to change job descriptions,systems, and technologies and then trainpeople to support them.
The participation of students with diverseabilities and disabilities has created theimpetus and necessity to change some ofthe traditional structures and procedures ofcolleges and universities. Postsecondaryinstitutional experiences in promotingdiversity related to gender, ethnicity, race,and socioeconomic status have taught usthat change does not occur quickly andwithout conflict. Creating a more inclusiveenvironment for students with disabilitiesoften requires system-wide, sustainablechange. Successful change efforts are moreoften gradual than radical.
Although there is typically resistance tochange, change is central to college anduniversity cultures (Andresen, 1991). Newlaws, demographics, technologies, andeducational theories and goals are part oftheir realities (Englert & Tarrant, 1995).
1=1:1:01
Competing theories about systemic changeabound. However, success in implementingchange is often more related to a specificcontext than to a general theory (Wilson,1992). "The argument has been largelyagainst skill-based approaches, ready-mademodels of good organizational practice, andreliance upon analyzing change as primarilythe outcome-oriented pursuit of great andcharismatic individuals. The argumentshave, rather, favored the potency of organi-zational structures, of economic determin-ism, and of institutionalization within whichthe manager must operate" (Wilson, 1992, p.122).
Change can be viewed from three perspec-tives: the reason for change, the process ofchange, and the content of change (Levy &Merry, 1986). First we will consider thereasons to change and then the process ofchange.
External and Internal ForcesPostsecondary institutions experience pres-sure to change from both external and inter-nal sources (Yee, 1998). As change in theexternal environment accelerates, institu-tions must respond to these changes in orderto thrive (Kozeracki, 1998). For example, oneof the external factors promoting change isthe worldwide transformation of theeconomy to a knowledge- and information-based system. The development of newtechnologies has caused faculty to re-exam-ine the content and delivery of instruction(Travis, 1995). The incorporation of newcomputer electronic and information tech-nologies over recent years provides anexample of how rapidly new products andbehaviors can be assimilated into campuslife. Not long ago, cellular phones, fax ma-chines, and e-mail were considered futuris-tic. Technology creates opportunities for
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students with disabilities to access educa-tion in innovative ways. For example, stu-dents who are blind and use speech outputsystems can participate in standard Internet-based distance education courses as long asthese courses are designed so that they areaccessible using this technology. Technol-ogy also may provide access to studentswho cannot take courses because of sched-ule conflicts or geographic location.O'Banion (1997) proposes that an improved"learning college" may build its foundationon technology because technology is "ism-free" (e.g., racism, sexism, ageism). Somefaculty members welcome these changes;some resist. Nevertheless, technology pays asignificant role in systemic change.
Legislative and funding issues can also forceinstitutions to change. For example, Section504 of the Rehabilitation Act, the Americanswith Disabilities Act, and state legislationrequire that institutions provide reasonableaccommodations for qualified students withdisabilities in programs and services. Due inpart to such legislation, increasing numbersof students with disabilities are gainingaccess to programs, placing further pressureon institutions to become more inclusive.
Differences in the economy, governmentrelations, and the demographics of thestudent body (e.g., more immigrants, highschool dropouts, returning and displacedworkers, welfare participants, and workersin need of skill upgrading) require re-sponses from postsecondary institutions(Levin, 1998). Today's student body isdiverse with respect to age, gender, ethnicand racial background, disability, and part-time student status (Yee, 1998). Changingpopulations call for increased multiculturalawareness (Harris & Kayes, 1995; Rendon &Hope, 1996). Stereotyping, social isolation,and alienation are experienced by women,
students with disabilities, and adult learnersas well as by students of ethnic diversity(Smith, 1989). Close to 6% of people inpostsecondary programs have an identifieddisability (Horn & Berktold, 1999). Thecumulative result is a demand for institu-tions to create more inclusive learningenvironments that are socially and cultur-ally responsive. The way "tech-prep" andschool-to-work movements have stimulatedfaculty to collaborate with high school staffand to incorporate more career-related skill-building into the curricula provides anexample of how systemic change can occuras a result of external forces (Horan, 1995).
Forces internal to the institution can alsopromote or retard change. Academic valuesand attitudes about diversity can motivatefaculty members and administrators toadvocate for educational equity. Seeingstudents with disabilities as a minoritygroup with civil rights to education insteadof as a needy population deserving of char-ity has dramatically changed the serviceprovision for students with disabilities inrecent years (Oliver & Barnes, 1998; Shapiro,1993). Diverse perspectives within organiza-tions promotes sensitivity to pluralism.
Process of ChangeA growing body of research reflects theimportance of student involvement in aninstitution's change process. Over an ex-tended period of time, students can helpidentify and prioritize problems and sug-gest potential solutions.
Frank and Rocks' (1996) model for effectivetransition and change involves conceptual-ization of the change parts, active reflection,and commitment. It requires engagement ofleadership personnel and management ofthe systems undergoing change.
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Institutions that are successful in integratingdiverse groups of students tend to:
focus on student success and providetools for success,
enhance coordination and articulationwith other educational levels,
dedicate resources to fostering accep-tance,
have access to good information on theinstitution and students, and
have leaders in the faculty and adminis-tration who provide direction for theseefforts.
Some postsecondary educators have re-sponded to student diversity by modifyingthe organizational culture, infusingmulticultural education into the curriculum,reflecting a diversity in values and norms inorganizational policies and practices, andcreating campus-wide action committees(Guy, Reiff, & Oliver, 1998; Harris & Kayes,1995; Levy & Merry, 1986).
However, a fundamental and continuingconflict exists between diversity and qualityin postsecondary education. Faculty mayneed to reform their understanding ofacademic quality and then modify stan-dards, performance criteria, and assessmenttools (Smith, 1989). Infusing multiculturaleducation at an organizational level requiressimultaneous changes in the organization'svalues and culture (Guy, et al., 1998). Strate-gies include the following.
Build a powerful case for change. Youcan assume that people are not preparedfor change and that you must convincethem, using consensus building and
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education, that change is both appropri-ate and needed. Practical and immediateaction steps are most helpful to share intraining sessions.
Let the customer drive change. Inpostsecondary institutions, customersinclude both the students with disabili-ties attending programs and the facultyand staff delivering and supportingthem.
Keep in mind that faculty members may bemore open to new ideas when they areactively involved in the process (Kuveke,1996). College faculty and staff at one schoolwhich had clear and open communicationas the basis of their change process, effec-tively implemented change. "Inherent was amutual respect for the other's backgroundand talents, plus a genuine perception oftheir equality" (Hord, 1986, p. 22).
Faculty and administrators can benefit fromkeeping four questions in mind when start-ing change efforts (Bruce & Wyman, 1998):
Who are the people involved in thechange?
What are the organization's abilities andresources?
What is the climate for change?
What are the mandates/objectives of theorganization?
In order for systemic change to take place,there must be adequate motivation from theinstitution as well as a supportive social andcultural climate. Although faculty may bemotivated to learn new skills and knowl-edge that will enhance student learning, acompeting motivation may be to maintaintheir existing standards and methods of
37
teaching. They need practical examples ofthe benefits of change. Sometimes it iseffective to apply the power of peer exampleby sharing the experiences of other faculty(Svinicki, 1996).
Supporting the process of change involvesproviding student and staff developmentopportunities and ensuring that policiessupport access to all postsecondary educa-tion programs and coursework for all quali-fied students. The content of professionaldevelopment should include examples ofacademic accommodations for studentswith disabilities, legal issues, and campusresources. Emphasis should be placed onthe importance of student involvement inthe process and the relationship between thestudent and his instructors (Levy & Merry,1986).
Change efforts should be multi-dimensionaland system-wide. Transformation of theinstitution into a system that supportsdiversity means addressing a number ofissues including faculty and staff diversity;institutional mission and values; diversityeducation; the quality of interaction be-tween students, faculty, and the administra-tion; and the perceived conflict betweenquality and diversity (Townsend &Twombly, 1998). Institutional changesshould be reflected in policies, procedures,and job assignments to assure that if oneperson leaves a position, the program ofchange will not collapse abruptly.
Implications for PracticeTo make improvements in teaching studentswith disabilities on a postsecondarycampus, provide faculty and administratorprofessional development, assure thatstudents are aware of resources, andprovide adequate systems for students withdisabilities and staff to access resources. The
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content of professional development shouldinclude information about accommodations,rights and responsibilities, and campusresources.
When implementing systemic change, makeefforts to consider the capabilities and limitsof the institution and educators andencourage gradual, sustained changes thatinvolve all parties and resources in thechange process. For instance, annualdepartmental mini-inservices, new facultyand teaching assistant orientations, andmailings regarding universal design ofinstruction and accommodations forstudents with disabilities support systemicchange more than a large one-time event.
Give students and faculty members anactive role in designing and implementingchanges since they have vested interests inthe outcomes. Encourage reflective andsolution-oriented communication. Solicitcollaborative input from all stakeholdersregarding materials, decisions, andpublicity. Lasting improvements are morelikely to occur when those who have a stakein the change are instrumental in makingthe changes.
ConclusionIn postsecondary institutions, long-lastingpositive changes supporting equal access toacademic learning requires systemic(institutional) change rather than isolatedactions of individuals. Collaborative effortsof faculty, administrators, staff, and studentsshould work toward the goal of educationalequity.
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Application of Research Findings WeiNtP,
A literature review was conducted to guidethe selection of content and presentationmodes for professional development forpostsecondary faculty and administrators.The following paragraphs describe howresearch and theory can be applied as youimplement a training program on yourcampus.
Professional Development: Need,Content and MethodsPeople with disabilities are less successfulin college and careers than their non-disabled peers. Faculty members play a keyrole in the success of all of their students,yet have little knowledge regarding theinclusion of students with disabilities intheir courses. They need to know moreabout legal issues, accommodationstrategies, and resources. They have aspecial interest in learning to work withstudents who have learning and psychiatricdisabilities. Their demanding schedules anddiversity in interests and needs forinformation suggest that multiple modes ofdelivery should be offered, including shorton-site presentations, programs tailored tospecific audiences, short publications, andInternet-based resources.
Adult LearningFaculty and administrators have a wealth ofknowledge and experiences in their fields,but they may have little knowledge aboutthe academic needs of students withdisabilities and may have misconceptionsabout their abilities. Approaches that canmaximize their motivation to learn and thelikelihood that learning will be retained,include inviting them to share theirexperiences, to participate in learningactivities, to self-direct their learning, and todiscuss relevant cases.
Learning StylesMost individuals have preferred styles oflearning that relate to how they receive,process, and integrate information. Someindividuals learn better through listening,some through reading or watching, and stillothers by doing. A commonly usedclassification of learning styles is auditory,visual, tactile, and kinesthetic. Styles oflearning may also be characterized by howindividuals best learn from experiencesthey're either convergers, divergers,assimilators, or accommodators. In order tosupport all learning styles, presenters mustuse a variety of teaching strategies, verbaldiscussion, visuals, demonstration, andactive experiences. Incorporating casestudies and practical real-life situations forproblem-solving can address all learningstyles and promote optimal learning.
Types of LearningDomains of learning include cognitive,psychomotor, and affective. In the cognitivedomain, skills include knowledge, compre-hension, application, analysis, and synthesisof information. Learning may also be viewedwithin the categories of knowledge and skill.Types of intelligence can be classified aslogical-mathematical, linguistic, spatial,musical, kinesthetic, interpersonal, andintrapersonal. Since different teachingtechniques are best used for different typesof learning, analyze the learning that youwant to occur and select an appropriatestrategy to engage all learners. Consider theparticipants' existing attitudes, knowledge,and skills, and how they can best acquire theknowledge and skill to do their job moreeffectively. Vary presentation methods andindividualize strategies to meet a variety oflearning needs.
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Universal Design of InstructionConsider the wide variety of characteristicsof presentation participants. They may varyin race, ethnicity, gender, socio-economicstatus, academic specialty, native language,and abilities and disabilities. To maximizethe learning of all participants, respectdiversity; ensure physical access for allpeople; and use a variety of deliverymethods, such as lecture, small and largegroup discussion, case study, hands-onactivities, Internet-based interaction, labs,and fieldwork; provide full access toinformation by using captioned videos,printed materials in electronic format, andaccessible on-line information; offer effectiveand prompt feedback; and allow multiplemeans for participants to demonstratecompetency. Modeling universal designapproaches as you train faculty andadministrators will encourage them toincorporate this approach in their ownteaching. Universal design of instructionmaximizes the learning of all students, andreduces the need for individual accommo-dations.
Systemic ChangeBoth internal and external forces canpressure postsecondary institutions to bemore inclusive of students with disabilities.External forces of change include a global,technological, and information-basedeconomy; legislation; and societal pressuretoward a pluralistic society with equity forunderrepresented groups. Internal forcesinclude pressure from students with diversecharacteristics (e.g., age, gender, ethnicity,culture, disability, part time status) andfaculty who seek a more inclusive environ-ment. Systemic change occurs when changeis transformational and long lasting. Thistype of change occurs not with one, or evena few individuals, but reflects the entire
organization or system. Transformationalchange is more likely to occur when apowerful case is made for change, there ishigh-level support, and all stakeholders areinvolved in the decision-making process. Tocreate a campus environment that providesequal educational opportunities for allstudents, including those with disabilities, itis important that administrators developpolicies and procedures be developed incollaboration with faculty, student serviceproviders, and students with disabilities.
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INSTITUTIONALIZATION STRATEGIES
This section shares strategies for imple-menting faculty and administrator trainingfor the purpose of creating academic pro-grams and services that are accessible to allstudents. Ideas for promoting systemicchange, as well as how to measure changeand impact are included.
IntroductionCreating a climate that fosters equal accessfor students with disabilities may requiresystemic change on your campus. How tobest institutionalize change depends on thecharacteristics of your school. Consider thesize of the organization, programs offered,resources available, administrative struc-ture, current availability of training andsupport for faculty and administrators, andmechanisms to monitor compliance. Reviewthe policies in place that pertain to accessi-bility and how well they are articulated andenforced.
As you work toward making your campusmore accessible, regularly remind yourselfof the importance of your work. Humanrights and quality of life issues are at stake.Your efforts can result in greater academicand career success for the students youserve even if changes are small and slow incoming. Keep your ultimate goal in mindand persist in reaching it.
No single solution will apply to all cam-puses. However, you can learn from theexperiences of others. Included in thissection are general guidelines, promisingpractices, and successful experiences fromtwo-year and four-year postsecondaryinstitutions nationwide. This advice is givenby faculty and staff from institutions ofhigher education who are part of the DO-ITProf team. The strategies are organized intosix areas: needs assessment, teamwork,
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administrative support, professional devel-opment, promotion, and evaluation. Fordetails about a specific example, contact theappropriate DO-IT Prof team member listedin the Acknowledgments section at the begin-ning of this notebook.
Needs AssessmentConduct a needs assessment. Administersurveys and/or conduct focus groups withstudents, administrators, and faculty mem-bers to determine problems and identifysolutions regarding equal access to campusprograms. A needs assessment can help youshare knowledge, prioritize issues, developgoals, and brainstorm strategies. Facultymembers can share their experiences andneeds for resources and training. Admini-strators can provide insight into currentpolicies and possible barriers to implement-ing change. Students can share their per-sonal experiences and observations regard-ing gaps in support on your campus.
Following are examples of needs assess-ments conducted by institutions across thecountry.
Example: Focus GroupsThrough the DO-IT Prof project, focusgroups of faculty members, teaching assis-tants, staff members, and students withdisabilities were conducted on eighteencampuses. The focus groups with facultyand staff examined their experiences work-ing with students with disabilities, theirknowledge and level of satisfaction withcampus services, and their ideas abouteffective professional development methodsand content. Students shared their experi-ences on campus and made recommenda-tions for the delivery of professional devel-opment to faculty (Burgstahler, Duclos, &
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rev,
Turcotte, 1999; Burgstahler & Doe, 2002).Focus group results guided the creation ofthe content and format of the faculty devel-opment materials described in this publica-tion and available in The Faculty Room athttp://www.washington.edu/doit/Faculty/.
Example: Focus GroupsSome campuses conducted focus groupswith students without disabilities to gaininsights into how the academic climate canbe more inclusive for all students, includingthose with disabilities.
Example: Survey of StaffThe University of Kentucky conducted anon-line survey of university academic ad-ministrators, instructors, and auxiliaryservice personnel to assess activities, prac-tices, and resources.
Example: Survey of FacultySome campuses designed their professionaldevelopment program after determiningfaculty knowledge and interests through acampus-wide printed survey.
Example: MeetingsSome disability support staff met withgroups of faculty, administrators, and/orstudents from a specific department to learnabout needs, experiences, and problemsunique to that department. In order to solicitthe most honest responses, the three groupsfaculty, administrators, and students withdisabilitiesmet separately. Actions weretaken in response to the needs identified.
Example: Response to Needs Identified byStudentsAt the University of Minnesota-Duluthstudents found that the only accessible pathto a music classroom and practice halllocated on the basement level required theuse of a freight elevator. The pathway to the
classroom also required going through aperformance theater, a dark hallway to theelevator, storage space, and another poorlylit area. With cooperation from the theaterdepartment, the storage space was clearedand a path through the area was created.Working with facilities management, thelighting and door pulls were improved.Staff of the music department instituted apractice to "walk" the accessible path toclass each day to ensure that lights were onand pathways unblocked. While thesetemporary measures were instituted, stu-dents sought and received approval fromthe Chancellor to fund a passenger elevatorthat made the entire building more acces-sible.
TeamworkKnow your organization and stakeholders.Who are the leaders and policy makers onyour campus? Who are other stakeholders?How can stakeholders become involved inactivities and/or in advisory capacities?Who is (or should be) involved in the stagesof planning disability-related awarenessactivities, training, support, policy andprocedure development, implementation,compliance, and evaluation? How doespolicy get formed? Where does fundingcome from; who decides what it is used for?What are the barriers to change? Who pro-motes change? Who implements change?
Include all stakeholders in developingcampus and departmental action plans forimproving the instructional climate andaccessibility for students with disabilities.Consider the following as potential stake-holders on your campus when it comes tomaking facilities, programs, and servicesaccessible to students with disabilities:
studentsfaculty
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administratorsacademic departmentsadministrative units
It is easier to garner resources, faceopposition, and maintain your enthusiasmand direction as part of a group. Look forallies everywhere. Some may be found inthese places:
disability services officefaculty and staff development or trainingcentersADA compliance officesequity and diversity committeescomputing servicesteaching assistant organizationsphysical plant or facilities unitsdisability services offices on nearbycampusescommunity and governmental serviceprovidersdisabled student organizations
Organize yourselves into a team. Puttogether a committee to design andimplement professional development forfaculty and administrators that will result ina more inclusive campus. Not only is therestrength in numbers, but more partners andcoalitions result in more ideas and moreresources to implement plans. Worktogether as a team to consider and tailor thesuggestions in this publication to the uniqueneeds of your campus.
Example: ADA Task ForceWhen the Americans with Disabilities Act of1990 (ADA) was passed, the University ofMinnesota-Duluth (UMD) developed anADA Task Force to ensure that UMD was incompliance. The Access Center (whichprovides disability-related services) workedwith the Chancellor to identify a core groupof people to assess the needs of the campus.
When the initial assessment of the ADATask Force was complete, the value ofsupporting ongoing assessment and recom-mendations was recognized by both staffand students. Task force members nowrepresent all units on campus from colle-giate units and facilities management tostudents, information technology, andhousing. Representatives are appointed byheads of departments. Access Center staffare ex-official members. The task forcecontinues to identify and resolve accessissues on campus.
Administrative SupportGarner support from faculty, departments,and service units campus-wide; createlinkages and collaborations. Ensure thatcampus recruiters, admissions staff, finan-cial aid, personnel, staff associations, aca-demic counselors, computer labs, and othercampus units are knowledgeable aboutcampus resources available to faculty and tostudents with disabilities. Let student sup-port units and student organizations knowof services. Suggest ways they can contri-bute to your efforts. Ask to be included onregular meeting agendas. Inform thesegroups about legal issues, accommodationstrategies, and campus resources. Meet withdepartmental and campus administrators toelicit suggestions regarding how to bestreach tenured faculty, new faculty, teachingassistants, and part-time instructors.
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Gain the attention and support of the ad-ministration. Let key administrators knowabout campus needs and your efforts andaccomplishments. Encourage the adminis-tration to distribute written notices acrosscampus that describe the policies, guide-lines, and practices that enhance access andthe education of students with disabilities.
Example: Evaluating Policies andProceduresSouthwest Missouri State University Dis-ability Services carefully evaluated theirsystem-wide policies and procedures re-garding disability and discovered manyinconsistencies. They began the process ofworking with Student Affairs, AcademicAffairs, Administrative Services, and thePresident to streamline the university poli-cies on disability. From these discussions, afew significant things happened:
They gained tremendous support fromupper administration for the disabilitysupport program. Once many of theseindividuals saw the positive impact andstudent numbers, they were open tolooking at training programs andadditional supports for faculty and staff.
They rewrote their statement ofcommitment to students with disabilitiesand to diversity as a whole. Once again,this forced administrators to revisitrelated issues.
Campus catalogs, departmentalstatements, and other campus publica-tions were modified to include the newstatement of commitment to studentswith disabilities.
Example: Web Publishing PolicyThe University of Wisconsin-Madisondeveloped a policy governing Web accessi-bility (http://www.wisc.edu/wiscinfo/pblicy/
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wwwap.html). The purpose of the UW-Madison policy is to ensure that individualswith disabilities have access to the increas-ing amount of Web-based material originat-ing on campus. As part of the strategy toimplement the policy, informative letterswere sent to all faculty and staff by the ViceChancellor for Legal and Executive Affairsand the University's Americans with Dis-abilities Act Coordinator.
Example: Funding and CooperationAt the University of Minnesota-Duluth theDirector of Information Technology Systemsand Services (ITSS) sets aside a portion ofthe budget to ensure that computers andcomputer labs are accessible to studentswith disabilities. One staff person from theAccess Center works with a representativefrom ITSS to plan for and purchase neces-sary adaptive software and hardware basedon student needs. The director has foundthat much of the accessible software andhardware is beneficial to other students oncampus. Screen enlargement software, forexample, has helped many students avoideye strain when working on computers.Following the model set up by ITSS, otherdepartments are working with the AccessCenter to project funding requirements toassure accessibility.
Example: Securing Campus SupportSome campuses use the process of develop-ing a campus policy and/or drafting materi-als to be distributed as a strategy for work-ing with administrators without scaringthem away by stressing meeting attendance.
Example: Departmental SupportThe University of Wisconsin-Madisonformed a partnership with Macromedia todevelop accessible multi-media, specificallyFlashTM. Several department representativeshave collaborated in this project which theywill ultimately showcase nationwide
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through the New Media Center Consortia.This same university group, "E-curb Cuts,"has identified training needs for Web devel-opers to retrofit inaccessible Web pages. Thetraining was piloted with Web developerswho support instructional Web pages. It isavailable for campus computer support staffusing a "train-the-trainer" model. Thetrained support staff train others withintheir colleges, schools, and departments.
Example: Policy DevelopmentThe Educational Policy Committee (EPC) atthe University of Minnesota-Duluth wasestablished by the Chancellor to set aca-demic policy. As one of their accomplish-ments, they developed a policy that listedthe essential components for all syllabi oncampus. The Access Center worked with theEPC to include a statement in the policyregarding academic accommodations forstudents with disabilities.
Example: Sharing Accomplishments withAdministratorsThe DO-IT Prof project director drafted aletter that was tailored to specific campusesand mailed to key administrators selectedby team members. The letter emphasizedthat their selection as a member of theDO-IT Prof team recognized their knowl-edge, experience, mission, accomplish-ments, and motivation to address the issueof helping faculty more fully include stu-dents with disabilities in their classes. Theimportance of the project was also empha-sized. Several administrators who receivedletters contacted the DO-IT Prof team mem-ber with supportive comments such as:
"Congratulations on being chosen as amember of the DO-IT Prof team sponsoredby the folks at U-Washington Seattle. Greatto be included!! As this moves further along,please see that you get on the cabinet
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agenda to update the cabinet on what theprogram is up to and our contributions to it.As you know, the chancellor signed theletter to the President (of the United States)indicating that UW-Madison was support-ive of his initiatives to provide more accessi-bility and that as a university we didwork in that direction. This is another waythat we can demonstrate that work.Thanks."
Example: Campus SupportOn some campuses, written notices aredistributed yearly through the president's orprovost's office. These notices describe theinstitution's commitment to diversity, in-cluding the full inclusion of students withdisabilities in all programs and services.Opportunities for faculty training sessionsto help them more effectively incorporatediversity topics into their courses are alsoannounced.
Example: President's SupportThe presidents of universities nationwidesigned a letter to President Clinton,"Twenty-five Universities Pledge to IncreaseResearch in Computing for the Disabled,"which appeared in The Chronicle of HigherEducation (http://chronicle.com/), on October6, 2000.
Example: Shared ResponsibilityAt the University of Wisconsin-Madison theFaculty Senate affirmed that the accommo-dation of qualified students with disabilitiesin instructional programs is a shared facultyand student responsibility. To this end, eachdepartment has appointed an Access andAccommodation Resource Coordinator tohelp faculty, staff, and students addressissues of access and accommodation ininstructional settings (http://www.wisc.edu/adac/aarc2.htm). Collaborative disability-related awareness and training events are
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coordinated through these departmentrepresentatives on a regular basis.
Professional Development forFaculty and AdministratorsFind out how your campus faculty membersand administrators organize (e.g., unions,departments, senates) and arrange to beplaced on meeting agendas. Let them knowabout your goals and activities in creatingprograms that are accessible to all studentsas well as how their organization can help.Meet with groups regularly to discuss issuesand activities.
Format faculty and administrator profes-sional development offerings to match thecustoms, organizational structure, andclimate of your campus. Some institutionsare well served by presentations at regulardivision or department meetings where theexpectation is that all faculty members willattend. This approach brings faculty devel-opment regarding disability issues to abroad audience and requires a minimumamount of coordination on the part of thepresenter.
Offer presentations and training tailored tospecific audiences. Provide many optionsfor faculty and teaching assistants to learnhow to fully include students with disabili-ties in their classes. Options include:
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short orientations to legal issues,accommodation strategies, and campusresources at departmental facultymeetings.
tailored presentations to address issuesof special importance to a specific group.
comprehensive workshops offeredthrough centralized staff trainingprograms.
accessibility modules integrated intomainstream training sessions (e.g.,accessibility guidelines incorporated intoWeb page development classes;universal design strategies integratedinto instructional strategy presentations).
resources tailored to faculty andadministrators available on the WorldWide Web.
instructional videotapes presented oncable television.
distance learning training optionsprovided on the Internet.
a short publication mailed periodicallyto faculty and administrators thathighlights legal issues, accommodationstrategies, and campus resources.
Example: Integrate Accessibility into WebTrainingMany campuses offer workshops to facultyand staff on the development of Web pages.Some include a section on accessibility ineach of the courses. The videotape andhandout, World Wide Access: Accessible WebDesign, included in this notebook can beused for this purpose.
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Example: Computer Staff TrainingOn some campuses, staff who are knowl-edgeable about accessibility work with thestaff at computer labs and support centers toassure that their facilities, software, Websites, and hardware are accessible to stu-dents with disabilities. In addition, theymake sure staff know what resources areavailable when special needs arise. Severalvideotapes and handouts included in thishandbook can be used in this training. Theyinclude:
Working Together: Faculty and Studentswith Disabilities.Building the Team: Faculty, Staff, andStudents Working Together.Real Connections: Making DistanceLearning Accessible to Everyone.Computer Access: In Our Own Words.World Wide Access: Accessible Web Design.Working Together: People with Disabilitiesand Computer Technology.Equal Access: Computer Labs.Working Together: Science Teachers andStudents with Disabilities.Working Together: Computers and Peoplewith Learning Disabilities.Working Together: Computers and Peoplewith Sensory Impairments.Working Together: Computers and Peoplewith Mobility Impairments.Opening Doors: Mentoring on the Internet.
Example: Faculty and Staff TrainingThe Administrative Council at SouthwestMissouri State University passed a manda-tory six-hour training session for all facultyand staff regarding sexual harassment,diversity (including disability), and effectivecommunication. A full-time trainer washired to coordinate this effort.
Example: Orientation for New Faculty andStaffThe administration of Seattle Central Com-munity College in Washington State re-quires new employees to attend a full-dayorientation that includes a brief presentationby the Disability Support Services Office onthe ADA and accommodation issues. Simi-lar practices are implemented on manyother campuses around the nation.
Example: Administrator TrainingSome campuses provide disability aware-ness training for department heads. Sessionsinclude legal issues, accommodation strate-gies, and campus resources. These trainingsoffer materials and speakers to deliverfaculty training. Presenters provide sugges-tions for developing plans and institutional-izing practices in their departments.
Example: Academic Advisor TrainingSouthwest Missouri State University has aMaster Advisor program to train campusadvisors. Disability services staff deliver apresentation and participate in this one anda half-day training session.
Example: Training for Multiple AudiencesA two-credit course entitled "Issues inGroup Leadership" was offered at theUniversity of Rochester. Several sessionswere devoted to disability awareness andstrategies for improving access to coopera-tive learning groups for those with disabili-ties. Students in this course were under-graduate and graduate teaching assistants.A secondary audience included facultymembers who were team-teaching thecourse. These instructors came from biol-ogy, biochemistry, computer science, andphysics departments. The textbook for thisworkshop leader training course included ashort chapter entitled "Students with Dis-abilities and the Workshop."
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Example: Printed ResourcesCampuses nationwide have sent printedcopies of the brochure entitled WorkingTogether: Faculty and Students with Disabilities(http://www.washington.edu/doit/Brochures/Academics/teachers.html) to faculty and in-structional staff. This brochure can also beused at presentations for specific academicdepartments. The back panel includes spacefor tailoring the brochure to include campusresources. A template for this short handoutis included in the back pouch of this note-book.
Example: Survey Faculty and StaffA four-year college DO-IT Prof team mem-ber worked with her partner school, a com-munity college, to put together a trainingsession for the community college facultyand staff. All faculty and staff were requiredto attend. A questionnaire was sent outahead of time to identify issues of concern,and these issues were addressed during thetraining.
Example: Publicize AccomplishmentsSome organizations identify local papers,radio stations, and television channels andthen send press releases that showcase theirefforts to make their campuses more acces-sible to people with disabilities.
Example: Outreach to New FacultySome disability students service officesinsert brochures in packets that are given tonew faculty members and teaching assis-tants and deliver presentations at orienta-tions for new faculty and teaching assis-tants.
Example: New Faculty LuncheonThe ADA Task Force at the University ofMinnesota-Duluth invites new faculty to aluncheon at the beginning of the year tobecome acquainted with the Task Force
members and learn more about academicaccommodations for students with disabili-ties on campus.
Example: Distribute Current InformationEvery two years at the University of Wash-ington, all faculty and administrators aresent the brochure Working Together: Facultyand Students with Disabilities (http://www.washington.edu/doit/Brochures/Academ-ics/teachers.html), which summarizes legalissues, accommodation strategies, andcampus resources.
Example: One-to-One TrainingProviding individualized assistance tofaculty and staff regarding questions onproviding accommodations to students withdisabilities (on an as-needed basis) has beenproven to be very effective on many cam-puses. Sometimes, this one-to-one assistanceis provided by faculty mentors who havereceived in-depth "train-the-trainer"instruction.
Training for StudentsConsider ways to get disability-relatedtopics into course offerings on your campus.Determine how new programs and coursesare started at your school (e.g., gerontology,women's studies, ethnic studies) and worktoward getting a course or program on
disability studies on your campus. Alterna-tively, locate existing courses on education,engineering, diversity, computing, or othertopics where disability issues should beincluded but are not. Meet with instructorsand offer suggestions, videotapes, printedpublications, and speakers to help themintegrate this topic into existing classes.
Example: Learning from One AnotherDisabled student support staff at the Uni-versity of Rochester were asked to provide ageneral disability awareness session forsenior biomedical engineering students whowere completing projects for children andadults with disabilities (e.g., designing anew tie-down system for wheelchair trans-portation). The primary audience for thispresentation was the group of seniors, butan important secondary audience was thebiomedical engineering faculty. One engi-neering faculty member sent the followinge-mail to his students after a discussionabout appropriate terminology for peoplewith disabilities (e.g., "people" words first,disability words second): "I have updatedthe BME 392 Web pages to include links tothe sites recommended by [speakers], andseveral that I have found. If you find par-ticular sites that you think we should allknow about, please let me know and I'll tryto get them on the page (or start a new pageof Useful Links). I will keep you notified offurther changes to the course page."
Example: Disability-Related EngineeringProjectThe University of Washington DO-IT direc-tor gave advice to mechanical engineeringstudents whose project was to design afishing pole for someone with a mobilityimpairment. She shared several case studiesof young people with disabilities who mightwant to go fishing. The students made theirinventions usable by the people featured inthe case studies.
Example: Teaching AssistantsSome DO-IT Prof team members work withteaching assistant (TA) training programs toensure that a component on accessibility forstudents with disabilities is included. Vari-ous DO-IT Prof videotapes, brochures, andcurriculum components included in thisnotebook can be easily used within TAtraining programs.
Example: Faculty Web SiteThe Faculty Room, a resource-rich Web site(http://www.washington.edu/doit/Faculty/), islinked from many campus disability ser-vices and departmental Web sites to providefaculty with an overview of rights, responsi-bilities, and accommodation strategies aswell as access to specialized instructionaltechniques.
Example: Summer Faculty InstitutesSome campuses provide summer instituteson various topics for faculty and administra-tors. A potential focus is working withstudents who have disabilities.
Example: Distribution ListElectronic distribution lists provide anexcellent vehicle for sharing information,discussions, common concerns, and provid-ing immediate feedback on ideas, opinions,or problems. Individual discussion groupscan be set up for students with disabilities,departmental administrators, and facultymembers.
Example: Disability Topics in CoursesSome disability advocates have helpedinstructors teach disability-related topics inexisting courses. They offered videotapes,sample curricula, and handouts.
Example: Disability Studies CoursesAt Southwestern State University, DisabilitySupport Services, in conjunction with Aca-
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demic Affairs, developed a senior capstonecourse called Disability Issues in the 21stCentury, which deals with disability-relatedissues in society. All graduating seniors arerequired to take a capstone course. Thecourse is offered each semester. At theUniversity of Rochester, a disabilities stud-ies project has been funded to developcourses in this area of study.
Example: Student PanelsThe disability-related services staff at somepostsecondary institutions regularly offersto bring a panel of students into classroomsto address disability issues. The panels havebeen well received by students and facultyalike. Students with disabilities who useAccess Center services are recruited forthese panels.
Example: Usability TestingThe University of Washington DO-IT pro-gram has developed a partnership withMicrosoft and the departments of TechnicalCommunication and Computer Science toincorporate accessibility testing into cur-ricula, student projects, and research relatedto usability studies.
PromotionRaise the visibility of campus disabilitysupport services. Create a publication andWeb pages with procedures and services ofthe office that supports students with dis-abilities. Increase the number of disability-related presentations on campus. Work withyour campus and community press to getthe word out. Issue regular press releasesabout disability-related topics and events tocampus newspapers. Make resources promi-nent on the campus World Wide Web homepage. Develop the Web pages for the officeof support services for students with dis-abilities to include a link to The Faculty Roomat http://www.washington.edu/doit/Faculty/.
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Encourage other campus departments tolink to your site.
Example: Teaching AwardsEach year Seattle Central Community Col-lege nominates a faculty or staff memberwho has provided exceptional and creativeaccommodations to a student with a disabil-ity. Awardees share a traveling plaqueengraved with their names on it. The awardis presented at a Presidents' Day eventwhere all faculty and staff are in attendance.
Example: Accessible Web AwardsOhio State University gives awards todepartments that produce the most acces-sible Web pages. Recipients are honoredwith plaques at a special reception.
Example: MarketingAt Southwest Missouri State University amarketing plan to promote disability aware-ness was developed with the help of themarketing department on campus. The planincluded the following initiatives:
Everything is centered around the theme"You Can," with a related logo.
New faculty, staff, and student brochuresand a new Web site were created.
Signage was placed in each departmen-tal office which included contactinformation for the support of studentswith disabilities.
A display board utilizing the "You Can"theme was created and displayed at theNew Student Festival, orientationsessions, and other activities.
Departmental staff wore t-shirts with the"You Can" logo on numerous occasions.
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Staff purchased and distributed magnets,screen sweeps, and stress balls, all ofwhich have the "You Can" logo.
Staff are working with the organizationalpsychology department on campus todevelop a high-energy 5 -7-minute"infomercial" about campus programs tosupport students with disabilities toshow on the campus television stationand in classes.
Example: On-Line ResourcesUniversity of Wisconsin-Madison's Web site(http://www.wisc.edu/learntech/tech_access/index.htm) has been developed by the Divi-sion of Information Technology. Thesepages have become a major resource for thecampus. In addition to campus policy re-sources, DO-IT Prof materials, frequentlyasked questions, examples of accessible Webpages, and on-line tutorials and resourcesare posted. A link is provided to The FacultyRoom at http://www.washington.edu/doitlFaculty.
Example: Disability Awareness DayThe student group, "Access for All," at theUniversity of Minnesota-Duluth works withthe Access Center to sponsor a yearly dis-ability awareness program. Administrators,faculty, and students are invited. A bulletinboard by the Learning and Resource Centeralso prominently displays disability-relatedinformation. The group is advised by a staffperson from the Access Center.
Example: Model Web PageThe Access Center at the University ofMinnesota-Duluth makes sure that its Webpage is a model of accessible design. Asother faculty and staff are learning to createaccessible Web pages, the Access Center'spage is used as an example.
Create and promote disability-relatedevents, and include people with disabilitiesin other events on campus. Bring music,dance, art, poetry, and speakers to yourcampus that celebrate and/or increaseawareness of the wide range of abilities anddisabilities in our society. Many campuseshave funding for cultural events that in-crease awareness of under-representedgroups; tap into these resources. Recruitspeakers with disabilities to be part ofregular campus programs. A presenter whohappens to be blind sharing her research onclimate trends as part of a campus lectureseries may be more effective in changingattitudes about the capabilities of peoplewith disabilities than a lecture on the topic.
Example: Disability-Related EventsEach semester, the University of Wisconsin-Madison holds an "Accessibility Series" aspart of the Technology Accessibility Pro-gram. The series attracts faculty, administra-tors, and support staff. Follow-up resourcesare posted on a Web site. The AccessibilitySeries is a collaboration of several depart-ments, including the Department of Learn-ing Technology and Distance Education(LTDE), McBurney Disability ResourceCenter New Media Centers (NMC), Centerfor Biology Education (CBE), College ofLetters and Science Learning Support Ser-vices (LSS), DoIT Media and Communica-tions Technology (MCT), DoIT Platform andOperating Systems Technology (POST).
Example: Joint Campus EventsThe University of Wisconsin-Madison andMadison Area Technical College jointlyhosted a Spring collaborative "ADA GlobalHorizons Series," which included a keynotespeaker and focus on learning disabilities.
Example: Sports EventsThe Access Center staff at the University ofMinnesota-Duluth work with the RecreationSports people on campus along with twononprofit organizations, Courage Centerand North County Independent Living, tosponsor a Disabled Sports Event. Teams andinstructors for wheelchair basketball, wheel-chair floor hockey, wheelchair rugby, andgoal ball provide opportunities for peoplewith and without disabilities to play. Plansare underway to create a sled hockey teamand to sponsor a tennis tournament forparticipants with disabilities. The UMDstudent group, "Access for All," helpspublicize these events.
Example: Interpreter ServicesSome disability services offices work withcampus drama departments to have at leastone of each of their performances inter-preted by sign language interpreters and topublicize these offerings in promotionalmaterials.
Create electronic discussion lists to supportdialog. Create a discussion list to developawareness of legal issues, accommodationstrategies, resources, or events. Each monthstart a new dialog (e.g., "Is your Web pageaccessible to people who are blind?"). En-courage staff from human resources, physi-cal plant, admissions, disabled studentservices, and other campus services to jointhe list.
Example: Technology Issues ListservThe University of Wisconsin-Madison,Division of Information Technology devel-oped a discussion list to address a variety oftechnology issues. Accessibility issuesquickly surfaced and generated lively dis-cussions and information sharing.
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Share expertise by presenting at confer-ences. Submit proposals to present at cam-pus events and local, regional, and nationalconferences. DO-IT Prof videotapes, hand-outs and visuals included in this notebookcan be used for your presentation.
Example: Conference PresentationsNational conferences at which DO-IT Profteam members have presented include theAnnual Conference on Distance Teachingand Learning (http://www.uwex.edu/disted/conference/), CSUN's conference on AssistiveTechnology, American Association ofHigher Education and Disability (AHEAD),National Association of Student PersonnelAdministrators (NASPA), American Asso-ciation of Higher Education (AAHE),American Association of Community Col-leges (AACC), The Teaching in HigherEducation (THE) Forum, and the AmericanSociety of Higher Education (ASHE). Ex-amples of presentation titles include:
Accessible Web Design.Making Distance Learning CoursesAccessible to Everyone.Professional Development for Faculty onIncluding Students with Disabilities.Strategies for Making ProgramsAccessible.Accommodating Students with LearningDisabilities.Overview of Adaptive Technology forStudents with Disabilities.Accommodating Students withPsychiatric Disabilities.Legal Issues Regarding Students withDisabilities.Helping Students with DisabilitiesTransition from 2-to 4-year Schools.
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Example: Outreach to High SchoolStudentsAccess Center staff at the University ofMinnesota-Duluth have been regular par-ticipants and planners of a yearly transitionfair for high school juniors and seniorscalled "Rocketing into the Future." Theyalso sponsored their own workshop forcollege-bound high school juniors andseniors called "Try-It." The workshop fea-tured opportunities to try out adaptivehardware and software available on campusas well as hear information about AccessCenter services.
Consider outside sources of funding. Checkif there are general campus or external statefunds available for building your program.
Example: FundingThe University of Wisconsin-Madisonobtained funds by collaborating with UW-Eau Claire to develop a collaborative data-base of disability-related resources on allUniversity of Wisconsin campuses (http://www.uwec.edu/review/ua/UWCamp/). Re-sources from DO-IT Prof are shared state-wide through this project.
Example: Mini GrantsSome campuses have obtained funds todevelop mini-grant programs to provideassistance to faculty to develop accessibleWeb pages, employ principles of universalinstructional design, and/or develop acces-sible on-line courses.
Example: Community FundsThe "Try-It" workshop sponsored by theAccess Center at the University of Minne-sota-Duluth was made possible by fundingfrom a local community foundation. Aftersubmitting their final report, the AccessCenter was informed that the foundationwas interested in funding additionalprojects that fit their guidelines.
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Connect accessibility compliance withresources. Establish policy that requiresfaculty to comply with access issues toqualify for funding of special centrally-funded projects.
Example: Accessibility RequirementsOn one campus, policies were adopted thatrequire faculty members who receive specialfunds to develop distance learning coursesto meet accessibility standards. As a result,all funded distance learning courses areaccessible to students with disabilities andfaculty participants learned to developaccessible Web pages.
Network with ExternalOrganizationsDevelop a regional model with a set ofconsistent practices. Work collaborativelyand individually with postsecondary insti-tutions in your state to help each developand employ appropriate training strategies,policies, and procedures. Utilize the Weband electronic discussion lists to promotecommunication between faculty and stafffrom postsecondary institutions across thestate. Create a summary sheet of intake anddocumentation requirements for all stateschools and standardize them if possible.
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1
Example: Regional Support GroupThe Access Center at the University ofMinnesota-Duluth was instrumental indeveloping a network of postsecondaryinstitutions from the northern part of Min-nesota and Wisconsin called the NorthernBridge. The group meets 2-3 times a yearwith different colleges hosting the meeting.A planning committee helps set programsand agendas. The group has been a greatresource for new service providers and agood network for those in continuing posi-tions.
Example: State Distribution ListThe University of Washington hosts theInternet-based distribution list for postsec-ondary offices that provide support tostudents with disabilities in Washingtonstate (WAPED) and related organizations.List members share policies and proceduresand discuss issues of common interest.
EvaluationMeasure the impact of your activities.Although it is difficult to come up withmeasures that show your efforts have re-sulted in greater course completion, highergrades, and more diplomas for studentswith disabilities, it is still worth the effort tocollect statistical data and feedback fromstakeholders. Participants in presentationscan be surveyed, focus groups can be con-ducted, and yearly enrollment and gradua-tion figures can be collected and compared.
Example: Document Services ProvidedThe Access Center at the University ofMinnesota-Duluth has been involved in aquality review project sponsored by the ViceChancellor of Academic Support and Stu-dent Life. As part of the project the AccessCenter has been keeping figures on dailyactivities with a "scoreboard" that is shared
with the other units under the Vice Chancel-lor. Through this process the Access Centerhas been better able to document the num-bers of students they serve and the servicesthat they provide.
Example: Training EvaluationDO-IT Prof team members developed longand short evaluation forms titled "Presenta-tion Evaluation." Feedback is used in pre-paring future presentations. These formscan be found at the end of the Presentationssection (pages 191-193). Other campuses arewelcome to use these forms to evaluate theirpresentations.
Example: Institutional Data CollectionDO-IT Prof team members collect data fromtheir campuses annually. Yearly data iscompared to show trends in enrollment andgraduation. A sample "Institution DataCollection Form" can be found at the end ofthis section. Other campuses are welcome touse this form to collect data on enrollmentand graduation.
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E100-117"
Name of Institution:
DO-IT ProfInstitution Data Collection Form
Check one:_DO-IT Prof Team Member Institution DO-IT ProfPartner Institution
Contact information for person completing survey:
Name.Title.Address:
Phone-E-mail Address:
Check each category that applies to this institution.Four-year Two-year Other. Specify:Public Private
Check the types of degrees your institution grants.Associate Bachelor'sDoctor's _ First Professional
_ Master's
Enrollment
Check the term for which data is reported.
Fall 1999 Fall 2000 Fall 2001 Fall 2002
Write the total number of students (headcount) enrolled in credit-bearing classes at your institution for thisterm.
Write the number of students enrolled in credit-bearing classes who have identified themselves asbelonging to each of the following groups.
White, non-Hispanic (a person having origins in any of the original peoples of Europe,North Africa, or the Middle East)
Black, non-Hispanic (a person having origins in any of the black racial groups in Africa)
Hispanic (a person of Mexican, Puerto Rican, Cuban, Central or South American, orother Spanish culture or origin, regardless of race)
Asian or Pacific Islander (a person having origins in any of the original peoples of the FarEast, Southeast Asia, the Indian subcontinent, or the Pacific Islands)
American Indian or Alaskan Native (a person having origins in any of the originalpeoples of North America and maintaining cultural identification through tribal affiliationor community recognition)
Other or declined to state
Note: Because some students will check more than one race or ethnicity, this section maytotal more than the institution headcount.
Male
Female
Having a disability
Write the number of students who have the following disabilities. Disability categoriesare those used by the U.S. Department of Education National Center for EducationStatistics (NCES).
Visual impairmentHearing impairment or deafSpeech impairmentOrthopedic impairmentLearning disabilityOther impairment or disability
Note: Because some students may report multiple disabilities, this section may total more than thetotal number of students reporting a disability.
Educational Attainment
Indicate the academic year for which data is reported.Fall 1998 through Summer 1999Fall 1999 through Summer 2000Fall 2000 through Summer 2001Fall 2001 through Summer 2002
Write the total number of the following attained by students at this institution during this time period.Vocational CertificatesAssociate DegreesBachelor's DegreesMaster's/Doctor's/First Professional Degrees
Write the total number of the following attained by students with disabilities at this institution during this timeperiod.
Vocational CertificatesAssociate DegreesBachelor's DegreesMaster's/Doctor's/First Professional Degrees
DO-IT, University of Washington, Box 355670, Seattle, WA 98195-5670 4-10-00
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PRESENTATION TIPS
Later sections of these training materialsprovide options for delivering presentationsthat will help faculty fully include studentswith disabilities in their courses. Pages 67-78 of this section contain case studies to useduring presentations. Once you select apresentation topic, consider incorporatingsome of the following suggestions to makeyour presentation more effective.
Prepare."The mind is a wonderful thing. It startsworking the minute you're born and neverstops working until you get up to speak inpublic." (Unknown source)
The quality of your presentation is mostdirectly related to the quality of yourpreparation. Rarely will you have difficul-ties in your presentation due to being"overprepared."
If you are responsible for promotion ofyour presentation, create an accurate,but inviting, description. Emphasize therelevance of the content to the audience.
Include a statement in promotionalmaterials on how participants withdisabilities can obtain disability-relatedaccommodations for the presentation.This statement will provide an examplethat may be adapted for participant usein their own publications.
Believe in the importance of yourmessage.
Visualize yourself giving a great speech.
Organize your material in a way that ismost comfortable to you by using ascript, outline, notes, or 3 x 5 cards.Number them.
1==Proofread all printed materials.
Practice, practice, practiceby yourselfand/or with someone. During practicesessions you can work out the bugs andadd polish to your presentation. (Note: arehearsal usually will run about 20%shorter than a live presentation; adjustyour content accordingly.)
As participants enter, consider providingthem with 3 x 5 cards and asking them towrite at least one question they haveabout the topic of the presentation. Readthem silently as people settle in. Addressthe questions throughout the presenta-tion and/or at the closing.
Have a backup plan for delivering thepresentation if all of your audiovisualmaterials become "unavailable." Do notrely on technology to work.
Test all audiovisual equipment. Practiceusing PowerPointTM and other visualdisplays. If you are using a videotape,make sure it is set to the correctbeginning point and at the appropriatevolume.
Check the lighting. If you need to adjustit during your presentation, practice theadjustments before you begin. Considershowing someone else how to make theadjustments for you.
Have a glass of water available foryourself.
Think about questions that might beasked and rehearse brief, clear answers toeach.
Memorize the first few minutes of yourpresentation.
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Review your main points.
Dress for success.
Create a comfortable learningenvironment."The worst human fears are speaking infront of a group of people, dying, andspeaking and dying in front of a group ofpeople." (Unknown source)
It is important to create a learningenvironment that is comfortable andwelcoming.
Arrive early and get a feel for the room,including its temperature, size, andoverall set-up. Re-arrange furniture asneeded.
Warmly welcome participants, use eyecontact and a welcoming posture andthank participants for coming.
For smaller groups, ask them tointroduce themselves and indicate whatthey hope to learn. For larger groups,poll the audience, asking them torespond to questions related to yourtopic. For example, ask the audience,"How many of you have had a studentwith a learning disability in your class?"and then ask one individual to elaborate.
Create a safe and nonthreateningenvironment where participants are notafraid to ask questions. Encourage themto share experiences and ask questions ofyou or other participants.
Emphasize that everyone can contributeto the learning process.
Clearly identify the objectives at thebeginning of the session.
Keep to the time schedule, but show thatyou value participant input by notrushing.
Frame questions so that they are easy tounderstand.
Do not criticize or allow audiencemembers to criticize other participants.
Maintain confidentiality and ask theaudience to respect the privacy of otherparticipants.
Manage your anxiety."There are two kinds of public speakers-those who admit to their nervousness andliars." (Mark Twain)
Nervousness before a talk or workshop ishealthy. It shows that your presentation isimportant to you and that you care aboutdoing well. The best performers are nervousprior to stepping on stage. Below aresuggestions for assuring that anxiety doesnot have a negative impact on yourpresentation.
Use nervousness to your advantagechannel it into dynamic energy about thetopic.
Remind yourself that you and theaudience have the same goal, and,therefore, they want you to succeed asmuch as you do.
Speak about what you know. Keepingyour presentation within the realm ofyour knowledge and experience willbuild confidence and minimizenervousness.
Focus on delivering your message, noton how you feel.
Smile. Be relaxed, poised, and at ease onthe outside, regardless of how you feelinternally. Acting relaxed can help makeyou relaxed.
Keep presenting! Your anxieties decreasethe more presentations you give.
Create a strong beginning."The greatest talent is meaningless withoutone other vital component: passion."(Selwyn Lager)
Most audiences give you only 30-120seconds to convince them they want tolisten to you. Keep your opening simple andexciting.
Consider using a short icebreakeractivity.
A tasteful, humorous commentary canbe effective if related to the topic.
Explain the purpose of your presenta-tion in one sentence that is free ofprofessional jargon and emphasizeswhat participants will gain.
Start off with a natural pacenot too fastand not too slowto establish a strong,positive image. Make a strong endingstatement that reinforces the objectives ofthe presentation.
Incorporate universal designprinciples."I have the simplest tastes. I am alwayssatisfied with the best." (Oscar Wilde)
Model accessible teaching methods thatyour participants can use. Incorporateuniversal design principles to address theneeds of participants with a wide range ofknowledge, abilities, disabilities, interests,and learning styles. Examples are listedbelow.
Use large fonts. Make available copies ofslides and other visuals.
Be prepared to provide computer disk,Web page, audio cassette, and large printcopies of slides and other visuals.
Show captioned videotapes. If notavailable, provide a transcription of thecontent upon request.
Arrange for a sign language interpreterif requested by a participant.
Keep the environment barrier free.
Use a clear, audible voice. Use amicrophone as needed. Face theaudience at all times.
Make sure the room is well lit.
Use multi-media in your presentation,such as videotapes, overhead transpar-encies, visual aids, props, and handouts.
Demonstrate how to speak the contentof overhead transparencies,PowerPointTm slides, and other visuals.For example, verbally describe graphsand cartoons.
Create a dynamic presentation."It is the supreme art of the teacher toawaken joy in creative expression andknowledge." (Albert Einstein)
If your audience enjoys and remembersyour information, it is because youpresented it in a dynamic or compellingmanner.
Talk to your audience, not at them.
Project enthusiasm for the topic withoutpreaching. The majority of communica-tion is nonverbal, so how you look andsound are vital.
Present your material in a well-organized manner, yet be flexible toadjust to your audience. Let participantsknow if you wish to field questionsduring or after your presentation.
Speak to the knowledge level of youraudience. Define all terms they mightnot be familiar with.
Choose your major points carefully andillustrate them with examples or stories.
Incorporate real-life experiences intoyour presentations. Recruit studentswith disabilities or faculty to share theirexperiences. Ask audience members toshare experiences and use theseexamples to illustrate key points or toanswer questions.
_Role-play interactions between studentsand professors.
Use natural gestures and voice inflectionto add interest to your presentation.
Address different learning styles byincorporating a variety of instructional
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methods that use a variety of senses(e.g., visual, auditory, kinesthetic).
Repeat questions participants pose toensure that the entire audience under-stands them.
Redirect discussion that wanders fromthe topic at hand.
Postpone questions related to resolvingindividual/specific problems to privatediscussions later. Do not get locked intoan extended dialogue with one person;move on to questions from otherparticipants and offer more time to talkafter the presentation.
If people ask questions that you cannotanswer, say that you will locate theanswer and get back to them (and thendo!), suggest appropriate resources thatwill provide the answer, or ask forsuggestions from members of theaudience.
Give demonstrations.
Never apologize for your credentials oryour material.
Tailor your topic to audience interests.
Never read your presentation.
Talk clearly and in well-modulatedtones. Avoid speaking too rapidly, softlyor loudly. Make sure that the ends ofyour sentences don't "drop off."
Maintain eye contact. It conveysconfidence, openness, honesty, andinterest. It also lets you know how theaudience is responding to your presenta-tion. In large groups, mentally divide upthe room into sections, and then makeeye contact with different people in eachsection on a rotational basis.
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Use hand gestures naturally, gracefully,and to emphasize points. When notgesturing, let your hands drop to yoursides naturally. Keep them out ofpockets, off your hips, or behind yourback. Avoid fiddling with clothes, hair,or presentation materials.
Maintain good posture, but do not berigid.
Occasionally move from one spot toanother, stop, then continue to speak.Don't pace.
Remember that adult learners:
have a wealth of experience;are goal oriented and appreciateoutcomes more than process;have set habits, strong tastes, andlittle time to waste;have strong feelings about learningsituations;are impatient in the pursuit ofobjectives, and appreciate getting tothe point;find little use for isolated facts, andprefer application of information; andhave multiple responsibilities, all ofwhich draw upon their time andenergy.
Make your presentation interactive."It is better to ask some questions than toknow all the answers." (James Thurber)
Avoid simply lecturing to your audience.Engage your audience in active discussion.
Listen attentively before responding toquestions.
Encourage interactions betweenaudience members.
Present an accommodation challengeand ask audience members how theywould address the issue.
Respectfully reflect back to people whatyou observe to be their attitudes,rationalizations, and habitual ways ofthinking and acting.
Allow plenty of time for questions.Address all questions within yourpresentation or direct participants toappropriate resources.
Demonstrate or provide hands-onexperiences with assistive technology.
Give useful or entertaining prizes forresponses from the audience or have adrawing for a prize (e.g., a videotape).
If your audience is small, ask membersto identify themselves and theirexperiences/interests related to thetopic.
Involve the audience in a learningactivity People remember more of whatyou teach them if they are able to learn itvia an activity.
Actively involve your audiencethroughout your session.
Ask how they have used specificaccommodations, or worked withstudents with specific disabilities. Askquestions like, "Has anyone done this?How did it work for you?"
Stimulate group interaction and problemsolving.
Develop a discussion to help partici-pants integrate themes and key points.
Include a group activity."Real prosperity can only come when every-body prospers." (Anna Eleanor Roosevelt)
Include a short activity that makes an im-portant point and encourages participationand discussion. Here's one to try. Announcethat you're going to have a five-minuteactivity, then ask your participants tochoose someone sitting near to them toshare with each other two things:
1. One thing you are very good at.2. One thing you are not very good at.
Write and read aloud the instructions on anoverhead projector, PowerPointTM slide, orflip chart. Give them 3-4 minutes (there willbe a lot of laughter/lighthearted talk), and thensay you're not really interested in what theydo well; ask people to share things that theirpartner does not do well. (This usually endsup funny...they enjoy telling things like he can'tdo math, he hates public speaking, she's not goodat fixing things around the house.)
After the fun, make the point that, "Youhave experienced, in a small way, what aperson with an obvious disability experi-ences all the time...that people notice FIRSTsomething they are not particularly good at(e.g., walking, seeing, hearing) and don't
take the time to learn their strengths. Adisability may impact 10% of his day/life,yet is considered his defining characteristicby others. We need to pay attention to whateveryone, including those with disabilities,CAN do, rather than accentuating what theycan't do." To emphasize the point ask themto reflect on how they felt when you saidyou weren't really interested in what theydo well.
The benefits of this activity include that it isshort, fun, and effective. It addresses theissue of attitudes, yet does not have some ofthe negative elements of traditional simula-tions that leave people feeling like having adisability is impossible to deal with. Thisactivity is also good to use when talkingabout internal and external barriers tosuccess for students with disabilities, whichcan include lack of self advocacy skills(internal barrier), and negative attitudes/low expectations on the part of individualswith whom they interact (external barrier).
Incorporate case studies."Adults remember 90% of what they say asthey do a thing, 70% of what they say orwrite, 50% of what they hear and see, 30% ofwhat they see, 20% of what they hear, and10% of what they read." (Unknown source)
Have participants discuss case studies insmall groups. At the end of this section areexamples of case studies that can be used inyour presentation. They are all based on realexperiences at postsecondary institutions.Each case study is formatted as a handoutthat can be duplicated for small groupdiscussion. On the back of each activitysheet is the full case description, includingthe solution actually employed. This versioncan be used for your information only ordistributed to the group after the initialbrainstorming has occurred. Participants
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can compare their ideas with the resolutionin the actual case.
Address key points."Enthusiasm is one of the most powerfulengines of success. When you do a thing, doit with all your might. Put your whole soulinto it. Stamp it with your own personality.Be active, be energetic, be enthusiastic, andfaithful, and you will accomplish yourobjective. Nothing great was ever achievedwithout enthusiasm." (Ralph WaldoEmerson)
Be sure that your presentation covers themost important content for your audience.
Explain the legal requirements regardingaccommodating students with disabili-ties in clear, simple terms. Make it clearthat legislation, such as the ADA,provides broad statements aboutaccessibility, but our judicial systemultimately decides what is legal or illegalin a specific situation.
Explain the rights and responsibilities ofstudents with disabilities, faculty, andthe disabled student services office.
Describe specific situations that haveoccurred on your campus, includingwhat was successful and situations thatcould be improved, and how.
Demonstrate low-tech and high-techaccommodations. Discuss and/ordemonstrate adaptive computertechnology.
Explain how many accommodationsthat are useful to students withdisabilities can benefit all learners.
Provide information on campus-specificresources and procedures (e.g., provid-ing a presentation outline).
Provide resources for participantsto keep."The philosophers have only interpreted theworld in various ways; the point, however,is to change it." (Karl Marx)
Make sure that you provide your audiencewith information they can follow up on afteryour presentation.
Provide written materials of key contentfor future reference.
Provide contact information and inviteparticipants to contact you withquestions after the presentation.Distribute business cards.
For further exploration refer participantsto The Faculty Room at http://www.washington.edu/doit/Faculty/.
Conclude with a strong ending."The greatest good you can do for another isnot just to share your riches but to reveal tohim his own." (Benjamin Disraeli)
The most important and remembered wordsyou speak are the last ones.
Summarize key points.
Consider concluding with examples thatshow the importance of providingeducational opportunities for studentswith disabilities, perhaps of a studentwith a disability at your campus whoworked well with the disability servicesoffice and instruction, received theaccommodations he needed, graduatedwith a degree, and went on to succeed inemployment.
Empower your audience to useinformation you presented to improveaccess for and education of all studentswith disabilities.
Improve each presentation."What I hear, I forget; what I see, I remem-ber; but what I do, I understand."(Confucius, 451 BC)
Take steps to gain feedback about yourpresentation that will lead to improvements.
Practice your presentation withcolleagues or friends and ask for theirfeedback.
Videotape your presentation for self-analysis.
Evaluate your presentation through ananonymous written survey. Twoexamples of evaluation instruments areincluded on the following pages.
Incorporate improvements intosubsequent presentations.
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Conclusion"When you can do the common things inlife in an uncommon way, you willcommand the attention of the world."(George Washington Carver)
In summary, to give effective presentationsin which the participants gain neededinformation in a dynamic way, make sure to:
prepare well in advance;
incorporate universal design principles;
facilitate interaction, sharing ofexperiences, and creative problemsolving within the session; and
promote a welcome and nonjudgmentallearning environment.
Case Study #1 Discussion
Read the following real-life situation.
BackgroundMy name is Caryn. I am an 18-year-old freshman entering a small privateuniversity. I am studying the visual arts and eventually plan to attendgraduate school for a masters of fine arts.
Access IssueAlthough I'm an art major, I have to take two English courses and foursemesters of a second language that are required by the university. I havea language-learning disability which makes it difficult for me to under-stand and organize large amounts of verbal information. Writing was mymost challenging academic area in high school. I was worried that I wouldnot be able to keep up with the course workloads and failing a course myfirst semester was not an option.
1. Discuss potential solutions to the access issue described. There can be more thanone good solution.
2. Discuss the advantages and disadvantages of each proposed solution.
3. Clarify the appropriate roles of the student, instructor, and campus supportservices in reaching a decision and providing accommodations if needed.
4. After you have completed your discussion, read the access solution that actuallyoccurred in this case. It is printed on the back of this handout. Compare yourproposed solutions with this solution. Discuss the conclusions listed and add atleast one more.
BEST C PY AVABLABLE
CPC) I73
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Case #1 Solution
Below is the solution that was actually employed in this case.
Initially, I did not want to disclose my learning disability. However, I wasvery worried about these course requirements, especially since it was myfirst semester of college. I contacted my advisor in the art department andmentioned my concerns. After an appointment with the disabled studentservices counselor where I presented documentation of my disability, wedecided on the following solutions. I was able to substitute the foreignlanguage course requirement for two courses in the social sciences. I alsolearned about the freshman writing lab. I set up a series of weekly privateappointments with a writing tutor to review my English coursework. Ialso borrowed, from the disabled student services department, a computerequipped with a voice-to-text option. With this adaptive technology, I canspeak into the computer and my speech is translated into text. Withoutthis accommodation, my thoughts and writing can become easilydisorganized or jumbled and I have a very difficult time completingassignments.
ConclusionThis case study illustrates that assistance from the campus disabled student servicesdepartment can help a student with a disability:
1. obtain program adjustments to meet university coursework requirements;
2. gain access to adaptive computer technology to accommodate her disability; and
3. make use of campus services available to all students.
ElloCIOIT
68
BEST C e PY AVAILABLE
74
Case #2 Discussion
Read the following real-life situation.
BackgroundMy name is Scott. I am a 19-year-old engineering student with musculardystrophy. I use a powered wheelchair for mobility. An important part ofthe first year of my engineering program involves work on computer-aided design programs in the engineering computer lab.
Access IssueAlthough I can use one hand to control my wheelchair, I have limitedstrength and movement in my hands and fingers. I cannot use a standardmouse or keyboard to operate a computer. I also cannot physically accesssome lab computers due to the height of the table and the position of thecomputer equipment.
1. Discuss potential solutions to the access issue described. There can be morethan one good solution.
2. Discuss the advantages and disadvantages of each proposed solution.
3. Clarify the appropriate roles of the student, instructor, and campus supportservices in reaching a decision and providing accommodations if needed.
4. After you have completed your discussion, read the access solution thatactually occurred in this case. It is printed on the back of this handout. Com-pare your proposed solutions with this solution. Discuss the conclusionslisted and add at least one more.
ID0CIP -NT'
69
BESTCOPYAVAllUBLE
75
Case #2 Solution
Below is the solution that was actually employed in this case.
I met with my course instructor and toured the computer lab prior to thefirst class. I found that I could not physically access the lab computers. Anadaptive technology specialist within the university helped the lab acquirean adjustable computer table and set up the workspace at an appropriateheight and location for me. I also got a trackball which eliminated theneed to use a mouse. With the trackball, I can perform mouse functionsand use a virtual, on-screen keyboard. These computer accommodationswere in place by the first day of class. They provided me with the fullaccess I needed to complete required laboratory coursework as part of theengineering program.
ConclusionThis case study illustrates the importance of:
1. accessible workspace design;
2. preplanning, site visits, and cooperation with computer lab staff, becauseadaptive computer equipment and furniture take time to order and set up; and
3. the availability of an adaptive technology specialist as a resource within theuniversity setting.
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Case #3 Discussion
Read the following real-life situation.
BackgroundMy name is Linda. I am 22 years old and an undergraduate student. Ihave Cerebral Palsy. I am applying for acceptance into the School ofSocial Work in the fall. I attend a large public university and the campusis spread over several miles. Due to my impaired leg movements andbalance, I walk with a cane.
Access IssueBefore I can apply for admission to the School of Social Work, I need totake four prerequisite classes this quarter. Only twenty minutes ofpassing time are available between two of my classes and the buildingsare 1/4 mile apart. No other scheduling options are available. I inquiredabout the campus bus system and learned that it has no direct routebetween these buildings. If I do not take both of these courses, I willneed to delay my application for another year.
1. Discuss potential solutions to the access issue described. There can be morethan one good solution.
2. Discuss the advantages and disadvantages of each proposed solution.
3. Clarify the appropriate roles of the student, instructor, and campus supportservices in reaching a decision and providing accommodations if needed.
4. After you have completed your discussion, read the access solution thatactually occurred in this case. It is printed on the back of this handout. Com-pare your proposed solutions with this solution. Discuss the conclusionslisted and add at least one more.
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Case #3 Solution
Below is the solution that was actually employed in this case.
I met with the university's disabled student services counselor to discussmy situation. I did not need any accommodations prior to this quarter.Together we developed a plan. The counselor contacted the campustransportation services and arranged transportation between my classes.I contacted the course instructor and he was informed of my transporta-tion needs and the possibility of late arrivals on an occasional basis. Theinstructor and I also made arrangements with another student who hadtaken previous courses with me to share notes or announcements that Imissed when I could not arrive on time.
ConclusionThis situation illustrates:
1. that some individuals with mobility impairments may be independent oncampus in most situations but may need assistance in certain circumstances;
2. the importance of collaboration and communication between the student,disability student services, and the course instructor in order for accommoda-tions to be successful; and
3. the student's responsibility to disclose her needs and request accommoda-tions.
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Case #4 Discussion
Read the following real-life situation.
_
BackgroundA student, who uses a wheelchair and is majoring in a Special Education/Mentally-Physically Handicapped program, needed to take a requiredcourse. The class, "Health and Physical Education for ElementarySchools," was to be held in an old building which was inaccessible towheelchairs.
Access IssueWhile the usual procedure was to move the location of the class to anaccessible building, the professor initially requested that a temporaryramp be constructed for access. This idea was rejected by facilities man-agement due to the prohibitive expense and time of building a rampwhich would meet ADA (Americans with Disabilities Act) specifications.The building was slated for renovation in two years.
The class was relocated to a fieldhouse arena where three other gymclasses were scheduled for the same time slot. This was unacceptable tothe professor, who felt the teaching environment would be adverselyaffected because of excessive noise. Furthermore, since there was inad-equate storage at the fieldhouse, equipment (including balance beams,assorted size balls, and other large items needed for the course) wouldneed to be moved to the fieldhouse prior to each class session.
As a result, the professor requested the student be carried up the twenty-two cement stairs to the original classroom. This proposed solution wasrejected due to student safety and institutional liability issues.
1. Discuss potential solutions to the access issue described. There can be more thanone good solution.
2. Discuss the advantages and disadvantages of each proposed solution.
3. Clarify the appropriate roles of the student, instructor, and campus supportservices in reaching a decision and providing accommodations if needed.
4. After you have completed your discussion, read the access solution that actuallyoccurred in this case. It is printed on the back of this handout. Compare yourproposed solutions with this solution. Discuss the conclusions listed and add atleast one more.
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Case #4 Solution
Below is the solution that was actually employed in this case.
The student, professor, and office for disabled student services jointlydeveloped a satisfactory solution. An experienced telecommunicationsstudent was hired by the office for disabled student services to videotapethe class sessions. The student using the wheelchair met with the profes-sor after class to obtain the videotaped class session and written outline.The student reviewed the videotape and notes and had the opportunity toask questions of the professor via electronic mail and telephone prior toeach regular class.
The class was moved to the fieldhouse arena for one day when it was thestudent's assigned turn to teach a class. The student chose equipment inher lesson plan that did not require anything but the professor's jeep totransport it to the field house.
ConclusionThis case study illustrates that:
1. it is helpful to work as a triad with the professor, student, and office of dis-abled student services to resolve access issues; the process of problemsolving together creates a solution acceptable to all parties involved; and
2. some accommodation strategies are recognized as imperfect and temporary,but provide access for a specific student in a specific course until moreacceptable permanent solutions, such as renovating a facility, can beemployed.
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Case #5 Discussion
Read the following real-life situation.
BackgroundMy name is Imke and I am blind. As a first-year graduate student inatmospheric sciences at the University of Washington, I was required toenroll in a quarter-long credit/no credit synoptic meteorology lab. Most ofthe lab time was spent plotting meteorological data on weather maps, anddrawing contours in the process of learning about the development andstructure of mid-latitude weather systems.
Access IssueI needed to find a way to participate in the class and learn the necessarymaterial without having to draw and contour weather maps.
1. Discuss potential solutions to the access issue described. There can be morethan one good solution.
2. Discuss the advantages and disadvantages of each proposed solution.
3. Clarify the appropriate roles of the student, instructor, and campus supportservices in reaching a decision and providing accommodations if needed.
4. After you have completed your discussion, read the access solution thatactually occurred in this case. It is printed on the back of this handout. Com-pare your proposed solutions with this solution. Discuss the conclusionslisted and add at least one more.
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Case #5 Solution
Below is the solution that was actually employed in this case.
I was unsure of the best way for me to participate in the class, so Iapproached the instructor of the course, who happened to be my Ph.D.advisor, and asked if he had any suggestions. It appeared that he hadalready thought about this issue. He immediately proposed that insteadof attending the weekly classes, I visit Ms office once a week at a timeconvenient to both of us, so that he could explain the relevant conceptsto me. I also received the instructor's class notes in an accessible formatfrom the university's disabled student services office. This arrangementworked well. I was able to gain an understanding of mid-latitudeweather systems without participating in the map drawing activitiesthat were central to the course.
ConclusionThis situation illustrates that:
1. it is not always necessary for a student who is blind to directly access thevisual material of a course;
2. in cases where it is impractical for the student to participate in a visually-oriented activity, it is often possible for the student to learn the accompanyingconcepts in another way; and
3. it is important for the student to take responsibility to approach the courseinstructor to plan workable accommodations.
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Case #6 Discussion
Read the following real-life situation.
BackgroundDr. Sheryl Burgstahler was asked to teach a three-credit Internet-baseddistance learning course at the University of Washington. The topic ofthe course was issues and strategies regarding computing access forpeople with disabilities, content she had taught many times in a tradi-tional class setting.
Access IssueShe anticipated that individuals with a wide range of disabilities wouldenroll in the course. Her goal was to employ universal design principlesto make the course accessible to everyone, regardless of abilities anddisabilities, language skills, and learning styles.
1. Discuss potential solutions to the access issue described. There can be morethan one good solution.
2. Discuss the advantages and disadvantages of each proposed solution.
3. Clarify the appropriate roles of the student, instructor, and campus sup-port services in reaching a decision and providing accommodations ifneeded.
4. After you have completed your discussion, read the access solution thatactually occurred in this case. It is printed on the back of this handout.Compare your proposed solutions with this solution. Discuss the conclu-sions listed and add at least one more.
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Case #6 Solution
Below is the solution that was actually employed in this case.
Dr. Burgstahler selected a textbook, making sure it was available on tape fromRecordings for the Blind and Dyslexic. Students who are blind or who havelearning disabilities that impact reading ability could order a copy of the text ontape, while other students use the standard printed copy.
To give the students examples of adaptive technology that provide access tocomputers for people with disabilities, she selected a series of videotapes pro-duced by DO-IT (Disabilities, Opportunities, Internetworking, and Technology).These tapes are open captioned, making them accessible to students who are deafand to students for whom English is a second language. They are also available ina form that has audio description, a feature that describes aurally the visualcontent in the tape. This version is used by students who are blind.
Lessons for the course and course discussions took place over e-mail: a fully-accessible medium. Assignments and the final exam were also submitted via e-mail. Course Web pages were designed using universal design principles, assur-ing access to all students.
As a prerequisite for the course, students were required to have access to elec-tronic mail and the World Wide Web. As a result, the University did not need toprovide computer equipment, including adaptive technology, for those withdisabilities. The course could, however, be taken by using campus computers andadaptive technology as required by students with disabilities. The key is to offer tostudents with disabilities the same services offered to others.
The course has been taught for five years. Students from all over the world andwith a variety of disabilities have enrolled. As there are no in-person meetings andthe course is designed to be fully accessible, there is no way to know how manystudents with disabilities have completed the course. Some students with disabili-ties have disclosed their disabilities voluntarily, but no one has needed a specialaccommodation. Disabilities disclosed include learning disabilities, spinal cordinjuries, Cerebral Palsy, and blindness.
ConclusionThis case demonstrates how:
1. universal design concepts can be incorporated into the design process tocreate an accessible distance learning course; and
2. employing access features in the design of a course can minimize the need fora student to disclose a disability and to request an accommodation.
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PRESENTATIONS11114,11/
This section provides a collection of stand-alone presentations on specific topics ofinterest to campuses nationwide. Thepresentations are designed for use withpostsecondary faculty and administrators.They can be easily adapted to specificaudience interests and program lengths.They can also be combined to create a seriesof presentations to a single group.
The presentation titles and the pages onwhich they begin are listed below.
Overview of Students withDisabilities and PostsecondaryEducation 81
Accommodation Strategies 85
Universal Design of Instruction 101
Effective Communication withStudents Who Have Communica-tion Disorders 111
Information Access 125
Access to Computers 133
Making Computer Labs Accessibleto Everyone 143
Universal Design of Web Pages 151
Making Distance LearningAccessible to Everyone 161
Science/Math/Engineering Access 171
Accommodating Students withLearning Disabilities 177
Accommodating Students withPsychiatric Disabilities 183
=MIThese topics were selected after a thoroughliterature review which is summarized inthe Synthesis of Research section of thispublication. The 23 DO-IT Prof project teammembers helped develop the content. Thesuggestions in the sections entitledPresentation Tips and InstitutionalizationStrategies can be used in the process ofdeveloping an individual presentation andimplementing professional development offaculty and administrators throughout theinstitution, respectively. After the lastpresentation module in this section, youwill find one long and one short presenta-tion evaluation form (pages 191-193) to giveto your audience participants at the end ofeach presentation.
Show visual# 1.
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Postseoandary Education
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PurposeAfter this presentation, faculty andadministrators will be able to:
summarize rights, responsibilities,potential contributions, and needs ofstudents with disabilities;
describe campus departmental rightsand responsibilities for ensuring equaleducational opportunities;
list strategies for working with studentswho have disabilities, emphasizing thefaculty-student relationship; and
describe campus resources available toassist in the provision of appropriateacademic accommodations for studentswith disabilities.
LengthApproximately 20-30 minutes.
PresenterDepartment chair, faculty, staff, teachingassistant, student, or other departmentmember. Little experience working withstudents with disabilities is required todeliver this short presentation.
81
PreparationSelect presenter(s).
Develop presentation outline andactivities using the Sample Scriptprovided in this section and the ideaslisted in the Presentation Tips section ofthis handbook.
Create overhead transparencies fromoverhead transparency templates or usePowerPointTM version of the visual aids.
Add information about resourcesavailable to your campus to the overheadtransparency or PowerPoint slide entitled"Resources" and to printed publicationsas appropriate.
Photocopy handout templates, WorkingTogether: Faculty and Students withDisabilities and Meet the Speakers in theVideotape and create alternative formatsas necessary.
Create and photocopy presentationevaluation instrument (see end ofInstitutionalization Strategies for ex-amples).
Link from your unit's Web pages to TheFaculty Room at http://www.washington.edu/doit/Faculty/.
Equipment and ToolsVHS VCR and monitor
visuals: overhead projector and transpar-encies or LCD projector, computer, andPowerPoint presentation; Internetconnection (optional)
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videotape (Working Together: Faculty andStudents with Disabilities)
handouts (Working Together: Faculty andStudents with Disabilities and Meet theSpeakers in the Videotape)
presentation evaluation instrument(pages 191-193)
Presentation Outline1. Distribute handouts.
2. Introductions.
3. Begin presentation.
4. Introduce and play videotape.
5. Hold discussion on possible accommo-dations on your campus.
6. Discuss department/campus issues andcampus resources.
7. Distribute and collect completedevaluation instruments.
ResourcesFor further preparation for this presentation,consult The Faculty Room at http://www.washington.edu/doit/Faculty/
Visit The Fecuhy Website atatOss/Avess orestingew.ectikbit/Facuhy/
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Overview of Students withDisabilities and PostsecondaryEducation: Sample Script
Today I will provide a short presentationabout how you can effectively work withstudents who have disabilities and how toaccess campus resources for assistance.
Advancements in technology and increasedjob specialization have resulted in careeropportunities in fields that were onceconsidered unsuitable for individuals withdisabilities. Many of these careers requireknowledge and skills obtained throughpostsecondary education. Although thenumber of individuals with disabilitiesseeking postsecondary education hasincreased significantly in recent years, theyare still underrepresented in many academicand career areas. Federal legislationmandates that, when needed, academicaccommodations be made to ensure thatotherwise qualified students with disabili-ties have educational opportunities equal tothose of their non-disabled peers.
Studies show that faculty members, staff,and students who have had interactionswith students with disabilities generallyhave more positive attitudes about workingwith these students. Further, those who arefamiliar with accommodation strategies arebetter prepared to make arrangementswhich will ensure that students withdisabilities have an equal opportunity toparticipate in their programs.
Today we are going to view a videotape thatwill introduce you to several facultymembers and successful students withdisabilities who have worked well together.
OVI
In this videotape, faculty members sharetheir concern about, and strategies for,working with students who have disabili-ties. In addition, successful students withdisabilities tell us first hand about tech-niques and accommodations that havecontributed to their success. The videotapeemphasizes the importance of the faculty-student relationship.
Information about the speakers featured inthe videotape is given in the handout Meetthe Speakers in the Videotape. The handout,Working Together: Faculty and Students withDisabilities, provides an overview of faculty,staff, and student legal rights and responsi-bilities, examples of accommodationstrategies, and a list of resources availableon campus to assist us in our efforts toensure equal educational opportunities forall students in our programs and courses.
Show videotape,"Working Tbgether: Facultyand Students withDisabilities" (9 minutes).
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The people featured in this videotape havedescribed some of the problems andsolutions that surfaced in their academicexperiences. We all encounter these issuesand others in our programs. Accommoda-tion strategies may be simple, yet, they mayalso require a bit of creativity and flexibility.
68
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Resources
Show visual# 2 with yourcampusresources.
Resources
Here are some resources that might beuseful to you as you work to maximizeparticipation and success of all students inyour classes. (Elaborate.)
Show visual# 3.
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For comprehensive information on workingwith students with disabilities in postsec-ondary education including accommoda-tions, a wide range of case studies,frequently asked questions, and generalresources, visit The Faculty Room at http://www.washington.edu/doit/Faculty/. Thisresource was developed by DO-IT at theUniversity of Washington as part of anationwide project to provide resources tofaculty and administrators so that they canmake their courses and programs accessibleto all students. You can link to this resourcefrom (Arrange to make the link from yourcampus/departmental disabled student serviceshome page before the presentation.). Considerlinking to this Web site from your depart-mental Web pages for faculty.
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Thank you for your time today and for yourinterest in finding ways to ensure that all ofthe students in our programs have equalopportunities to learn, explore interests, andexpress ideas.
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Accommodation Strategies men
PurposeAfter this presentation faculty andadministrators will be able to:
summarize rights, responsibilities,potential contributions, and needs ofstudents with disabilities;
describe departmental and individuallegal rights and responsibilities forensuring equal educational opportuni-ties for all students in their programs;
list strategies for working with studentswho have disabilities, emphasizing therelationship between instructor, student,and support staff;
describe campus resources available toassist in the provision of appropriateacademic accommodations to studentswith disabilities; and
list actions that individuals anddepartments can take to ensure thatstudents with disabilities have educa-tional opportunities that are equal tothose of their non-disabled peers.
LengthApproximately two hours; content can becovered over several meetings.
PresenterDepartment chair, faculty, staff, teachingassistant, student, or other departmentmember who has experience working withstudents with disabilities. This comprehen-sive presentation may be co-presented with,or presented by, a staff member of a campusunit responsible for providing academicaccommodations for students withdisabilities.
PreparationSelect presenter(s).
Develop presentation outline andactivities using the Sample Scriptprovided in this section and the ideaslisted in the Presentation Tips section ofthis notebook.
Create overhead transparencies fromoverhead transparency templates or usePowerPointn" version of the visual aids.
Add information about resourcesavailable to your campus to the overheadtransparency or PowerPoint slide entitled"Resources" and to printed publicationsas appropriate.
Add contact information for resourcesavailable on your campus to the backpage of the handout template WorkingTogether: Faculty and Students withDisabilities.
Photocopy handout templates,Working Together: Faculty and Studentswith Disabilities and Meet the Speakers inthe Videotape and create alternativeformats as necessary.
If presenting the optional content AnAccommodation Model, photocopyhandout templates titled An Accommoda-tion Model and Student Abilities Profile.
Create and photocopy presentationevaluation instrument (see end ofInstitutionalization Strategies for ex-amples).
Link from your unit's Web pages to TheFaculty Room at http://www.washington.edu/doit/Faculty/
8590
Equipment and ToolsVHS VCR and monitor
visuals: overhead projector andtransparencies or LCD projector,computer, and PowerPoint presentation;Internet connection (optional)
videotape (Building the Team: Faculty,Staff, and Students Working Together)
handout (Working Together: Faculty andStudents with Disabilities)
presentation evaluation instrument(pages 191-193)
Presentation Outline1. Distribute handouts.
2. Introductions.
3. Begin presentation.
4. Introduce and play videotape.
5. Hold discussion on possible accommo-dations on your campus.
6. Discuss department/campus issues andcampus resources.
7. Distribute and collect completedevaluation instruments.
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ResourcesFor further preparation for this presentation,consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/
%hit The Amery Fban Websitonthap7Annv. washivroatratikbit/Facuhy/
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Accommodation Strategies:Sample Script
Show visual# 4.
AccommodationStrategies
11113013111
Postsecondary Enrollment ofStudents with DisabilitiesRecent advancements in technology andincreased job specialization have resulted incareer opportunities in fields that were onceconsidered unsuitable for individuals withdisabilities. Many of these careers requireknowledge and skills obtained throughpostsecondary education.
The number of individuals with disabilitiesseeking postsecondary education hasincreased significantly in recent years.Reasons cited for this increase include:
Today we will be discussing accommoda-tion strategies that can be used to make your advances in medical technology andcourses accessible to all of your students. techniques resulting in greater numbers
of people who survive traumaticaccidents and problematic births;
Show visual# 5.
Accommodation StrategiesObjectives
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The objectives of this presentation are...(Paraphrase objectives on visual.).
Show visual# 6. Fedora Influendng the
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improvements in technology making itpossible for more people with disabilitiesto live independently and haveproductive lives;
the creation of federal and statemandates for pre-college academicsupport programs helping more studentswith disabilities complete high schooland consider postsecondary educationoptions; and
publicity of federal disability-relatedlegislation increasing awareness of rightsto accommodation and equal opportuni-ties in education and employment.
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Show visual# 7.
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The probability that you will have a studentwith a disability in your class is quite high.According to the National Center for Educa-tional Statistics, Postsecondary Education(1999), six percent of all undergraduatesreported having a disability. In this group,40% reported having a learning disability,8% reported mental illness or emotionaldisability, 14% reported an orthopedic ormobility impairment, 6% reported beingdeaf or hard of hearing, 4% reported visualimpairments, and 9% a speech impairment.In addition, one in five undergraduates withdisabilities (19%) reported having anotherhealth-related disability or limitation.
Studies show that faculty members and staffwho have experience with people who havedisabilities generally have more positiveattitudes about working with students whohave disabilities. Further, those who arefamiliar with accommodation strategies arebetter prepared to make arrangementswhich will ensure that students withdisabilities have equal opportunities toparticipate in their programs.
Today we will go over our legal rights andresponsibilities, examples of accommoda-tion strategies, and resources available onour campus to help you work with studentswith disabilities. We'll also discuss thespecific challenges in our department inworking with students who have disabilities
and explore strategies for improving access.Your handout Working Together: Faculty andStudents with Disabilities provides anoverview of faculty, staff, and student legalrights and responsibilities; examples ofaccommodation strategies; and a list ofresources available on campus to assist us inour efforts to ensure equal educationalopportunities for all students in ourprograms and courses.
Disability Legislation
Show visual# 8. Section 504 of the
Rehabilitation Actof 1973
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Let's begin with our legal obligations.According to Section 504 of the Rehabilita-tion Act of 1973, "no otherwise qualifiedindividual with a disability shall, solely byreason of his or her disability, be excludedfrom the participation in, be denied thebenefits of, or be subjected to discriminationunder any program or activity of a publicentity." Federal legislation mandates thatacademic adjustments are made to ensurethat otherwise qualified students withdisabilities have access to educationalopportunities.
Section 504 applies to all postsecondaryinstitutions that receive federal funds, whichincludes almost every college campus. TheAmericans with Disabilities Act of 1990(ADA) requires that public programs andservices be accessible to individuals with
disabilities, regardless of whether or not theentity receives federal funds. The ADAcovers all postsecondary institutions.Note that the law says, "otherwise qualifiedindividual with a disability." What does"otherwise qualified" mean?
Show visual# 9.
"Otherwise qualified"
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"Otherwise qualified," with respect topostsecondary educational services, means"a person who meets the academic andtechnical standards requisite to admission orparticipation in the educational program oractivity, with or without reasonablemodification to rules, policies or practices;the removal of architectural, communicationor transportation barriers; or the provisionof auxiliary aids and services." In otherwords, a person who has a disability is"otherwise qualified" if he can perform theessential tasks of a program or assignmentwhen appropriate and reasonable accommo-dations are made.
Show visual# 10. "Person with a disability"
Is any person who:
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We should not assume that a person whohas a disability could not successfullyparticipate in our programs or coursessimply because of the disability. Instead, ifthere is a concern that the student who hasdisclosed a disability may not be able tocomplete specific requirements, we shoulddiscuss with the student (as well as campusstaff who have experience in providingacademic accommodations) how he may beable to accomplish essential tasks requiredin the program or course, with or withoutreasonable accommodations.
So, what exactly does "person with adisability" mean? "Person with a disability"means "any person who has a physical ormental impairment which substantiallylimits one or more major life activitiesincluding walking, seeing, hearing,speaking, breathing, learning, and working;has a record of such an impairment; or isregarded as having such an impairment."
Show visual# 11.
Example a of DI =inflect
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Disabilities covered by legislation include,but are not limited to, spinal cord injuries,loss of limbs, Multiple Sclerosis, MuscularDystrophy, Cerebral Palsy, hearingimpairments, speech impairments, specificlearning disabilities, head injuries, psychiat-ric disorders, Diabetes, Cancer, and AIDS.Some of these conditions are readilyapparent; some are not. Additionally, somestudents who have conditions with the same
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label may have very different abilities whenit comes to performing specific tasks. Forexample, one student who has CerebralPalsy may have difficulty walking. Foranother student, Cerebral Palsy may resultin no functional use of her hands. Foranother, it may limit the use of his voice.
Ultimately, a student who has a disabilityrequires accommodations only when facedwith a task that requires a skill that herdisability precludes. If a student informs aninstructor that she has a disability andwould like to arrange for academicaccommodations, the instructor may askwhich course or program requirements areexpected to be problematic and whichstrategies and campus resources caneliminate or minimize the access problems.On most campuses, a disability serviceoffice is involved in this process. Sometimesan effective solution can be found bythinking creatively about how the learningenvironment can be modified. The studentis the best source of information about herdisability. Many accommodations aresimple, creative alternatives for traditionalways of doing things.
In summary, federal legislation requires thatwe accept otherwise qualified students withdisabilities into our academic programs.Additionally, we should work with studentswho have disclosed their disabilities toidentify and implement reasonableacademic accommodations in order toensure that they have educational opportu-nities equal to those of their non-disabledpeers while preserving the academicstandards in courses. Few of us have theexperience to identify the effects of alldisabilities on the learning process. Workwith the student and campus disabledstudent services office when determiningand implementing appropriate academicaccommodations.
Faculty and Students withDisabilitiesNext we'll watch the videotape, Building theTeam: Faculty, Staff, and Students WorkingTogether. You'll learn about disabilities thatimpact students' participation in your class,examples of accommodations, andresources. Teamwork between the facultymember, the student, and the office thatsupports students with disabilities on ourcampus is key. The information covered isincluded in the handout entitled WorkingTogether: Faculty and Students withDisabilities.
Show videotape,"Building the Team: Faculty,Staff, and StudentsWorking Together"(16 minutes).
(If you feel that examples of accommodationspresented in the videotape provide enoughcontent in this area for the audience and/or iftime is limited, skip to An AccommodationModel, Discussion Questions, or Case Study.)
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Specific Disabilities andAccommodationsNow we will review how disabilities mayaffect some students' abilities to participatein specific academic activities. Then we'lldiscuss examples of academic accommoda-tions. I emphasize that these are onlyexamples, since disabilities and learningstyles are unique to the individual. You, thestudent, and campus support staff maygenerate many other effective strategies thatare appropriate for that student.
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(Following are examples of accommodations. Thelists are by no means comprehensive. You maywish to substitute or add strategies that arepertinent to your audience. )
Low Vision
Show visual# 12.
Accommodations forLow Vision
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For some students who have low vision,standard written materials are too small toread and/or objects appear blurry. Othersmay only see objects within a specific fieldof vision. Still others may see an image withsections missing or blacked out. Learningvia a visual medium may take longer andmay be more fatiguing for people who havelow vision than for people who havestandard vision.
Examples of accommodations for studentswith low vision include seating near thefront of the class; good lighting; and largeprint books, handouts, signs, and equip-ment labels. Since it may take weeks ormonths to procure class materials in largeprint or audiotape format, it is essential thatinstructors select and prepare their materialswell before the materials are needed. Otherexamples of accommodations includereserved seating where the lighting is best,TV monitors connected to microscopes toenlarge images, class assignments madeavailable in electronic formats, andcomputers equipped with screen enlargers.
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What are some examples of ways in whichblindness may affect the ability to learn?Students who have no sight cannot refer towritten materials. Students who have hadno vision since birth may have difficultyunderstanding verbal descriptions of visualmaterials and abstract concepts. Considerthe example, "This diagram of ancestrallineage looks like a tree." If one has neverseen a tree, it may not be readily apparentthat the structure of note has several lines ofancestry which can be traced back to onecentral family. Students who lost their visionlater in life may find it easier to understandsuch verbal descriptions. Additionally,demonstrations based on color differencesmay be more difficult for students withblindness to participate in and understandthan demonstrations which emphasizechanges in shape, temperature, or texture.
Ready access to printed materials oncomputer disk, in an electronic mailmessage, or on a Web page can allow a blindperson, who has the appropriate technology,to use computers to read the text aloudand/or produce it in Braille. Some materialsmay need to be transferred to audiotape.Since it may take weeks or even months toprocure course materials in Braille or onaudiotape, it is essential that instructorsselect and prepare their materials well
9691
before the materials are needed. Duringlecture and demonstration, clear, concisenarration of the basic points being repre-sented in visual aids is helpful. Otherexamples of accommodations for blindstudents include tactile models and raised-line drawings of graphic materials; adaptivelab equipment such as talking thermom-eters, calculators, light probes, and tactiletimers; and computers with opticalcharacter readers, voice output, Braillescreen displays, and Braille printers.
Specific Learning DisabilitiesStudents with specific learning disabilitieshave average to above average intelligencebut may have difficulties demonstratingknowledge and understanding. For astudent who has a learning disability,auditory, visual, or tactile information canbecome jumbled at any point when it istransmitted, received, processed, and/orretransmitted. It may take longer for somestudents who have learning disabilities toprocess written information, makinglengthy reading or writing assignments ortests difficult to complete in a standardamount of time. Some students who havelearning disabilities may find it difficult toprocess and digest oral instructions andlectures. Some students who have learningdisabilities may be able to organize andcommunicate their thoughts in a one-to-oneconversation, but may find it difficult toarticulate those same ideas in a noisyclassroom.
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Examples of accommodations in theclassroom for students who have learningdisabilities include, yet are not limited to,note-takers, audiotaped class sessions,captioned videos, and textbooks on tape.Students with learning disabilities havebetter access to information when visual,aural, and tactile instructional activities areincorporated into instruction, and courseand lecture outlines are made readilyavailable. Exams typically require extendedtime in a quiet testing location. Computerswith speech output and spelling andgrammar checkers are helpful in class andfor home study. Assignments given inadvance ensure adequate review andpreparation time.
9 7
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Hearing Impairments
Show visual# 16. Accommodations for
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Some students who have hearing impair-ments may hear only specific frequencies,sounds within a narrow volume range, ornothing at all. Students who are deaf frombirth generally have more difficultyspeaking and understanding Englishlanguage structure than those who lose theirhearing later in life.
Students who are deaf or hard of hearingmay have difficulty following lectures inlarge halls, particularly if the speaker talksquietly, rapidly, or unclearly. Also, peoplewho are deaf or hard of hearing may find itdifficult to simultaneously watch demon-strations and follow verbal descriptions,particularly if they are watching a signlanguage interpreter, a "real-time" cap-tioned screen, or a speaker's lips. In-classdiscussion that is fast paced and un-moderated may be difficult to follow, sincethere is often a lag time between a speaker'scomments and interpretation.
Examples of accommodations for verbalstudents who are deaf or hard of hearinginclude using interpreters, sound amplifica-tion (FM) systems, note-takers, and real-time captioners. Real-time captionerstranscribe lecture material digitally to acomputer screen. It is also helpful forinstructors to distribute written lecture
outlines, assignments, lab instructions, anddemonstration summaries. Providing visualwarning systems to alert for lab emergenciesis a must. During presentations it isimportant to turn your face toward youraudience when speaking and repeatdiscussion questions and statements madeby other students. Video and other multi-media publications should be captioned.Students with hearing impairments benefitwhen electronic mail is used for faculty-student meetings and class discussions.
Mobility Impairments
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Mobility impairments range from lowerbody impairments, which may require useof canes, walkers, or wheelchairs, to upperbody impairments, which may result inlimited or no use of the hands or upperextremities. It may take longer for studentswith mobility impairments to get from oneclass to another. For some students it may bedifficult to get to fieldwork sites. It may alsobe difficult for some students to manipulateobjects, turn pages, write with a pen orpencil, type at a keyboard, or retrieveresearch materials.
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Examples of accommodations for studentswith mobility impairments include notetakers, scribes, and lab assistants; group labassignments, accessible locations forclassrooms, labs, and field trips; adjustabletables; equipment located within reach;extended exam time or alternative testingarrangements; course materials available inelectronic formats; computers with specialdevices such as voice or Morse code inputand alternative keyboards; and access toresearch resources available on the Internet.
Health Impairments
Show visual# 18. Accommodations for
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Some health conditions and medicationsaffect memory and/or energy levels.Additionally, some students who havehealth impairments may have difficultyattending classes full-time or on a dailybasis.
Examples of accommodations for studentswho have health impairments includeflexible attendance requirements; extraexam time or alternative testing arrange-ments; note takers and/or taped classsessions; assignments available in electronicformat; Internet accessible services and/orresources; and electronic mail for faculty-student meetings, class discussions, anddistribution of course materials and lecturenotes.
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Speech Impairments
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Speech impairments have a variety oforigins which may or may not be related toother disabilities. Qualities of speechimpairments range from mild to severeword pronunciation and articulationdifferences as well as variations in rate, tone,and volume. It often takes longer for astudent with a speech impairment to speakand express himself. Helpful accommoda-tions and communication strategies whenworking with a student who has a speechimpairment include the following: Relaxand allow ample time for communicationand listen carefully to what the person issaying. Ask the student to repeat a word orstatement that you don't understand. Askquestions that require short answers or anod of the head when appropriate. Writtencommunication through note-writing can beof assistance as well. Discussions andassignments in electronic mail can allow fullexpression of knowledge and ideas. Ask thestudent to repeat a word or statement thatyou don't understand.
9 9
Psychiatric Disabilities
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Increasing numbers of students withpsychiatric disabilities are pursuingpostsecondary education. The NationalCenter for Educational Statistics (1999)reported that more than 400,000 studentsenrolled in postsecondary institutions reporthaving a mental illness or emotionaldisturbance. These students are intelligentand capable of pursuing and succeeding inhigher education once barriers to equalaccess are removed. Mood disturbance,cognitive changes and/or altered percep-tions may result in functional difficultiesrelated to anxiety, disorganization, orconcentration difficulty.
Providing a consistent, yet flexible,approach and maintaining a positiveattitude with high expectations encouragessuccess. Specific accommodations ofstudents with psychiatric disabilities includeuse of a tape recorder or note-taker duringclass; preferential seating near the door toallow for breaks as needed; tests andassignments in alternate formats; andextended time for test taking in a quiet,separate room. Structure and clear practicalfeedback regarding academic and behav-ioral expectations is helpful for selfmonitoring by students with psychiatricdisabilities.
95
General Strategies to IncreaseClassroom Accessibility
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To conclude our discussion of accommoda-tion examples, here are some generalsuggestions for making your classesaccessible.
Add a statement to the syllabus invitingstudents who have disabilities to discusstheir needs and accommodationstrategies with the instructor.
Select materials early so that they can beprocured in appropriate formats in atimely manner.
Ask students about accommodationswhich have worked for them in the past.
Have policies and procedures in place.
Make sure the facility is wheelchair-accessible.
Use materials which are available inelectronic format.
Provide clear signage in large print.
Use alternative methods to administertests and evaluating comprehension of asubject.
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Use the disability services available onour campus.
(The following optional section may beappropriate for some audiences. If not, skip to"Discussion Questions." This optional sectionrequires two handouts, An AccommodationModel and Student Abilities Profile.)
Show visual#22.
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(Optional) An AccommodationModel(Distribute the publications entitled, AnAccommodation Model and Student AbilitiesProfile.)
Accommodations are unique to theindividual, but it is helpful to have a processto work through when determiningappropriate accommodations for a studentwho has disclosed his disability. DO-IT, aproject at the University of Washington, hasdeveloped a model process and a StudentAbilities Profile form that can be used toidentify effective accommodations once astudent has disclosed his disability.
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Information about the process and a copy ofthe form is available in the handouts.
The Accommodation Model process isorganized around the following fourquestions:
Step #1: What does the task or assignmentrequire?
Break down the components of theexperiment, assignment, or exercise.Educators often focus on the overalloutcome of an activity. To accommodate astudent with a disability, it's helpful to thinkabout the specific settings, tools, skills, andtasks that are required at each step.Analyzing and evaluating the task thor-oughly will help you determine how best tofully and effectively include a student witha specific disability.
Step #2: What physical, sensory, andcognitive skills are needed?
Match the tasks required to the physical,sensory, and cognitive skills needed tosuccessfully complete the activity. It is easyto say, "If I had a physical, sensory, orcognitive disability, I would not be able tocomplete this assignment," without reallydetermining what skills are needed forspecific aspects of the project. We need toseparate the "real" requirements of a
96 1 01
specific task from the "perceived" require-ments of the project in total. It is impossibleto place yourself in the shoes of the studentwith a disability. He may have learnedmany ways to solve a specific problem ortask and work around the limitationsimposed by the disability.
Step #3: What components of the taskrequire accommodation?
Once the task has been analyzed and theneeded skills are identified, determine whataccommodations may be required or howthe learning experience might be altered tomake it more accessible to a specific studentwith a disability. Consult with the studentto determine what he perceives he willrequire as an accommodation.
Step #4: What accommodation optionsexist?
Now that the tasks needing accommodationhave been determined, identify whatresources exist for providing theaccommodation(s). The student may havesome good ideas. This is a time when otherprofessionals may have expertise in specificareas and should be called on to provideinput. In some cases, having students workin groups where each person is assigned atask that he has the ability to completeprovides a reasonable alternative.
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The Student Abilities Profile form is designedto guide you in determining a student'sskills and abilities as well as assist you inbreaking down individual components of anassignment. The form asks you to brieflydescribe the student, the classroom orlaboratory environment, equipment orsupplies needed, available professional andexternal resources, possible effectiveaccommodations, and the physical, sensory,and cognitive skills needed for the task.Let's go through one example together andthen, in small groups, you can create yourown.
(Go through the process of filling out the formfor a specific student and task on the overheadprojector.)
Now use your blank form. Choose aclassroom or lab activity and complete theStudent Abilities Profile form for a studentwho has a specific set of disability-relatedchallenges.
(You can provide blank forms or distributepartially filled out forms if you want the activityto be more directed. Participants can workindependently or together, and then share theresults with the group.)
9, 102
Discussion Questions(Discuss some or all of the following questions.)
Do we currently have students withdisabilities in our department? Whattypes of disabilities are represented?
Have any of you worked with studentswho have disabilities before? Describeyour experiences. What strategies didyou find to be successful or unsuccess-ful?
What can we as a department, and asindividual instructors do to make ouracademic programs more accessible tostudents who have:
visual impairments?hearing impairments?mobility impairments?learning disabilities?health impairments?
(Examples include publications in accessibleformats such as Braille, large print, andelectronic formats; advisor and staffawareness training; continuous evaluation ofessential program course requirements; andclassroom instructional improvements.)
What actions can be taken to make ouracademic programs more accessible?
(Examples:
Invite someone from outside of ourdepartment to answer specific questionsand give us advice regarding appropriateaccommodations.
Designate someone to find out if there aredisability access activities currently inprogress on campus that we cancontribute to and/or learn from.
98
Consider mailing the publicationWorking Together: Faculty and Studentswith Disabilities to all faculty membersand teaching assistants each year!)
How can we make our facilities (e.g.,classrooms, offices, and computer/instructional labs) more accessible toindividuals who have:
visual impairments?hearing impairments?mobility impairments?learning disabilities?health impairments?
(Consider the following examples ofaccessibility adjustments:
Visual impairments: Braille labels,signage, arrangement and procurement oflab equipment; adaptive technology incomputer labs.
Mobility impairments: Wheelchair accessentrances clearly marked and noticesposted at each non-accessible entrancesregarding the location of accessibleentrances; wheelchair-accessibleentrances, if different than the mainentrance; adaptive technology incomputer labs.
Visual, health, and mobility impair-ments: Hallways and classrooms keptclear of obstacles that could present aproblem for an individual getting to classand/or safely negotiating the environmentwithin class.)
What actions should be taken to makeour facilities more accessible and whoshould coordinate them?
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(Examples include:
Survey facilities regarding accessibility;and/or
Identify and begin the procedure toprocure signage, lab equipment, and/oradaptive computer technologies.)
Case Study(Consider having participants discuss a case.Case #4 on page 73 in the Presentation Tipssection of this notebook would be appropriate.)
ConclusionToday we've discussed the rights andresponsibilities of faculty, disabled studentservices staff, and students with disabilities.We've also considered typical accommoda-tions for students with specific disabilities.Instructors, staff, and students should worktogether to develop the best accommodationstrategies. The ultimate result can beimproved postsecondary education andcareer outcomes for people with disabilities.
Resources
Show visual# 2 with yourcampusresources.
Resources
Here are some resources that might beuseful to you as you work to maximize theparticipation of all students in your classes.(Elaborate.)
Show visual# 3.
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99
For comprehensive information onaccommodations, a wide range of casestudies, frequently asked questions, andgeneral resources, visit The Faculty Room athttp://www.washington.edu/doit/Faculty/. Thisresource was developed at the University ofWashington as part of a nationwide projectto provide resources to faculty andadministrators so that they can make theircourses and programs accessible to allstudents. You can link to this resource from
(Arrange to make the link from yourcampus/departmental disabled student serviceshome page before the presentation.). Considerlinking to this Web site from your depart-mental Web pages for faculty.
Thank you for your time today and for yourinterest in finding ways to ensure that all ofthe students in our programs have equalopportunities to learn, explore interests, andexpress ideas.
104BEST COPY AVABLABLE
Universal Design of InstructionItara
PurposeAfter completion of this lesson, participantswill be able to:
list at least three universal designprinciples;
list three ways that universal designprinciples can be used to make a moreinclusive classroom; and
describe the difference betweenemploying universal design principlesto maximize access and providingaccommodations for students withdisabilities.
LengthApproximately 40-60 minutes.
PresenterDepartment chair, faculty, staff, teachingassistant, student, or other departmentmember who has experience working withstudents with disabilities. This presentationmay be presented by, or co-presented with astaff member of a campus unit responsiblefor providing academic accommodationsfor students with disabilities.
PreparationSelect presenter(s).
Develop presentation outline andactivities using the Sample Scriptprovided in this section and the ideaslisted in the Presentation Tips section ofthis notebook.
Create overhead transparencies from theoverhead transparency templates or usethe PowerPointTm version of the visualaids.
Add contact information about resourcesavailable on your campus to theoverhead transparency or PowerPointslide entitled "Resources" and to printedpublications as appropriate.
Photocopy handout template, UniversalDesign of Instruction, and create alterna-tive formats as necessary.
Create and photocopy presentationevaluation instrument (see end ofInstitutionalization Strategies for ex-amples).
Link from your unit's Web page to TheFaculty Room at http://www.washington.edu/doit/Faculty/
Equipment and ToolsVHS VCR and monitor
visuals: overhead projector and transpar-encies or LCD projector, computer, andPowerPoint presentation; Internetconnection (optional)
videotape (open-captioned and audiodescribed version of Real Connections:Making Distance Learning Accessible toEveryone)
handouts (Universal Design of Instruction,Real Connections: Making DistanceLearning Accessible to Everyone andWorking Together: Faculty and Studentswith Disabilities)
presentation evaluation instrument(pages 191-193)
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Presentation Outline1. Distribute handouts.
2. Introductions.
3. Discuss universal design principles andexamples.
4. Introduce and play videotape.
5. Discuss universal design of instructionexamples and contrast with theprovision of accommodations.
6. Discuss department/campus issues.
7. Distribute and collect completedevaluation instruments.
ResourcesFor further preparation for this presentation,consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/Universal/
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Universal Design of Instruction:Sample Script
Show visual# 26.
UniversalDesign of
Instruction
Today we will be discussing principles ofuniversal design of instruction and how touse these principles in your instruction forthe benefit of all students, including thosewith disabilities.
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The objectives of today's presentation areto... (Paraphrase objectives on visual.).
Diversity in PostsecondaryInstitutionsAt our postsecondary institutions today, weattract a diverse student body.
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Postsecondary Institutions
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Students in your classes come from a widevariety of ethnic and racial backgrounds.For some, English is not their first language.There are many types of learning styles andstrengths represented, including studentswho are primarily visual or auditory learn-ers. In addition, increasing numbers ofstudents with disabilities are pursuingpostsecondary education.
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Their disabilities may include spinal cordinjuries, loss of limbs, Multiple Sclerosis,Muscular Dystrophy, Cerebral Palsy, hear-ing impairments, visual impairments,speech impairments, specific learning dis-abilities, head injuries, psychiatric disorders,Diabetes, Cancer, and AIDS.
The probability that you will have a studentwith a disability in one of your classes ishigh. According to the National Center forEducational Statistics, Postsecondary Educa-tion (1999), 6% of all undergraduates re-ported having a disability. Among these 6%,40% reported having a learning disability,8% reported mental illness or emotionaldisability, 14% reported orthopedic ormobility impairment, 6% reported beingdeaf or hard of hearing, 4% reported visionimpairments, and 9% a speech impairment.In addition, one in five undergraduates withdisabilities (19%) reported having anotherhealth-related disability or limitation.
You and your students share the goal oflearning in your classroom. But, how canyou design instruction to maximize thelearning of all students? The field of univer-sal design can provide a starting point fordeveloping a model for inclusive instruc-tion. This body of knowledge can then beapplied to instructional design and help youcreate courses where lectures, discussions,visual aids, videotapes, printed materials,and fieldwork are accessible to all students.
Universal Design
Show visual# 29. Univereal Dealgn .
'The design of productsand environments to beusable by all people,without the need foradaptation or spedallzeddesign.'
Designing any product or service involvesthe consideration of factors that may includeaesthetics, engineering options, environ-mental issues, safety concerns, and cost. Oneissue that designers often overlook is that of"universal design."
Universal design is defined by the Centerfor Universal Design at North Carolina StateUniversity as "the design of products andenvironments to be usable by all people, tothe greatest extent possible, without theneed for adaptation or specialized design."
At this center, a group of architects, productdesigners, engineers and environmentaldesign researchers collaborated to establishthis set of principles of universal design toprovide guidance in the design of environ-ments, communications, and products.
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Let's discuss the meaning of each principle.
1. "Equitable" means that the design isuseful and marketable to people withdiverse abilities. For example, a Web sitethat is designed so that it is accessible toeveryone, including people who areblind, employs this principle.
2. "Flexibility" in use means the designaccommodates a wide range of indi-vidual preferences and abilities. Anexample is a museum that allows avisitor to choose to read or listen to thedescription of the contents of a displaycase.
3. "Simple and intuitive use" means that useof the product is easy to understand,regardless of the user's experience,knowledge, language skills, or currentconcentration level. A microwave ovenwith control buttons that are clear andintuitive is an example of an applicationof this principle.
4. "Perceptible information" means thedesign communicates necessaryinformation effectively to the user,regardless of ambient conditions or theuser's sensory abilities. An example ofthis principle not being employed iswhen television programming isprojected in noisy public areas likeairports and restaurants withoutcaptioning.
5. "Tolerance for error" means that thedesign minimizes hazards and theadverse consequences of accidental oriinintended actions. An example of aproduct applying this principle is asoftware program that providesguidance when the user makes aninappropriate selection.
6. "Low physical effort" means the designcan be used efficiently and comfortably,and with minimal fatigue. Doors that areeasy to open by people with a widevariety of physical characteristicsdemonstrate the application of thisprinciple.
7. "Size and space for approach and use"means that an appropriate size andspace is provided for approach, reach,manipulation, and use regardless ofuser's body size, posture, or mobility. Anexample of applying this principle ispositioning equipment in a computer labso that it can be easily reached andoperated by individuals with a widevariety of body sizes and physicalabilities.
When designers apply these principles, theirproducts and facilities meet the needs ofpotential users with a wide variety ofcharacteristics. Disability is just one of manycharacteristics that an individual mightpossess. For example, one person could befive feet four inches tall, female, thirteenyears old, a poor reader, and deaf. All ofthese characteristics, including her deafness,should be considered when developing aproduct she might use.
Making a product accessible to people withdisabilities often benefits others. Forexample, sidewalk curb cuts, designed tomake sidewalks and streets accessible tothose using wheelchairs, are today moreoften used by kids on skateboards, parentswith baby strollers, and delivery staff withrolling carts. When television displays inairports and restaurants are captioned, theybenefit people without disabilities as well asthose who are deaf.
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(Discuss examples of things you would considerif you were designing a microwave oven, toaster,building, or other product that would beuniversally accessible.)
Universal Design of InstructionUniversal design principles can be appliedto many products and services. In the caseof classroom instruction or a distancelearning class, a goal should be to create alearning environment that allows allstudents, including a person who happensto have a characteristic that is termed a"disability," to access the content of thecourse and fully participate in classactivities. This topic is summarized in yourhandout entitled Universal Design ofInstruction.
Show videotape,"Real Connections: MakingDistance LearningAccessible to Everyone"(12 minutes).
In the short videotape that we will nowwatch, we will see an example of theapplication of universal design principles todistance learning instruction. The videotapeitself is universally designed, includingopen captions and audio descriptions forviewers with hearing and visual impair-ments, respectively. Your handout, RealConnections: Making Distance LearningAccessible to Everyone, summarizes thecontent of the videotape.
As demonstrated in the videotape andhandouts, considering universal designprinciples can lead us to a list of guidelinesthat can be applied as you develop on-lineand on-site courses. They can apply to
lectures, classroom discussions, group work,handouts, Web-based instruction, fieldwork,and other academic activities.
When universal design principles areapplied to the design of Web pages, peopleusing a wide range of adaptive technologycan access them. For example, people whoare blind often use speech output systems toaccess computers. These systems read aloudtext that is presented on the screen; they donot read graphical images. Therefore, toprovide access to Web sites for students whoare blind, we must be sure to include textdescriptions for content presented ingraphical form, such as pictures, animatedimages, and image maps.
Let's create a list of examples of howprinciples of universal design apply toclassroom or distance learning instruction.What are some of the diverse characteristicsyour students might have?
(Encourage discussion. Consider English as asecond language, different cultures, blindness,no use of hands, etc.)
What are some examples of instructionalmethods that employ principles of universaldesign and make your course contentaccessible to people with a wide range ofabilities and disabilities, language skills, andlearning styles?
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(Encourage participation and include all or someof the following examples. Make a list or create atransparency, PowerPoint slide, or flip chart.This activity could be conducted in small groupsfollowed by group discussion.
Create a classroom environment that respectsand values diversity. Put a statement onyour syllabus inviting students to meet withyou to discuss disability-related accommoda-tions and other special learning needs.
Assure that classrooms, labs, and fieldworkare in locations accessible to individuals witha wide range of physical abilities anddisabilities.
Use multiple modes to deliver content.Alternate delivery methods, includinglecture, discussion, hands-on activities,Internet-based interaction, and fieldwork.
Provide printed or Web-based materials thatsummarize content delivered orally.
Face the class and speak clearly.
Provide captioned videotapes.
Provide printed materials in electronicformat.
Provide text descriptions of graphicspresented on Web pages.
Provide printed materials early. This allowsstudents to prepare for the topic to bepresented and access materials in alternativeformats.
Create printed and Web-based materials insimple, consistent formats. This practice isparticularly helpful to students withlearning disabilities and students for whomEnglish is a second language.
Provide effective prompting during anactivity and feedback after the assignment iscompleted.
Encourage different ways for students tointeract with each other and with you. Thesemethods may include in-class questions anddiscussion, group work, and Internet-basedcommunications.
Provide multiple ways for students todemonstrate knowledge. For example, besidestraditional tests and papers, consider groupwork, demonstrations, portfolios, andpresentations as options for demonstratingknowledge.
Make sure equipment and activitiesminimize sustained physical effort.)
Show visual# 33. Malting Classroom
Activities Accessible toEveryone
OEMs !Baur.0 k161700M disalniCnsWeb resourcesMdectspesCourse handoutsComputer end science labsAdd egenences
CO21.
Now, let's summarize how you mightemploy universal design principles to make
specific classroom activities accessible to allstudents. Consider the following activities:(Encourage discussion and sharing of examples.)
class lectures,classroom discussions,Web resources,videotapes,course handouts,computer and science labs, andfield experiences.
Universal Design vs.AccommodationsDoes employing universal design principlesin instruction eliminate the need for specificaccommodations for students withdisabilities? In a word, "no." There willalways be the need for some specificaccommodations, such as sign languageinterpreters for students who are deaf.However, using universal design principlesin course planning will assure greater accessto the content for most students andminimize the need for specific accommoda-tions. For example, designing Web resourcesin accessible format as they are developedmeans that no redevelopment is necessary ifa blind student enrolls in the class. Planningahead can be less time-consuming in thelong run.
Preserving Educational StandardsAn instructor can preserve academic in-structional integrity when employing uni-versal design principles or when providinginstructional accommodations for studentswith disabilities. Course content and evalua-tion standards are the purview of the in-structor. Disability accommodations shouldnot alter instructional content or evaluationstandards. The student with a disability
should face the same intellectual challengesas other students.
To assure that the same content is presentedto every student in the class, it is helpful todistinguish the academic content from theinstructional methods used to deliver theinformation.
Show visual# 34.
Procedures and Outcomes
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When instructional objectives and academiccontent are separated from the method ofinstructional content, it is easier for theinstructor to think about how she can pro-vide the information in a variety of modali-ties, which may benefit the entire class. Thegoal is to modify the methods and proce-dures for a student with a disability whilepreserving the educational content andevaluation standards of the course.
Show visual# 35. Measuring Instructional
Content VersusProcedures
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2. Testing Procedure:
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Let's look at examples for separating essen-tial instructional content in an academicclass from the methods used to deliver andevaluate content.
(Ask participants to give examples from theirclasses.)
For example, testing objectives and contentshould be considered separately from test-ing method. Tests should be designed tomeasure the level of mastery in a subjectarea. For a student with a disability, youmay need to use an alternate method thattests for the same level of mastery as is usedfor other students. In other words, youchange the testing procedure to evaluatemastery of the same content as that expectedof other students. To fail the student whoknows the content but has difficulty with atype of testing methodology because of hisdisability, is as unfair as passing a studentwho does not know the material.
Benefits to All StudentsUniversal design of instruction can benefitall students. For example, captioning coursevideotapes, which provides access to deafstudents, is also a benefit to students forwhom English is a second language, tosome students with learning disabilities,and to those watching the tape in a noisyenvironment. Delivering content with mul-tiple modes of presentation can benefitstudents with a variety of learning styles.
Case Study(Consider having participants discuss a case.Case #6 on page 77 in the Presentation Tipssection of this notebook would be appropriate.)
ConclusionEmploying universal design principles ineverything we do provides information andaccess for all individuals regardless oflearning style, language, or ability.
Resources
Show visual# 2 with yourcampusresources.
Resources
[193:1.
Here are some resources that might beuseful to you as you work to maximizeeffective communication with all students inyour classes. (Elaborate.)
Show visual# 3.
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For comprehensive information onaccommodations, a wide range of casestudies, frequently asked questions, andgeneral resources, visit The Faculty Room athttp://www.washington.edu/doit/Faculty/. Thisresource was developed at the University ofWashington as part of a nationwide projectto provide resources to faculty andadministrators so that they can make their
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courses and programs accessible to allstudents. You can link to this resource from
(Arrange to make the link from yourcampus/departmental disabled student serviceshome page before the presentation.). Considerlinking to this Web site from your depart-mental Web pages for faculty.
Thank you for your time today and for yourinterest in finding ways to ensure that all ofthe students in our programs have equalopportunities to learn, explore interests, andexpress ideas.
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1
PurposeAt the end of this presentation, participantswill be able to:
summarize the rights and responsibili-ties, potential contributions, and needsof students with disabilities;
discuss departmental and individuallegal rights and responsibilities forensuring equal educational opportuni-ties for all students in their programs;
list a range of disabling conditionswhich can affect communication incourses;
list strategies for communicating withstudents who have disabilities usingtechnology, trained support staff, andinstructor creativity; and
describe campus resources available toassist in the provision of appropriateacademic accommodations to studentswith disabilities.
LengthApproximately 60 to 90 minutes.
PresenterA faculty member or teaching assistant whohas successfully taught students withdisabilities that affect oral and auditorycommunication or someone from thecampus unit providing services for studentswith disabilities. It may be possible toarrange for a student to co-present. At anappropriate time during the presentation,the student could describe the impact of hisdisability on communication and effectivecommunication strategies.
-
PreparationSelect presenter(s).
Develop presentation outline andactivities using the Sample Scriptprovided in this section and the ideaslisted in the Presentation Tips section ofthis notebook.
Create overhead transparencies from theoverhead transparency templates or usethe PowerPointThi version of the visualaids.
Add contact information about resourcesavailable to your campus to the overheadtransparency or PowerPoint slide entitled"Resources" and to printed publicationsas appropriate.
Photocopy handout, Effective Communica-tion: Faculty and Students with Disabilities,and create alternative formats asnecessary.
Create and photocopy presentationevaluation instrument (see end ofInstitutionalization Strategies forexamples).
Link from your unit's Web pages to TheFaculty Room at http://www.washington.edu/doit/Faculty/.
Equipment and Toolsvisuals: overhead projector and transpar-encies or LCD projector, computer, andPowerPoint presentation; Internetconnection (optional)
handout (Effective Communication: Facultyand Students with Disabilities)
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presentation evaluation instrument(pages 191-193)
Presentation Outline1. Distribute handout.
2. Introductions.
3. Begin presentation.
4. Discuss communication disabilities andaccommodation strategies.
5. Discuss case examples and presentresources.
6. Distribute and collect completedevaluation instruments.
ResourcesFor further preparation for this presentation,consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/Disability/Hearing/.
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Effective Communication withStudents Who Have Communica-tion Disorders: Sample Script
Show visual# 36.
EffectiveCommunicationwith Students
Who HaveCommunication
Disorders
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Today we'll be discussing effective strategiesfor communicating with students who havedisabilities.
Show visual# 37.
Effective CommunicationObjectives
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The objectives for this presentation are...(Paraphrase objectives on visual.).
Communication and Learning inPostsecondary SettingsThe number of individuals with disabilitiesseeking postsecondary education hasincreased and the federal government hasmade it clear that institutions must providereasonable accommodations to ensure thatotherwise qualified students with disabili-ties have access to educational opportunitiesoffered to other students. With advance-ments in technology, state and federal
mandates, and improved awareness aboutdisability issues, students with a wide rangeof disabilities have better access to postsec-ondary educational programs. They are partof the student body in every institution ofhigher learning.
Postsecondary courses often use a tradi-tional lecture format. Even distanceeducation programs that have emerged inthe last decade rely heavily on lectures (e.g.,audiotaped or videotaped presentations)and discussion. Lectures and classroominteraction can present significant barriers tosome students. Students who, for one reasonor another, have difficulty listening,speaking, or understanding are at adisadvantage in academic courses. Withoutaccommodations, it might be impossible fora student who cannot hear, speak, orunderstand spoken language to pursue aneducation. Developing an awareness of howcommunication can pose barriers tolearning, as well as strategies that can helpremove these barriers, may help tomaximize learning opportunities in yourclasses.
Disabilities that affect communicationinclude hearing impairments, auditoryprocessing disabilities (typically resultingfrom brain injuries or specific learningdisabilities), and speech impairments. Thesedisabilities represent a significant part of thepostsecondary student population.According to the National Center forEducational Statistics, PostsecondaryEducation (1999), 6% of all undergraduatesreport having a disability, and of these 6%,40% report having a learning disability, 6%report being deaf or hard of hearing, and 9%report a speech impairment.
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The information we'll cover today isincluded in your handout Effective Communi-cation: Faculty and Students with Disabilities.
Show visual# 38. Topics on Effective
Communication
Legal issues
Heanng mparnants
AuditOry processingasabirms
Speech impairments
Other asaalibes
11173.1.
We'll review issues of legal rights andresponsibilities. I'll provide information onhearing and speech disorders and otherdisabilities that can affect communication incourses. Examples of accommodationstrategies and resources available on ourcampus and through the Internet will alsobe presented. The overall goal is to enhanceyour ability to communicate effectively withstudents who have disabilities that affectexpressive or receptive communication.
What are some of your experiences workingwith students who have disabilities? Haveyou worked with a student with a disabilitythat affected his communication with youand/or fellow students? What strategieswere successful? What didn't work?
(This interaction should encourage activeparticipation and help you understand whatparticipants know and don't know before youcontinue with the presentation. Try to use theideas from participants in later discussions. Besure to revisit their experiences by the end of thepresentation.)
Legal IssuesLet's talk about our legal obligations.
Show visual# 8. Section 504 of the
Rehabilitation Actof 1973
'No ctrenvise qualified Individual SSa cisaallity shall, scaly by meson ofhtsfner disability. Ca arctucled IranIts pat otpatton In, be denied thsbele= of, a Ca sublanar todisalmination under any program aactivity cl a stalls entity '
OUZO
According to Section 504 of the Rehabilita-tion Act of 1973, "no otherwise qualifiedindividual with a disability shall, solely byreason of his or her disability, be excludedfrom the participation in, be denied thebenefits of, or be subjected to discriminationunder any program or activity of a publicentity." All postsecondary institutions whoreceive federal funds (almost all of them!)are covered under Section 504. TheAmericans with Disabilities Act of 1990reinforces and extends Section 504 require-ments to all postsecondary institutions andother organizations that provide services tothe public.
Show visual# 9.
"Otherwise qualified"
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"Otherwise qualified," with respect topostsecondary educational services, means"a person who meets academic standardsrequisite to admission or participation in the
118114
education program or activity, with orwithout reasonable modifications to rules,policies or practices; the removal ofarchitectural, communication or transporta-tion barriers; or the provision of auxiliaryaids and services."
Show visual# 10. "Person with a disability"
is any person who:
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"Person with a disability" means "anyperson who has a physical or mentalimpairment which substantially limits oneor more major life activities includingwalking, seeing, hearing, speaking,breathing, learning, and working; has arecord of such an impairment, or is regardedas having such an impairment."
In summary, federal legislation requires thatwe accept otherwise qualified students withdisabilities into academic programs. Wemust work with students who disclosedisabilities to identify and implementreasonable accommodations that will assureequal access to educational opportunitieswe offer to other qualified students.Experienced staff in our campus office thatsupports students with disabilities can assistinstructors in understanding the effects ofdisabilities on the learning process. Theinstructor, campus disabled student servicesstaff, and the student with disabilities canwork together to identify and implementappropriate accommodation strategies.
Communication DisabilitiesI will discuss examples of how studentswith some disabilities communicate andlearn. Then we will discuss academicaccommodations that might be suitable inthese situations. I emphasize that these areonly examples. The combination of learningstyles, abilities, and disabilities are uniqueto the individual.
Communication can be classified as"expressive" or "receptive." Expressivecommunication is the ability to producespeech. Receptive communication is theability to understand speech.
Show visual# 39.
Students Who HaveDifficulty Communicating
Include Those Who:
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Students who have difficulty communicat-ing in class include those who are deaf orhard of hearing, have speech impairments,have difficulty processing auditoryinformation because of a learning disability,or have physical impairments which affecttheir speech or language. Often thesestudents require extensive time or effort tocommunicate and use teaching aids,augmentative communication devices, and/or assistants. Although some of theseconditions are obvious, many are not. Astudent with a mild hearing loss or alanguage processing disability does notappear different than other students.
Students with the same type of impairmentor diagnosis may perform similar tasks with
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different degrees of success; they mayrequire different accommodations in orderto participate in classroom activities. Forexample, one deaf student might be muchbetter at group discussion and participationthan another deaf student who excels atwritten exams.
Because of the diverse impact similardisabilities have on each student, there areno standard strategies that work witheveryone. Flexibility and creativity are keyto providing accommodations. The goal isthat each student has access to the coursecontent and for you to be able to assess whatthe student has learned. The student mayhave developed successful coping strategiesduring high school or other previouslearning environments. Discuss with thestudent what has worked or not worked inthe past before deciding on the bestaccommodation strategies for your class orprogram.
Hearing Impairments
Show visual# 40. Hearing Impairments
FA Os
What do the terms 'hearingImpared."hearing impairments'%eat, and 'nerd ol hearing'mean?
What are sane clewcommunleatim challenges andstrategies of stueents withhearing imparrnerls?
Why e tne letter 1r in 'Cedesceatimes capitalized?
First, we'll discuss challenges and accom-modations associated with students who are"deaf" or "hard of hearing." We'll answerthe following questions.
What do the terms "hearing impaired,""hard of hearing," and "deaf " mean?
Why is the letter "D" in "deaf" some-times capitalized?
What are some of the communicationchallenges and strategies of studentswith hearing impairments?
(Teaching activity suggestion: For the firstsentence below, speak normally. Gradually,speak quieter. During the last sentence, justmove your mouth without using sounds. Afterthe audience is silent or wondering for amoment, restate using normal volume. Discussreactions with the audience.)
"Hearing impairment" is a generic term thatincludes the entire range of hearing loss,from mild to profound. Hearing loss isgenerally measured by an audiogram,which determines the loudness (decibellevel) and frequency (hertz) at which aperson can and cannot hear. A student witha measured level of hearing loss could becategorized as hearing impaired, but thisterm does little to describe the specific levelof hearing loss.
People who are "hard of residual hearing"rely a great deal on their residual ability tohear. Most hard of hearing students canfollow one-to-one conversations but have amore difficult time communicating ingroups or understanding lectures. Hard ofhearing students might only be able to hearparts of audio or videotaped information.They usually wear hearing aids and usetecl-mology aids to amplify and clarifysounds. They may be able to connect theirhearing aids to output devices. For example,a computer usually has a place to attachearphones, as do some videotape andaudiotape players. Some students who arehard of hearing may prefer seeing printedtext or using a sign language interpreter.
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Some people who have a hearing loss useAmerican Sign Language (ASL) as theirprimary communication method.
"Deaf" students have a very limited or noability to understand sounds, even withamplification. Students who are deaf cannothear audiotapes, film narration, soundeffects, or environmental noises withoutassistance. Lectures and group communica-tion may be especially difficult to follow.They generally depend on visual informa-tion to understand content. Visual informa-tion includes sign language, printed text,handwritten notes, captioning, a computerscreen, and speech (lip) reading. Althoughsome deaf students can speak, many do notuse speech to express their ideas, especiallyif their primary communication method issign language. Instead, they write, type,and/or use sign language to communicatewith others.
Most students with hearing impairmentsexperience fatigue as they watch intenselyor "listen hard." Consequently, studentswho have hearing impairments may havedifficulty with lectures or activities lastingmore than two hours.
When the term "Deaf" is capitalized inliterature, it ascribes a cultural identity tothe group, much like an ethnicity. Thosewho choose to affiliate significantly withother ASL users as members of "Deafculture," have a sense of identity and pridein being a part of the ASL languagecommunity. This affiliation, however, doesnot necessarily mean that the person isprofoundly deaf. Deaf students who haveDeaf parents or who attended schools forindividuals with hearing impairments aremore likely to see themselves as part of the
Deaf community than deaf students withhearing parents or who have attendedregular schools.
Auditory Processing Disabilities
Show visual# 41. Auditory Processing
Disabilities FAOs
Why rnIgM a student WI° can hearxell still nu understand a classlecture?
Which actnntes In class might bedItticutt ler a student who dm ndprocess spdosn language well?
Other types of disabilities, besides hearingimpairments, affect communication withothers. Next, we'll discuss auditoryprocessing disabilities.
A student who has a brain injury or aspecific learning disability may speak andhear sounds quite well. However, if thisstudent has an auditory processingdisability, he might not readily or efficientlyunderstand the meaning of the wordsspoken by an instructor. Accents, fast pace,and new terminology can further complicateprocessing of the information. This studentmay be able to read written text or under-stand visual information that is inaccessibleto him aurally.
A student with difficulty processingauditory information may not be able tofollow extensive verbal instructions orlectures, but may perform well on manualand written tasks. He may not be able tofully participate in a group discussion orquestion and answer session withoutappropriate accommodations.
Speech Impairments
Show visual#42. Speech Impairments
FAOs
What are sane exanples aSpeech Imparmeas?
Wren a stuant cannel speakwell, what does Mat rriean abafthe or ler ability lo understand?
What academic situations mightcreate challenges f' mileagewho les difficulty speaking?
Now let's discuss speech impairments andhow they affect communication.
Although some students might hear andunderstand everything that is happening inyour classroom, their contribution may belimited because they cannot participatethrough speech. For example, students whohave Cerebral Palsy or certain types of braininjuries may experience difficulties makingtheir ideas clear through speech. Sometimesonly close friends and family members canunderstand their speech. There is still agreat deal of stigma associated with speechdisabilities related to a misconception thatintelligence is somehow correlated withclarity of speech.
People who have speech impairments maychoose not to use their own voices if theyexpect they will not be understood. Someuse computer-based communicationsystems that allow them to communicatewith a synthesized voice. With these devicesstudents can complete oral exams, oralpresentations, and participate in groupdiscussions.
Other Communication Disabilities
Show visual#43. Speech Impairments
FA09, continued
II speech, rearing ancl auditayprocessing are name, why else111911 a student haw, problemscommunicating In class?
What Mambee could be Mallla a student with caninuncallondilliculty,
Although most of the origins of communica-tion-related disabilities are speech,language, or hearing impairments, there areother reasons a student might havedifficulty communicating.
A student with a significant phobia or ananxiety disorder may take extended time tobegin speaking in public. The same studentmight also experience a great deal ofdifficulty answering a question posed tohim in a small group situation. Somestudents who have chronic medicalconditions such as asthma or cancer maysimply need extra time to express them-selves verbally. Side effects of medicationsor difficulties breathing can also impactspontaneity in speaking. Even studentswithout diagnosed disabilities may be shyor unwilling to participate verbally in class,even though they are paying attention andfollowing all of the information presentedverbally.
Accommodation StrategiesCommunication in class can present minoror major barriers to students with a range ofdisabilities. Making classes more accessibleto these students can also help otherstudents learn as well. We'll discuss somegeneral strategies that can facilitateclassroom communication.
1422
Add a statement to your syllabusinviting students who have disabilities todiscuss their needs and accommodationstrategies with you. Read the statementout loud to the class as well.
Ask a student who has identifiedhimself as having a specific disability toshare with you what strategies haveworked and what accommodations willbe useful to him in your class.
Use the disability support servicesavailable on campus as a resource. Thestudent should provide documentationof disabilities to this office. You mayreceive a letter from this office discuss-ing reasonable accommodations for thestudent.
Show visual# 44. Accommodations
Visual support
Printed nanclauts
Alternaive to verbalperticIpatien
Seed rnateries early
Mabee eveluellen methods
Here are some specific strategies that canminimize the effect of a communication-related disability of a student in your class.
If you plan to lecture or use primarilyauditory delivery, ensure that you useadequate visual support such asoverhead transparencies or a computer-based projection system.
Provide printed handouts with keycontent before or at the beginning ofclass.
If your classroom activities involveverbal participation, provide alternativesor support for students who havedifficulty speaking. For example, thestudent could prepare the printedmaterials needed for a group presenta-tion or project.
Select course materials and media earlyso that if captioning or alternate formatsare required, they can be procured in atimely manner.
Use multiple or alternative methods forevaluating student achievement. Providedifferent ways to test learning andsubmit assignments (e.g., written or oralformats, projects, in-class participation).
Show visual# 45. Accommodations,
continued
Sgn language ancl cralInterpreters
GaplIcned male
Real-tIme captioning
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Sign Language and Oral InterpretersSome students who have hearing impair-ments require the presence of an interpreterat the front of the classroom. A professionalinterpreter is trained to translate spokenEnglish (and other languages) into signlanguage. If the student cannot speak, theinterpreter will also "reverse interpret" orvoice what the student signs. Sign languageinterpreters often work in pairs so that theycan take turns to prevent physical andmental fatigue. The support services officefor students with disabilities typicallyschedules sign language interpreters forstudents.
123119
If the student does not know sign languagebut needs to be able to lip-read consistently,an oral interpreter is sometimes used. Oralinterpreters are trained professionals whounderstand which words are visible on thelips and make spoken language moreaccessible to a lip-reading deaf student.Sometimes oral interpreters fingerspelland/or gesture to help the student followconversations.
Interpreters are not allowed to add orchange anything they interpret. However,they must sometimes ask the instructor forclarification or repetition of a word orphrase in order to provide the student withaccurate and complete class content.
When a student who does not speak has aquestion, adequate time needs to be givenso that he can sign the question to theinterpreter. Time also needs to be takenfollowing your answer to allow the studentto seek further clarification.
Normal pacing of presented content isusually appropriate when an interpreter isused. However, speak slower when readingpassages out loud and when using technicalterms. Discuss options for training andorientation of interpreters (with the disabledstudent services office). It is also recom-mended that you take time before thepresentation to discuss presentation contentand other relevant issues with the interpret-ers. Sign language interpreters are there notonly for the student, but also for theinstructor and fellow students.
Captioned MediaWhen showing films or videos, it isimportant to use a captioned version thatprovides access to the audio content usingtext. Captioning, in contrast to a transcript,has the advantage of presenting both video
and text together so that individuals whoare deaf or hard of hearing can follow thevideo. Research has also demonstrated thatstudents who are learning English as asecond language benefit from seeing theEnglish subtitles while hearing the audio. Ifyou are not able to get a captioned versionof the media, it might be necessary toprovide a transcript or printed summary ofthe spoken information, or to use a signlanguage interpreter during the presenta-tion. Students who are deaf, hard of hearing,or have difficulty processing spokenlanguage might need extra time to processthis information as they cannot watch thevideo or film and read the text at the sametime.
Real-Time CaptioningCourt reporting techniques have beenadapted to classroom use so that peoplewho rely on text to communicate haveinstant access to spoken words. Real-timecaptioning requires a trained professional toenter what is spoken into computer-basedequipment; the system presents text on acomputer monitor for the student to read.Sometimes these systems also provide anote-taking service by giving the student anelectronic or printed version of thepresentation or group discussion. Thesesystems are particularly useful for studentswho are deaf, yet for whom written Englishis a strength.
Amplification, Headphones, and AssistiveListening DevicesIn large lecture halls a microphone andnormal amplification might assist studentswho do not use personal listening devices.People who have difficulty processingsounds because of hearing loss or learningdisabilities may benefit from usingheadphones, which directly transmit soundto the ears and block out environmental
noise. People who are hard of hearing maybenefit from assistive listening devices suchas FM systems, Infrared transmissions, andloops. These devices are designed to bringsound directly to the ear or hearing aid froma transmitted location. Students using anytype of headphone or hearing aid that isreceiving from the microphone will not hearbackground noise. This would includecomments from other students. Therefore, ifany of these methods are used, it isimportant to repeat questions or commentsdirectly into the microphone. Repeatingquestions, comments, and key points isbeneficial for students with and withouthearing impairments.
Note-Takers and Copies of NotesFor some students, listening requires alltheir energy. Intense concentration isneeded to follow the sign languageinterpreter, to lip-read the instructor, or toprocess what is being heard. These studentsare often unable to write notes as well asmaintain attention to the spoken informa-tion. It is important for these students tohave access to notes and to classroomdiscussions. Providing accommodationssuch as a sign language interpreter or FMsystem does not replace the need for notesin the same class. Student note-takers areoften recruited and trained to provide thestudent who has a disability with detailednotes. Sometimes instructors agree to givethe student printed or electronic copies oflecture notes.
Show visual# 46. Accommodations,
continued
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Visual Aids, Visual Reinforcements, andVisual Warning SystemsAs well as benefiting most students, the useof visual information is a specific accommo-dation strategy for students with auditoryprocessing difficulties. Visual examples,icons, diagrams, colored charts, andillustrations often reinforce informationdelivered verbally. Since, in most cases, agreat deal of information is presentedverbally, it is helpful for instructors to makereferences, images, or information availableoutside the class that reinforces what wastaught verbally. These materials couldinclude on-line resources as well as printedhandouts. For some students speech issimply too difficult to follow and written orvisual alternatives are required.
For students who cannot hear, it is alsoimportant that any auditory warning signalsfor fire, smoke, or other purposes be madeavailable in a visual form (for example,using a strobe light). This is especiallyimportant for students working in isolatedlabs, study rooms, or audio video/computerwork areas.
Written Assignments, Written Exams,Written/Alternative Lab WorkMost students with speech disabilities cancomplete required homework as assigned.When an accommodation is arranged, it isusually needed for the process of complet-
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ing or delivering the assignment. Forexample, a student who was expected tomake an oral presentation might be allowedto use an interpreter or hand in a writtenassignment. An exam that is normally givenorally could be redesigned in written form.Work that is normally done using audio-tapes might be done in writing. Make surethat assignments and tests assess thestudents' abilities and knowledge, not theirhearing and speech.
Electronic Mail and WrittenCommunicationClassroom comments and student questionscan be made via e-mail or handwritten notesif verbal communication in class is difficult.These options are especially useful if anxietyor voice production is a problem. Theyallow the student more time and avoids theproblem of speaking out loud in publicduring class.
Communication Assistance, Peer Support,and Extended TimeA third party might be able to providesupport to a person with a communicationdisability. This person might be someonetrained to interpret a speech pattern, readthe communication board of a non-speaker,or simply help a person make words moreclear. Sometimes a student with a disabilitymay benefit from a peer or fellow studentproviding this support. However, thisstrategy should only be used with prioragreement from both students. Never putstudents on the spot or breach confidential-ity by identifying a student with a disabilityin need of support.
Extended time is often needed for commu-nicating orally or in writing if devices areused. Extended time accommodations forassignments or exams should be arrangedthrough the disabled student services officeon campus.
Seating, Pacing, and AlternativeArrangementsMost students with hearing impairmentswill want to sit near the front of the room tolip-read an instructor, read real-timecaptioning, or watch an interpreter. Insituations with circles or nontraditionalseating arrangements, the student may haveto sit across from the instructor with theinterpreter or real-time captioner sitting inthe middle. Students may also prefer to sitaway from doors or windows that bring inoutside noise. A student using an assistantwill need an extra seat for this person. Astudent using technical aids may need to sitnear power outlets or close to a specificpiece of equipment.
If possible, arrange for a slower pacedquestion and answer period or discussionwithin class time. Simply slowing the paceslightly can facilitate the participation ofsome people with communication disabili-ties. You could also provide alternativessuch as smaller groups, seminars, or one-to-one opportunities so that the benefits ofinteraction are not lost for the student whocannot participate in large class discussions.
As you may have noticed, some accommo-dations require technology, others requiretrained professionals, but many simplyrequire creativity and flexibility on the partof the instructor and the student.
Discussion Questions(Discuss questions of interest to the audience.They may include the following:)
1. Based on what we have discussed today,is there anything you would dodifferently with the students withcommunication-related disabilities youhave worked with previously?
122 126
2. What do you think could be done by thedepartment or the individual instructorto make courses and programs moreaccessible to students with disabilitiesthat involve communication?
3. Who should coordinate or implementthese actions?
Case Study(Consider having participants discuss a case.Case #1 on page 67 in the Presentation Tipssection of this notebook would be appropriate.)
ConclusionCommunicating information is an essentialpart of learning in an academic setting.Creativity and flexibility can assure an equalexperience for students who have communi-cation disorders. The best accommodationsoccur when the student with a disability, hisinstructor, and support staff work together.
Resources
Show visual# 2 with yourcampusresources.
Here are some resources that might beuseful to you as you work to maximizeeffective communication with all students inyour classes. (Elaborate.)
Show visual# 3.
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For comprehensive information onaccommodations, a wide range of casestudies, frequently asked questions, andgeneral resources, visit The Faculty Room athttp://www.washington.edu/doit/Faculty/. Thisresource was developed at the University ofWashington as part of a nationwide projectto provide resources to faculty andadministrators so that they can make theircourses and programs accessible to allstudents. You can link to this resource from
(Arrange to make the link from yourcampus/departmental disabled student serviceshome page before the presentation.). Considerlinking to this Web site from your depart-mental Web pages for faculty.
Thank you for your time today and for yourinterest in finding ways to ensure that all ofthe students in our programs have equalopportunities to learn, explore interests, andexpress ideas.
127123
BEST COPY MARA LE
Information Access .451area...
PurposeAfter the presentation, faculty andadministrators will be able to:
list typical ways that information ispresented at postsecondary institutions(e.g., lectures, printed materials, Webpages, electronic mail, videotapes);
describe the challenges each mode ofinformation delivery creates for peoplewith different types of disabilities; and
list solutions to the barriers to obtaininginformation students with disabilitiestypically face in academic settings.
LengthApproximately 90 minutes.
PresenterDepartment chair, faculty, staff, teachingassistant, student, or other departmentmember who has experience working withtechnology and with students withdisabilities. The program may be co-presented with a staff member of a campusunit responsible for providing academicand/or computing accommodations forstudents with disabilities.
PreparationSelect presenter(s).
Develop presentation outline andactivities using the Sample Scriptprovided in this section and the ideaslisted in the Presentation Tips section ofthis notebook.
111 Create overhead transparencies from theoverhead transparency templates or usethe PowerPointmi version of the visualaids.
Add contact information about resourcesavailable to your campus to the overheadtransparency or Power Point slide entitled"Resources" and to printed publicationsas appropriate.
Photocopy handout templates, WorkingTogether: People with Disabilities andComputer Technology and World WideAccess: Accessible Web Design, and createalternative formats as necessary.
Create and photocopy presentationevaluation instrument (see end ofInstitutionalization Strategies for ex-amples).
Link from your unit's Web page to TheFaculty Room at http://www.washington.edu/doit/Faculty/.
Equipment and ToolsVHS VCR and monitor
visuals: overhead projector and transpar-encies or LCD projector, computer, andPower Point presentation; Internetconnection (optional)
videotapes (open captioned and audiodescribed versions of Computer Access: InOur Own Words and World Wide Access:Accessible Web Design)
handouts (Working Together: People withDisabilities and Computer Technologyand World Wide Access: Accessible WebDesign)
presentation evaluation instrument(pages 191-193)
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1
Presentation Outline1. Distribute handouts.
2. Introductions.
3. Begin presentation.
4. Introduce and play videotapes.
5. Discuss possible accommodationstrategies and department/campusissues.
6. Summarize resources.
7. Distribute and collect completedevaluation instruments.
ResourcesFor further preparation for this presentation,consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/Academic/.
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Information Access:Sample Script
Show visual# 47.
InformationAccess
Today we'll be discussing the challengesthat people with disabilities face inaccessing the information we provide inpostsecondary education institutions andthe means of ensuring their full access to thecontent.
Show visual# 48. Information Access
Objectives1. Dm.. witp flas presenoSpm*Z. 13sauSS t.,111.43. each Inalleel
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The objectives of this presentation are to...(Paraphrase objectives on visual.).
Presentation ModesColleges and universities are in the businessof sharing information and we do it in manyways, including spoken, printed, video-taped, and Web-based forms.
130
Show visual# 49. Academic Context of
Information Access
Classrcom wedLabsHammackLibraryWeb resourcesDawes Learning
In our academic programs, we shareinformation through classroom work, labs,homework assignments, library resources,Web pages, and distance learning programs.
On our campus, the administration providesinformation to students through processessuch as registration and records. Weprovide information to the public throughour many publications and Web pages.How else do we provide information to ourstudents and employees and to the public?(Solicit input from participants.)
Show visual# 50. Information Access Can
Be a Challenge ForPeople wlth:
vlsual impairmentsnealng ImpairmentsnnWlIIty Imparmertsspeech Imparrnentsheath lmpffirrnerisEnglen as a second languageanerna1be learning styles
Specific methods that we use to impartinformation are not accessible to somepeople, particularly those with visualimpairments, hearing impairments, mobilityimpairments, speech impairments, andhealth impairments. Those whose firstlanguage is not English or who havealternative learning styles also facedifficulties in accessing some types ofinformation.
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Show visual# 8. Section 504 of the
Rehabilitation Actof 1973
'No otherwise qualified indivelual witha asability shall, seedy by rowan alhisTher disability, be excluded IranMe participation In, be Oankel trebenefits 0, a be subiacted todisalmlnation unbar any program aactivity el a pLelic entity
Besides being the right thing to do, in thecase of people with disabilities, it is ourlegal obligation to provide access to all ofthe programs and services we offer. Section504 of the Rehabilitation Act of 1973requires that "no otherwise qualifiedindividual with a disability shall, solely byreason of his/her disability, be excludedfrom the participation in, be denied thebenefits of, or be subjected to discriminationunder any program or activity of a publicentity."
Access ChallengesLet's look at some of the specific ways weimpart information on our campus and thechallenges these modes impose.
Show visual# 51.
AccessChallenges
Spoken word
Printed wad
VIdeolapettebvted InOletallal
Audialaped Intarnallon
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ma.
Spoken WordMuch information in our classes is pre-sented via the spoken word. Which of ourstudents might have difficulty accessinginformation in this way and how can weassure access?
(Solicit input from participants to make thisportion interactive. Be sure to cover issuesrelated to:
Low vision (e.g., enlarge the materials,reformat your electronic documents in largeprint, send the material in electronic form sothat the student can reformat, books on tape).
Blindness (e.g., describing visual aids,technology that can help students takenotes, books on tape, electronic text).
Deaf or hearing impaired (e.g., sign languageinterpretation, real-time captioning, lip-reading, printed information).
Speech impairment (e.g., computer-basedcommunication devices, printed input thatallows students with speech impairments toask questions and participate in discussions,conduct discussions electronically).
Mobility impairment (e.g., group assign-ments, provide information electronically,preferential seating, books on tape).
Health impairment (e.g., extra exam time,provide information electronically, conductelectronic discussions).
Students with learning disabilities, studentsfor whom English is a second language, andstudents who are visual learners (e.g.,printed information, clear and well-organized information, visual cues, books ontape, electronic text).)
1281 31
Printed WordWe also impart information to our, studentsvia printed word. What access challenges dowe create when we deliver information inthis way?
(Be sure to cover the following issues in thediscussion:
Students with low vision will need enlargedtext (e.g., use a photocopy machine to enlargethe materials, reformat your electronicdocuments in large print, or send thematerial in an electronic format).
Blindness (e.g., providing information inelectronic form so that the student can use acomputer system with speech output orBraille output, or so that disabled studentservices can arrange to create the materialsin Braille or on tapes).
People with hearing impairments typicallydo not have challenges accessing the printedword.
People with speech impairments typically donot have challenges accessing the printedword.
Mobility impairment (e.g., benefit fromhaving materials in electronic form if theyare unable to manipulate printed materials).
Health impairment (e.g., benefit from havingmaterials in electronic form if they are unableto manipulate printed materials).
Students with learning disabilities, studentsfor whom English is a second language, andstudents who are visual learners (e.g., createprinted information that is clear, well-organized, and includes visuals such asoverheads, graphics, and diagrams).)
Videotaped/Televised InformationPeople with what types of characteristicsmight have difficulty accessing videotapedor televised information? (You may want toput up the list of disability types again and gothrough the list to solicit input that may includelearning disabilities and English as a secondlanguage, where captioning and transcriptioncan be useful; and blindness, where audiodescription or having a person describe visualcontent might be appropriate.)
Audiotaped InformationFor audiotaped information, a writtentranscript can be helpful for students withhearing impairments, with learningdisabilities, or for whom English is a secondlanguage.
Computer-Based InformationFor the rest of our time today we will focuson an increasingly common mode fordelivering information, computer-basedtechnology. We will discuss the accessissues and solutions for specific individuals.There are two levels where access barrierscan occur in this case.
Show visual# 52. Access Issues end
Solutions
Egitlem Sclulicc
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universalaCOMS tO designelectronic >resources
The first challenge is gaining access to thecomputer itself. The second is gaining accessto the information delivered via computer.Let's discuss the first challenge. To coverthis topic, we will view a videotape whereindividuals discuss the various ways that
129 1.32
they access computers, some using adaptive(or assistive) technology. Note that thisvideo is captioned, which makes it moreaccessible to individuals who have hearingimpairments, for whom English is a secondlanguage, and to those who have learningdisabilities. This version of the videotapedpresentation is also audio-described. Youwill notice an additional voice periodicallythat describes the visual materials for aviewer who is blind.
Show videotape,Computer Access: In OurOwn Words (10 minutes).
(Solicit questions and comments from theaudience.)
The adaptive technology demonstrated inthe videotape provides access to thecomputer itself. However, the software,including World Wide Web pages, must bedesigned in such a way that they can beaccessed by individuals who use thistechnology. Providing information on Webpages in accessible format is the right thingto do. The ADA also requires that we makethe content of information accessible toindividuals with disabilities. A Departmentof Justice ruling in 1996 clarified that theADA also applies to information deliveredover the Internet. Developing Web pages inan accessible format can also help us avoidexpensive redesign at a later time if anindividual with a disability needs access tothe content.
Now we will view a short video that showshow World Wide Web pages can bedesigned in such a way that they areaccessible to everyone, including peoplewith disabilities and people for whomEnglish is a second language.
Show videotape,"World Wide Access:Accessible Web Design"(11 minutes).
(Solicit questions and comments from theaudience.)
Case Study(Consider having participants discuss a case.Case #5 on page 75 in the Presentation Tipssection of this notebook would be appropriate.)
Show visual# 29. Univereel Design =
'The design of productsand environments to beusable by all people,without the need foradaptation or specializeddesign."
ConclusionToday we have focused on how we canimpart information in a way that makes itaccessible to everyone. A good way toconceptualize this topic is to think about itas an application of the principles of"universal design."
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Universal design means "the design ofproducts and environments to beusable by all people, without the need foradaptation or specialized design."
If, in every format used to present informa-tion, we think about the variety of character-istics of individuals with whom we want toshare this information, we can assure thateveryone can access the content.
Resources
Show visual# 2 with yourcampusresources.
Resources
Here are some resources that might beuseful to you as you work to maximizeeffective communication with all students inyour classes. (Elaborate.)
Show visual# 3.
M...AS,19.11r onalplon ocir AbbiNvolly1
For comprehensive information onaccommodations, a wide range of casestudies, frequently asked questions, andgeneral resources, visit The Faculty Room at
http://www.washington.edu/doit/Faculty/ Thisresource was developed at the University ofWashington as part of a nationwide projectto provide resources to faculty andadministrators so that they can make theircourses and programs accessible to allstudents. You can link to this resource from
(Arrange to make the link from yourcampus/departmental disabled student serviceshome page before the presentation.). Considerlinking to this Web site from your depart-mental Web pages for faculty.
Thank you for your time today and for yourinterest in finding ways to ensure that all ofthe students in our programs have equalopportunities to learn, explore interests, andexpress ideas.
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Access to Computers dr41\irea
PurposeAfter the presentation, faculty andadministrators will be able to:
summarize the legal rights of studentswith disabilities as they relate tocomputer access;
discuss the issues, needs, andconcerns of people with disabilities inaccessing electronic resources;
describe common types of adaptivetechnology for students with disabilities;and
plan for the procurement of adaptivetechnology for campus computerworkstations.
Modifications/EnhancementsThis presentation can be modified orexpanded to include more specificinformation about computer technology forstudents with sensory, learning, and/ormobility disabilities by using the videotapesand handouts entitled Working Together:Computers and People with Sensory Impair-ments, Working Together: Computers andPeople with Learning Disabilities, and/orWorking Together: Computers and People withMobility Impairments.
Length45 minutes or longer with modifications orenhancements.
PresenterDepartment chair, faculty, staff, teachingassistant, student, or other departmentmember who has experience working withtechnology and students with disabilities.The program may be co-presented with a
staff member of a campus unit responsiblefor providing computer accommodations forstudents with disabilities.
PreparationSelect presenter(s).
Develop presentation outline andactivities using the Sample Scriptprovided in this section and the ideaslisted in the Presentation Tips section ofthis notebook.
Add information about resourcesavailable to your campus to theoverhead transparency entitled"Resources" and to printed publicationsas appropriate.
Create overhead transparencies fromoverhead transparency templates or usePowerPointTm version of visual aids.
Photocopy handout template, WorkingTogether: People with Disabilities andComputer Technology, Opening Doors:Mentoring on the Internet (optional), (and/or those listed under Modifications/Enhancements above). Create alternativeformats as necessary.
Create and photocopy presentationevaluation instrument (see Institutional-ization Strategies for examples).
Link from your unit's Web page to TheFaculty Room at http://www.washington.edu/doit/Faculty/.
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Equipment and ToolsVHS VCR and monitor
visuals: overhead projector andtransparencies or LCD projector,computer, and Power Point presentation;Internet connection (optional)
videotapes (Working Together: People withDisabilities and Computer Technology,Opening Doors: Mentoring on the Internet(optional), and/or those listed underModifications/Enhancements)
handout (Working Together: People withDisabilities and Computer Technology,Opening Doors: Mentoring on the Internet(optional), and/or those listed underModifications/Enhancements)
presentation evaluation instrument(pages 191-193)
Presentation Outline1. Distribute handout.
2. Introductions.
3. Begin presentation.
4. Introduce and play videotape(s) as notedin script.
5. Discuss possible accommodationstrategies.
6. Discuss department/campus issues.
7. Summarize resources.
8. Distribute and collect evaluationinstrument.
ResourcesFor further preparation for this presentation,consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/Academic/Adaptive/
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Access to Computers:Sample Script
Show visual# 53.
Access toComputers
forStudents
with Disabilities
Today we will be discussing computeraccess and adaptive (or assistive) technol-ogy for students with different types ofdisabilities.
Show visual# 54. Access to Computers
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The objectives in this session include...(Paraphrase objectives on visual.)
Computer Technology inPostsecondary EducationComputers are essential tools in academicstudies and employment. It's difficult toimagine a state-of-the-art university withoutthinking of computer databases, electronicmail, interactive Web sites, and Internet-based distance learning. Recent advances inassistive technology, greater reliance oncomputers in many fields, and increasedavailability and networking of electronic
information resources have resulted in life-changing opportunities for many peoplewith disabilities. In combination, thesetechnologies provide people with disabili-ties better access to education, careers, andother life experiences that were not availableto them in the past. Faculty and administra-tors can play important roles in assuringaccess to these empowering tools forstudents with disabilities.
What are some of the computing resourcescurrently used in your classes or by yourdepartment?
(Solicit audience input such as CD-ROMencyclopedias and indexes, on-line catalogs,WWW pages, word processors, spreadsheets, andfull-text databases. List items on overheadtransparency, blackboard or flip chart.)
The information covered in this presentationwill provide you with tools and insights thatwill help ensure that these resources areaccessible to students with disabilities.Today, I will share some success stories thatprovide examples of the impact thatadaptive technology for computers has hadfor people with disabilities. Then we willconsider the most important legislativedirectives that apply to computer access andlook at some statistics about people withdisabilities. With that background, avideotape presentation will provide anoverview of how people with disabilitiesuse computers.
Today's presentation will help youunderstand the impact of computer-basedtechnologies for people with disabilities andgive you ideas about improving access inyour course or department. Much of theinformation presented today is provided inyour handout entitled Working Together:People with Disabilities and ComputerTechnology.137
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Access to Computers: Case Examples
Show visual# 55.
Success Stories
Nil tom vision
Justin blind
Katie hearing impairment
Crystal leerningdisabilay
Jeffrey mcbility &speechimpairment
Oscar mabilty impairment
.......
I'm going to start out today by sharing withyou a few stories of people with disabilitieswho are able to access electronic resources,thanks to the availability of adaptivetechnology and accessible resources. You'llmeet them in the videotape we'll viewshortly.
Nhi has low vision. She uses a computerthat has a large screen, as well as aspeech output system that readswhatever is on the screen. When she usesher computer she can research a termpaper easily and quickly.
Justin is blind. He uses a portable Brailledisplay and printout system. He is ableto type his notes for his college classesusing the Braille display and then printthem out for his teachers.
Katie is deaf. She often uses a signlanguage interpreter. On the Internet,however, Katie communicates with thereference librarian quickly and easilythrough electronic mail.
Crystal has a learning disability whichmakes it difficult for her to read. Sheuses a speech output system to read thecomputer screen to her. This helps her
read and understand books for herclasses more quickly.
Jeffrey has a mobility impairment. Heuses a keyboard where the keys areenlarged and widely spaced to avoidhitting more than one key at a time.
Oscar has a mobility impairment. Heuses a voice activated system thatreplaces his keyboard. It allows hiscomputer to write what he says as hespeaks into the microphone, allowinghim to write his papers on his own.Having this adaptive technology makeshim feel more independent; he doesn'thave to rely on someone else as much.
Show visual# 56. Computere Assist
People with:
low visionblindnesshearing impairmentsspeech impairmentsspecilic learningdisabilitiesmobility impairmentshealth Impairments
These stories provide examples of studentswith disabilities who can successfully accesscomputers and electronic resources. You willsee more examples in the followingvideotape presentation. This presentationand the accompanying handout are bothentitled Working Together: People withDisabilities and Computer Technology. Thehandout gives an overview of computeraccess problems and solutions. The videohighlights the educational opportunitiesthat access to computers, adaptive technol-ogy, software, and the Internet provide topeople with specific disabilities.
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Show videotape,"Working Together: Peoplewith Disabilities andComputer Technology"(14 minutes).
As the individuals in the videotapedemonstrate, computers help reduce manybarriers faced by people with disabilities.The students in the presentation demon-strate various technologies that make itpossible to access computing resources.These are only a few examples, sinceabilities, disabilities, and learning styles areunique to individuals.
Show visual# 57.
Adaptive Technology
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Adaptive technology can be hardware orsoftware, easy or difficult to use, inexpen-sive or expensive, generic or unique to anindividual, and stand alone or networked.(Give example of each.)
(Note: You can modify or expand this presenta-tion to focus on specific disability types by usingthe videotapes and handouts entitled WorkingTogether: Computers and People with SensoryImpairments, Working Together: Computers andPeople with Learning Disabilities, and WorkingTogether: Computers and People with MobilityImpairments.)
Example: Mentoring (optional)Next we will consider an example of anapplication of computer and Internettechnologies that benefits people withdisabilitiesmentoring. We will view avideotape presentation and review theaccompanying handout, both entitledOpening Doors: Mentoring on the Internet. Thehandout gives an overview of the benefits ofmentoring on the Internet and of howtechnology overcomes barriers to the moretraditional in-person mentoring. The videohighlights how students develop supportiverelationships with adult mentors on theInternet.
Show videotape,"Opening Doors:Mentoring on the Internet"(15 minutes).
Legal IssuesWe'll continue this presentation by talkingabout legal issues, universal design, andplanning for computer access.
Assuring that individuals with disabilitieshave access to computing resources can beargued on ethical grounds. Some simplyconsider it to be the right thing to do. Othersare more responsive to legal mandates.The Americans with Disabilities Act (ADA)of 1990 requires that people with disabilitiesbe given the same access to public programsand services, including educationalprograms, that are offered to people withoutdisabilities.
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1
Show visual# 8. Section 504 of the
Rehabilitation Actof 1973
'No al henvtae qualified individual wttha cisability shall. solely by anew alheftier thsatillty, Ce exclude:I fromine participation in. be denteci Meberate al. cc 00 subjected todiscrimination under any program ccactivay cl a publlc entity.'
The ADA is federal civil rights legislationthat reinforces and extends Section 504requirements to all postsecondary institu-tions. Section 504 of the Rehabilitation Act of1973 states: "no otherwise qualifiedindividuals with disabilities shall, solely byreason of their disabilities, be excluded fromthe participation in, be denied the benefitsof, or be subjected to discrimination in anyprogram or activity of a public entity."When people think of the ADA they oftenthink of elevators in buildings, reservedspaces in parking lots, and lifts on busses.However, the ADA accessibility require-ments apply to people with all types ofdisabilities and to all programs andresources offered at our institutions,including those offered using computersand the Internet.
Show visual# 11.
Exornp leo el Clicabilitloo
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Disabilities covered by legislation include,but are not limited to, spinal cord injuries,loss of limbs, Multiple Sclerosis, Muscular
Dystrophy, Cerebral Palsy, hearingimpairments, visual impairments, speechimpairments, specific learning disabilities,head injuries, psychiatric disorders,Diabetes, Cancer, and AIDS. The conditionslisted may limit people's abilities to performspecific tasks. Some of these conditions arereadily apparent; some are invisible. Someaffect computer use; some do not.
Additionally, some students who haveconditions with the same label may havevery different abilities when it comes toperforming specific tasks. For example, onestudent who has Cerebral Palsy may havedifficulty walking. For another student,Cerebral Palsy may result in no functionaluse of his hands or voice. Ultimately, astudent who has a disability requiresaccommodations only when faced with atask that requires a skill that his disabilityprecludes. This may include computeraccess.
Universal Design (optional)(Include the following content i f appropriate foryour audience.)
Show visual# 58. Access Challenges
FadlIty
Computer
Eledronlc resources
When it comes to using computer resources,individuals with disabilities face accessissues in one or more of three areas. The firstis access to the computing facility itself.Users must be able to get to the facility andmaneuver within it. Secondly, users must be
138 140
able to access the computers. When theneeded accessibility features are not builtinto commercial products a wide variety ofspecial hardware and software (calledadaptive or assistive technology) providessolutions. For example, people who areblind can equip their computers withsoftware and hardware that will read aloudall text that appears on the screen.
Once computer access barriers are removed,electronic resources such as applicationssoftware and World Wide Web pages maypresent access challenges for some peoplewith disabilities. This problem can beavoided if software and Web page develop-ers employ principles of universal designwhen they develop their products.
Show visual# 29. Unlvereal Design =
"The design of productsand environments to beusable by all people,vdthout the need foradaptation or specializeddesign."
Designing a product or service involves theconsideration of myriad factors that includeaesthetics, engineering options, environ-mental issues, safety concerns, and cost. Oneissue that designers often overlook is that ofuniversal design. In general, universaldesign refers to designing products andservices that can be used by people with arange of characteristics, abilities, anddisabilities.
Universal design is defined by the Centerfor Universal Design at North Carolina StateUniversity as "the design of products and
ItAIP
environments to be usable by all people, tothe greatest extent possible, without theneed for adaptation or specialized design."At this center a group of architects, productdesigners, engineers, and environmentaldesign researchers collaborated to establisha set of principles of universal design toprovide guidance in the design of environ-ments, communications, and products.
General principles of universal designinclude the design is useful and marketableto people with diverse abilities; the designaccommodates a wide range of individualpreferences and abilities; the designcommunicates necessary informationeffectively to the user, regardless of ambientconditions or the user's sensory abilities; thedesign can be used efficiently and comfort-ably, and with a minimum of fatigue; andappropriate size and space is provided forapproach, reach, manipulation, and useregardless of user's body size, posture, ormobility.
When designers apply these principles, theirproducts meet the needs of potential userswith 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 hisblindness, should be considered whendeveloping a product he might use. In thecase of computer design, people withdisabilities benefit when computers andsoftware are designed with universal accessin mind. Then they can access the computerusing built in features or, in some cases,with the addition of standard adaptivetechnology.
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Planning for Computer Access(optional)(This section is optional; include if appropriatefor your audience.)
Computer and network technologies canplay a key role in increasing the indepen-dence, productivity, and participation ofstudents with disabilities. Now that we'veconsidered various types of adaptivetechnology, let's think generally about someof the characteristics of adaptive technologyto consider as you plan to incorporate suchtechnology into your department.
Show visual# 57. Adaptive Technology
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Adaptive technology comes in many formswith many different characteristics. It comesas hardware, software, or a combination ofthe two. What examples of hardware andsoftware did you see in the videotapepresentation? (Examples: Jeffrey has a mobilityimpairment. He uses a keyboard where the keysare enlarged and widely spaced to avoid hittingmore than one key at a time. Oscar has amobility impairment as well, and he uses a voiceactivated system that replaces his keyboard. Itallows his computer to write what he says as hespeaks into the microphone, allowing him towrite his papers on his own.)
Adaptive technology can be easy to installor can require long-range planning, analysisof needs and options, and funding forimplementation. For example, a trackball is
inexpensive and can be easily added to aworkstation, assisting people who havedifficulty using a standard mouse. On theother hand, a blind student may usehardware that includes a personal computer,screen reading software, and Braille printer.Setup and support of such a system requiresextensive training to use effectively.Adaptive technology can be generic orunique to the individual. For example,screen enlargement software serves peoplewith a variety of visual and learningimpairments. On the other hand, a speechinput system needs to be trained by anindividual user. Each user must train thesystem to recognize his or her voice.
Adaptive technology software solutions,such as screen enlargement programs, canbe installed on one machine or networkedso that they are available from more thanone computer workstation. Solutions whichincorporate hardware are often mostappropriate on stand-alone stations.However, if these are stored near computerworkstations, they can be easily moved tothe particular station a person is using.
Given these characteristics of adaptivetechnology, multiple approaches should beconsidered when providing accommoda-tions. Some solutions can be implementedquickly and easily. These solutions willprovide quick rewards which will providethe necessary motivation and support forthe longer processes required to install morecomplex equipment and software.
Remember, you don't have to do everythingat once. A department can start small andadd to their collection of adaptive technol-ogy as they receive requests and as staffgain skills in providing training and servicesfor them.
140142
Discussion Questions(Discuss these and other questions of interest tothe audience.)
1. What are the ethical and legal issuesrelated to providing students withdisabilities access to computingresources?
2. How would you respond to administra-tive concerns related to the added costsinvolved in making campus computingresources accessible to people withdisabilities?
3. In our institution, who should beresponsible for assuring that computingresources are accessible to individualswith disabilities?
4. What procedures do we have/should wehave for responding to accommodationrequests from students with disabilities?
5. When should we be proactive and whenshould we be reactive regardingprovision of equipment and softwarethat makes computers accessible tostudents with disabilities?
Case Study(Consider having participants discuss a case.Case #2 on page 69 in the Presentation Tipssection of this notebook would be appropriate.)
ConclusionThis presentation addressed issues relatedto adaptive technology. You viewed avideotape and reviewed materials thatshowed how adaptive technology can assistpeople with low vision, blindness, hearingimpairments, speech impairments, specificlearning disabilities, mobility impairments,and health impairments. But remember,
there are two other parts to the accessequationassuring that campus computerfacilities are accessible to students withdisabilities and using universal designprinciples to ensure that electronic resourcesat your school are accessible. Only when allfacilities, computers, and electronicresources are accessible can students withdisabilities compete for success in academicsand careers on a level playing field.
Resources
Show visual# 2 with yourcampusresources.
Resources
Here are some resources that might beuseful to you as you work to maximizeeffective communication with all students inyour classes. (Elaborate.)
Show visual# 3.
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For comprehensive information onaccommodations, a wide range of casestudies, frequently asked questions, andgeneral resources, visit The Faculty Room athttp://www.washington.edu/doit/Faculty/ This
141
143
resource was developed by the University ofWashington as part of a nationwide projectto provide resources to faculty andadministrators so that they can make theircourses and programs accessible to allstudents. You can link to this resource from
(Arrange to make the link from yourcampus/departmental disabled student serviceshome page before the presentation.). Considerlinking to this Web site from your depart-mental Web pages for faculty.
Thank you for your time today and for yourinterest in finding ways to ensure that all ofthe students in our programs have equalopportunities to learn, explore interests, andexpress ideas.
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Making Computer Labs Accessible to Everyone tenIlt.
PurposeAfter the presentation, participants will beable to:
summarize the legal rights of studentswith disabilities with regard tocomputer access;
plan for making computer servicesaccessible to a wide range of users byapplying universal design principles;and
list steps that can be taken to ensurethat students with disabilities haveaccess to campus computer labs.
LengthApproximately 45-60 minutes.
PresenterDepartment chair, faculty, staff, teachingassistant, student, or other departmentmember who has experience working withcomputer facilities and students withdisabilities. The program may be co-presented with a staff member of a campusunit responsible for providing computeraccommodations for students withdisabilities.
PreparationSelect presenter(s).
Develop presentation outline andactivities using the Sample Scriptprovided in this section and the ideaslisted in the Presentation Tips section ofthis notebook.
Create overhead transparencies fromoverhead transparency templates or usePowerPointmi version of the visual aids.
CI=Add information about resourcesavailable to your campus to theoverhead transparency or Power Pointslide entitled "Resources" and to printedpublications as appropriate.
Photocopy handout template, EqualAccess: Computer Labs and createalternative formats as necessary.
Create and photocopy presentationevaluation instrument (see end ofInstitutionalization Strategies for ex-amples).
Link from your unit's Web page to TheFaculty Room at http://www.washington.edu/doit/Faculty/.
Equipment and ToolsVHS VCR and monitor
visuals: overhead projector and transpar-encies or LCD projector, computer, andPower Point presentation; Internetconnection (optional)
videotape (Equal Access: Computer Labs)Optional videotape (Access to Computers:In Our Own Words)
handout (Equal Access: Computer Labs)
presentation evaluation instrument(pages 191-193)
Presentation Outline1. Distribute handout.
2. Introductions.
3. Begin presentation.
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644
4. Introduce and play videotape as noted inscript.
5. Discuss possible accommodationstrategies.
6. Discuss department/campus issues.
7. Summarize resources.
8. Distribute and collect evaluationinstruments.
ResourcesFor further preparation for this presentation,consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/Academic/Cornputerlabs/.
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Making Computer Labs Accessible:Sample Script
Show visual# 59.
MakingComputing Labs
Accessible toEveryone
SLZIO7
Today we'll be discussing how to makecomputer labs accessible to all students, nomatter what abilities or disabilities theyhave.
Show visual# 60. Making Computer Labs
Accessible to EveryoneObjectives
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a lal now ini anal design prinades canItausecito dyvteup amp. macreVat au acerattle lu al students.
3, Daum stap le be rem [oeuvreref streets loll chateau rareaccent ample amp., lain.
The objectives for this presentation are to...(Paraphrase objectives on visual.)
Everyone who needs to use your computerlab should be able to do so comfortably. Asincreasing numbers of people withdisabilities pursue educational opportuni-ties that require computer use, access tocomputing facilities becomes even morecritical. The key is to provide equal access.
Legal IssuesAssuring that individuals with disabilitieshave access to computing resources can beargued on ethical grounds. Some simplyconsider it to be the right thing to do. Othersare more responsive to legal mandates. TheAmericans with Disabilities Act (ADA) of1990 requires that people with disabilities begiven the same access to public programsand services, including educationalprograms, that are offered to people withoutdisabilities.
Show visual# 8. Section 504 of the
Rehabilitation Actof 1973
'No otherwise quallled IndMclual witha alswitity snail, sceely by mew alhisfner 00355110, be eadUcled tribvnVat perficIpatten In, be 00100 Vsbenefits of, or be Subjeded todaerintriatlan under any proyarn erarahnly cl a patille entity'
mem
The ADA is civil rights legislation thatreinforces and extends to all postsecondaryinstitutions the requirements of Section 504of the Rehabilitation Act of 1973 whichstates: "no otherwise qualified individualswith disabilities shall, solely by reason oftheir disabilities, be excluded from theparticipation in, be denied the benefits of, orbe subjected to discrimination in anyprogram or activity of a public entity."When people think of the ADA they oftenthink of elevators in buildings, reservedspaces in parking lots, and lifts on busses.However, the ADA accessibility require-ments apply to people with all types ofdisabilities and to all programs andresources offered at our institutions,including those offered using computersand the Internet.
14 7145
Show visual# 11.
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Meaty hydrrnents
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Disabilities covered by legislation include,but are not limited to spinal cord injuries,loss of limbs, Multiple Sclerosis, MuscularDystrophy, Cerebral Palsy, hearingimpairments, visual impairments, speechimpairments, specific learning disabilities,head injuries, psychiatric disorders,Diabetes, Cancer, and AIDS. The conditionslisted may limit people's abilities to performspecific tasks. Some of these conditions arereadily apparent; some are invisible. Someaffect computer use; some do not.
Additionally, some students who haveconditions with the same label may havevery different abilities when it comes toperforming specific tasks. For example, onestudent who has Cerebral Palsy may havedifficulty walking. For another student,Cerebral Palsy may result in no functionaluse of his hands or voice. Ultimately, astudent who has a disability requiresaccommodations only when faced with atask that requires a skill that his disabilityprecludes. This may include computeraccess.
In summary, federal legislation requires thatwe accept otherwise qualified students withdisabilities into our academic programs.Additionally, we should work with studentsto identify and implement academicaccommodations which will ensure thatthey have educational opportunities equal
to those of their peers without disabilities.Ensuring access to computers and informa-tion technology is also an important step inleveling the playing field for students withdisabilities in postsecondary institutions.
The rest of today's presentation will helpyou develop an understanding of accesschallenges, universal design principles, andstrategies to create accessible computer labsfor all students.
Access Challenges
Show visual# 58. Access Challenges
Facility
Computer
Electronic resources
When it comes to using computer resources,students with some disabilities face accessissues in one or more of three areas. The firstis access to the computing facility itself.Students must be able to get to the facilityand maneuver within it. Secondly, theymust be able to access the computer. Whenthe needed accessibility features are notbuilt into commercial products, a widevariety of special hardware and software,"adaptive" (or "assistive") technology,provides solutions. For example, peoplewho are blind can equip their computerswith software and hardware that will readaloud all text that appears on the screen.
(If you would like your audience to gain anoverview of ways individuals with disabilitiesaccess and use computer technology, show thevideotape Access to Computers: In Our OwnWords.)
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Once computer access barriers are removed,electronic resources such as applicationssoftware and World Wide Web pages maypresent access challenges for some peoplewith disabilities. This problem can beavoided if software and Web page develop-ers employ principles of universal designwhen they develop their products. The firstchallenge, computer lab access, is the topic ofour presentation today.
Universal Design
Show visual# 29. Universal Design .
'The design c4 productsand environments to beusable by all people,without Ihe need foradaptation or spedallzeddesign.°
We'll start by talking about principles ofuniversal design. Designing a product orservice involves the consideration of amyriad of factors that include aesthetics,engineering options, environmental issues,safety concerns, and cost. One issue thatdesigners often overlook is "universaldesign." In general, universal design meansdesigning products and services that can beused by people with a range of characteris-tics, abilities, and disabilities.
Universal design is defined by the Centerfor Universal Design at North Carolina StateUniversity as "the design of products andenvironments to be usable by all people, tothe greatest extent possible, without theneed for adaptation or specialized design."At this center, a group of architects, productdesigners, engineers, and environmentaldesign researchers collaborated to establish
a set of principles of universal design toprovide guidance in the design of environ-ments, communications, and products.
General principles of universal designinclude the design is useful and marketableto people with diverse abilities; the designaccommodates a wide range of individualpreferences and abilities; the designcommunicates necessary informationeffectively to the user, regardless of ambientconditions or the user's sensory abilities; thedesign can be used by individuals with awide variety of characteristics. Disability isjust one of these characteristics. Forexample, one person could be male, tall,fifteen years old, a poor reader, and blind.All of these characteristics, including hisblindness, should be considered whendeveloping a product he might use. In thecase of your computer lab, rather thandesign your facility for the average user,design it for people with a broad range ofabilities. Keep in mind that individualsusing your computing lab may havelearning disabilities or visual, speech,hearing, and mobility impairments.
Accessible Computer Labs
Show visual# 61. Make Sure Computer
Lab Users Can:
gel to the facility andmaneuver within II;
access materials andelectronic resources;and
make use of equipmentand software
As you plan services in your computingfacility, consider all of your potential users,including those with disabilities. Make surelab users can:
149147
get to the facility and maneuver withinit;access materials and electronic resources;andmake use of equipment and software.
Also, make sure that staff are trained tosupport people with disabilities and have aplan in place to respond to specific requestsin a timely manner. With these goals inmind, you can make your lab accessible toeveryone. Let's watch a videotape presenta-tion, Equal Access: Computer Labs, to learnabout the challenges and solutions fordesigning an accessible facility. Then we'llreview some of the guidelines listed in yourhandout with the same title.
Show videotape,"Equal Access ComputerLabs" (11 minutes).
You can use the list of guidelines in thehandout as a starting point for surveyingyour computer facility for accessibility.Designing an academic or work area that isaccessible to everyone begins with thephysical environment of the facility. Ask thefollowing questions when determining howto make your facility more accessible (haveparticipants refer to handout):
Is the lab wheelchair accessible?
Are doorway openings at least 32-incheswide and are doorway thresholds nohigher than 1/2-inch vertically?
Are aisles kept wide and clear forwheelchair users? Have protrudingobjects been removed or minimized forthe safety of the users who are visuallyimpaired?
Are printed materials within reach froma variety of heights and not blocked byfurniture?
Are all levels of the computer facilityconnected? Are ramps and/or elevatorsprovided as an alternative to stairs? Doelevators have both auditory and visualsignals for designating floors? Areelevator controls marked in large printand Braille or raised letters? Can peopleseated in wheelchairs easily reach all ofthe elevator controls?
Are wheelchair-accessible restroomswith well-marked signage available nearthe lab?
Are service desks wheelchair accessible?
Are there ample high-contrast, largeprint directional signs throughout thelab?
Is equipment marked with large printand/or Braille labels?
Are hearing protectors and quiet areasavailable for users who are distracted bynoise and movement around them?
Is at least one table for each type ofcomputer adjustable so that a student oran employee who uses a wheelchair cantype comfortably? Can users inwheelchairs reach the adjustmentcontrols?
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Are wrist rests available for those whorequire extra wrist support while typing?
Are document holders available to helpposition work papers so that they can beeasily read?
150
Is there a closed-circuit TV available toenlarge documents and user guides forlab users with low vision?
In a computer lab, it is desirable to provideoptions at a computer workstation that willaddress the needs of a variety of users. Youshould also have procedures in place to dealwith specific needs that these generalsolutions cannot address. Include thestudents in discussions to come up withcreative, simple solutions. For example, inthe videotape presentation, you saw Mitch,whose health impairment required him tolay on his side for a month. Staff turnedMitch's monitor on its side and built aholder for his keyboard so that he could useit independently.
Show visual# 62. Adaptive Technology
Con el d oration e
klustatie titles
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Remember, you don't have to do everythingat once. Start small and add to yourcollection of adaptive technology as youreceive requests and as computer lab staffgain skills in providing training andservices. Here is a sample of the adaptivetechnology you might want to purchase inorder to get started right now. As youreview this sample list, describe the types ofadaptive technology, if any, currentlyavailable in your facility. This list is also inyour handout. Include:
at least one adjustable table for eachtype of electronic resource providesaccess to patrons who use wheelchairs;
large-print key labels assist patrons withlow vision;
software to enlarge screen imagesprovides access to patrons with lowvision and learning disabilities;
large monitors of at least 17-inches assistpatrons with low vision and learningdisabilities;
a speech output system can be used bypatrons with low vision, blindness, andlearning disabilities;
Braille conversion software and a Brailleprinter can provide Braille output forpatrons who are blind;
trackballs provide an alternative forthose who have difficulty controlling amouse. Wrist rests and keyguards assistpatrons with limited fine motor skills;and
different types of ergonomic keyboardsare available to assist those with avariety of needs. Compact keyboards areavailable for those with limited range ofmotion.
(Encourage participants to share their ideas.)
Discussion Questions(Discuss the following and other appropriatequestions with the group.)
1. What are the ethical and legal issuesrelated to providing students withdisabilities access to resources in ourcomputer labs?
2. How would you respond to administra-tive concerns related to the added costsinvolved in making computer labsaccessible to people with disabilities?
149 151
3. In our institution, who should beresponsible for assuring that computingresources are accessible to individualswith disabilities?
4. What procedures do we have/should wehave for responding to accommodationrequests from students with disabilities?
5. What changes can we make now so thatour computer labs are more accessible tostudents with disabilities?
Case Study(Consider having participants discuss a case.Case #2 study on page 69 in the PresentationTips section of the notebook would be appropri-ate.)
ConclusionMaking your computing resourcesaccessible to all students, including thosewith disabilities, is a legal requirement andthe right thing to do. Employing universaldesign principles as you plan for users witha broad range of abilities and disabilitieswill reduce the need for special accommoda-tions as people with disabilities access yourfacility.
Resources
Show visual# 2 with yourcampusresources.
Resources
IMO.=
Here are some resources that might beuseful to you as you work to maximizeeffective communication with all students inyour classes. (Elaborate.)
Show visual# 3.
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For comprehensive information onaccommodations, a wide range of casestudies, frequently asked questions, andgeneral resources, visit The Faculty Room athttp://www.washington.edu/doit/Faculty/ Thisresource was developed at the University ofWashington as part of a nationwide projectto provide resources to faculty andadministrators so that they can make theircourses and programs accessible to allstudents. You can link to this resource from
(Arrange to make the link from yourcampus/departmental disabled student serviceshome page before the presentation.). Considerlinking to this Web site from your depart-mental Web pages for faculty.
Thank you for your time today and for yourinterest in finding ways to ensure that all ofthe students in our programs have equalopportunities to learn, explore interests, andexpress ideas.
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Universal Design of Web Pages "41\lea
PurposeDuring this presentation, faculty andadministrators will become more aware of:
potential barriers to access informationon World Wide Web pages for studentswith disabilities;
their institutions legal responsibilitiesfor ensuring equal access to informationpresented on Web pages;
universal design guidelines for develop-ing accessible Web pages; and
universal design principles for develop-ing World Wide Web pages and otherelectronic resources.
LengthApproximately 45-60 minutes.
PresenterDepartment chair, faculty, staff, teachingassistant, student, or other departmentmember who has an understanding oftechnology used by students who havedisabilities and of key elements of accessibleWeb page design. This presentation may bepresented or co-presented by a staffmember of a campus unit responsible forproviding academic accommodations forstudents with disabilities and a Web pagedeveloper.
PreparationSelect presenter(s).
Develop presentation outline andactivities using the Sample Scriptprovided in this section and the ideaslisted in the Presentation Tips section ofthis notebook.
1=1:=
Create overhead transparencies from theoverhead transparency templates or usethe Power Point Tm version of the visualaids.
Add contact information about resourcesavailable to your campus to the overheadtransparency or Power Point slide entitled"Resources" and to printed publicationsas appropriate.
Photocopy handout template, WorldWide Access: Accessible Web Design, andcreate alternative formats as necessary.
Create and photocopy presentationevaluation instrument (see end ofInstitutionalization Strategies for ex-amples).
Link from your unit's Web page to TheFaculty Room at http://www.washington.edu/doit/Faculty/.
Equipment and ToolsVHS VCR and monitor
visuals: overhead projector and transpar-encies or LCD projector, computer, andPower Point presentation; Internetconnection (optional)
videotapes (Computer Access: In Our OwnWords and World Wide Access: AccessibleWeb Design)
handouts (Working Together: People withDisabilities and Computer Technology andWorld Wide Access: Accessible Web Design)
presentation evaluation instrument(pages 191-193)
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Presentation Outline1. Distribute handouts.
2. Introductions.
3. Begin presentation.
4. Introduce and play videotape as noted inthe script.
5. Discuss department/campus issues.
6. Summarize resources.
7. Distribute and collect evaluationinstruments.
ResourcesFor further preparation for this presentation,consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/Academic/Webpages/.
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Universal Design of Web Pages:Sample Script
Show visual# 63.
Universal Designof
Web Pages
Today we'll be discussing the universaldesign of Web pages to allow access for allpeople regardless of their abilities ordisabilities.
Show visual# 64.
Universal Design ofWeb PagesObjectives
I. list roan. lariats la accessingIn tenatiOn on Need Wee Wsb ragesto anent Oa Osabillim.
2. Donate ha Instituttnt iemitespulsmityt ens. access a1Mo-rm., gamed cn Wab rages.
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The objectives of today's presentation areto... (Paraphrase objectives on visual.)
The World Wide Web has rapidly become apopular tool for educators. On their Webpages, faculty members post syllabi andother course materials and provide links touseful resources for students. The Web hasmushroomed in popularity because it issuch a powerful and versatile medium.Much of its power comes from the fact thatit presents information in a variety offormats while also organizing that informa-tion through hypertext links. Unfortunately,due to the multimedia nature of the Web
combined with the poor design of some Websites, many students and other Web userscannot use the full range of resources thisrevolutionary tool provides.
Show visual# 65. Some Internet
Visitors:
cannot see graphics.
cannot hear audio.
have (Enmity withunorganized sited
use older equipmentwith slow connections.
.12CCIMB
For example, some visitors cannot seegraphics because of their visual impair-ments or cannot hear audio because ofhearing impairments. Some users havedifficulty navigating sites that are poorlyorganized with unclear directions becausethey have learning disabilities, speakEnglish as a second language, or areyounger than the average user. Othervisitors use older equipment or slowconnections or modems that limit access tomultimedia features.
Some students use "adaptive" (or"assistive") technology with their computerto access the Web. For example, a studentwho is blind may use a speech outputsystem to read aloud text that is presentedon the screen. This system may be com-posed of screen reading software and avoice synthesizer. A person with a mobilityimpairment may not be able to use a mouseand relies on the keyboard for Webbrowsing.
We will now view a videotape whereindividuals discuss various ways that theyaccess computers, some using adaptivetechnology.
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Show videotape,Computer Access: In OurOwn Words (10 minutes).
It is important to keep in mind that thepeople in this videotape might be accessingyour Web site. To create resources that canbe used by the widest spectrum of potentialvisitors rather than an idealized average,Web page designers should apply "univer-sal design" principles. They should considerthe special needs of individuals withdisabilities, individuals older or youngerthan the average user, people for whomEnglish is a second language, and thoseusing outdated hardware and software.
Legal IssuesAssuring that individuals with disabilitieshave access to computing resources can beargued on ethical grounds. Some simplyconsider it to be the right thing to do. Othersare more responsive to legal mandates.
The Americans with Disabilities Act (ADA)of 1990 requires that people with disabilitiesbe given the same access to public programsand services, including educationalprograms, that are offered to people withoutdisabilities.
Show visual# 8. Section 504 of the
Rehabilitation Actof 1973
'No otherwise qualitod individuat waya disability shall, solely by reason ofhOrlder 0e00l11y, be excluded fromMe part cipation in, be denied theberelits 0, cr be subjected todiscrimination under any program cractivity cl a public entity,'
The ADA is civil rights legislation thatreinforces and extends the requirement ofSection 504 of the Rehabilitation Act of 1973that "no otherwise qualified individualswith disabilities shall, solely by reason oftheir disabilities, be excluded from theparticipation in, be denied the benefits of, orbe subjected to discrimination in anyprogram or activity of a public entity."When people think of the ADA they oftenthink of elevators in buildings, reservedspaces in parking lots, and lifts on busses.However, the ADA accessibility require-ments apply to people with all types ofdisabilities and to all programs andresources offered at our institutions,including those offered using computersand the Internet.
Show visual# 11.
Examples of DI =Witten
Low, Aden
Bodiless
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Disabilities covered by legislation include,but are not limited to, spinal cord injuries,loss of limbs, Multiple Sclerosis, MuscularDystrophy, Cerebral Palsy, hearingimpairments, visual impairments, speechimpairments, specific learning disabilities,head injuries, psychiatric disorders,Diabetes, Cancer, and AIDS. The conditionslisted may limit people's abilities to performspecific tasks. Some of these conditions arereadily apparent; some are invisible. Someaffect computer use; some do not.
Additionally, some students who haveconditions with the same label may have
156154
very different abilities when it comes toperforming specific tasks. For example, onestudent who has Cerebral Palsy may havedifficulty walking. For another student,Cerebral Palsy may result in no functionaluse of his hands or voice. Ultimately, astudent who has a disability requiresaccommodations only when faced with atask that requires a skill that his disabilityprecludes. This may include computeraccess.
Show visual# 66. ADA and the Internet
'Covered entities that use theInternet for corrrnunicstionsregardng their programggoods, or services, mug beprepared to offer thosecommunications throughaccessible means as well.
The Department of Justice has clarified thatthe ADA applies to Internet resources inthat, "covered entities that use the Internetfor communications regarding their pro-grams, goods, or services, must be preparedto offer those communications throughaccessible means as well."
As more information is delivered usingnetwork technologies, postsecondary facultyand administrators play an increasinglyimportant role in ensuring that everyonehas access to resources provided via theWorld Wide Web.
A good place to begin discussing accessibleWeb design is with the principles of univer-sal design.
Universal DesignDesigning a product or service involves theconsideration of myriad factors that include
aesthetics, engineering options, environ-mental issues, safety concerns, and cost. Oneissue that designers often overlook is that ofuniversal design.
Show visual# 29. Unlvereal Deo Ign =
'The design 04 productsand environments lo beusable by all people,without the need foradaptation or specializeddesign."
In general, universal design meansdesigning products and services that can beused by people with a range of characteris-tics, abilities, and disabilities.
Universal design is defined by the Centerfor Universal Design at North Carolina StateUniversity as "the design of products andenvironments to be usable by all people, tothe greatest extent possible, without theneed for adaptation or specialized design."At this center, a group of architects, productdesigners, engineers, and environmentaldesign researchers collaborated to establisha set of principles of universal design toprovide guidance in the design of environ-ments, communications, and products.
General principles of universal designinclude: the design is useful and marketableto people with diverse abilities; the designaccommodates a wide range of individualpreferences and abilities; the designcommunicates necessary informationeffectively to the user, regardless of ambientconditions or the user's sensory abilities; thedesign can be used efficiently and comfort-ably, and with a minimum of fatigue; andappropriate size and space is provided for
155 157
approach, reach, manipulation, and useregardless of user's body size, posture, ormobility.
Electronic resources that are universallydesigned provide multiple means ofrepresentation, expression, and engagement.
Show visual# 67. Provide Multiple
Means ol:
representation
expression
engagement
60:131
When designers apply these principles, theirproducts meet the needs of potential userswith 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, includingblindness, should be considered whendeveloping a product he might use.Universal design techniques can be appliedin the design of packaging, software,appliances, transportation systems, andmany other products and services. Ex-amples of universal design in architectureare ramps, automatic door openers, andBraille labels on elevator control buttons.Following universal design principles increating a Web site provides access to allusers regardless of their abilities, theirdisabilities, or the limitations of theirequipment and software.
Accessible Web Page Design
Show visual# 68.
"lhe power of the WebIs In Its universality.Access by everyoneregardless of disabilityis an essential aspect"
Ilmeern.r.l.,.1cliild Pl.caleallurn
When universal design principles areapplied to the design of Web pages, peopleusing a wide range of adaptive technologycan access them. The World Wide WebConsortium (W3C), an industry groupfounded in 1994 that develops commonprotocols which enhance interoperabilityand guide the evolution of the Web, hastaken a leadership role in this area. TheW3C is committed to promoting the fullpotential of the World Wide Web to assure ahigh degree of usability by people withdisabilities.
As stated by Tim Berners-Lee, W3C Directorand inventor of the World Wide Web, "Thepower of the Web is in its universality.Access by everyone regardless of disabilityis an essential aspect." The Web Accessibil-ity Initiative (WAI) coordinates W3C'sefforts with organizations worldwide topromote accessibility. Its Web ContentAccessibility Guidelines tell how to designWeb pages that are accessible to people witha wide variety of disabilities.
More recently, in response to Section 508 ofthe Rehabilitation Act, the Architectural andTransportation Barriers Compliance Board hasestablished standards for the procurement,development, and use of technology byFederal agencies. One section establishes
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fristandards for designing accessible Webpages. Although the legislation appliesdirectly to Federal agencies, the standardsare being used as guidelines by manyinstitutions who want to assure that they arecompliant with the ADA.
Now we'll watch a videotape presentationcalled World Wide Access: Accessible WebDesign. This presentation shares accessissues and solutions for people withdisabilities. The content of this presentationis included in your handout entitled WorldWide Access: Accessible Web Design.
Show videotape,"World Wide Access:Accessible Web Design"(11 minutes).
Show visual# 69.
Web Page DevelopmentAccessibility Options:
1. And Inaccessible data typesend 101110135
2. create alternative methcds/formats
To create pages that are accessible, Web pagedevelopers must either avoid certain typesof data and features or create alternativemethods for carrying out the functions oraccessing the content that is provided usingthe inaccessible feature or format.
When it is not possible to use an accessibletechnology, an alternative version of thecontent should be provided. However, Web
page designers should resort to separate,accessible pages only when other solutionsfail. Maintaining a separate page is timeconsuming. Alternative pages tend to beupdated less frequently than "primary"pages and, therefore, often provide outdatedinformation to the site visitors using them.
Besides practicing universal designguidelines in developing your Web pages,encourage feedback about accessibility fromWeb visitors.
Show visual# 70. Example of a
Web AccessibilityStatement
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Notify your Web site visitors that you areconcerned about accessibility by including astatement about accessibility on your page.Encourage your users to notify you withtheir accessibility concerns. For example, theDO-IT home page at the University ofWashington includes this statement:
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"The DO-IT pages form a livingdocument and are regularly updated.We strive to make them universallyaccessible. You will notice that weminimize the use of graphics and photos,and provide descriptions of them whenthey are included. Video clips are opencaptioned, providing access to users whocan't hear the audio. Suggestions forincreasing the accessibility of these pagesare welcome."
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Show visual# 71. Test Your Web Pages:
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Test your Web page with as many Webbrowsers as you can, and always test yourWeb page with at least one text-basedbrowser, such as Lynx, and with the audio-graphics-loading of a multi-media browserturned off. This way, you will see your Webresources from the perspectives of peoplewith sensory impairments.
Testing your Web site with accessibilitytesting programs. These programs provide areport of accessibility barriers to your site.Several are referenced in your handout.Finally test your Web page using thekeyboards alone to determine if you havefull access to the information.
Benefits to EveryoneIf universal design principles are employedin Web page development, other peoplebesides individuals with disabilities willalso benefit from the design. They includepeople working under environmentalconstraints such as noisy or noiselessenvironments; people whose hands or eyesare occupied with other activities; people forwhom English is a second language; peopleusing older, outdated equipment; andindividuals using monochrome monitors.
The World Wide Web is just one example ofan electronic resource that students withdisabilities may need to access for their; .2
courses. When purchasing and designing
other electronic resources includingapplications software, on-line catalogs,encyclopedias, and indexes, considerwhether these resources will be accessible tostudents utilizing adaptive technology.
Show visual# 72. Policy Guidelines
Disseminate information
Train
Support
Enforce or reward
Evaluate and revise
uwws
Policies and ProceduresInstructional and administrative Web pagesshould be developed with universal accessas a goal. Accessibility guidelines should beincorporated into general campus Web pagepublication guidelines or standards.
The standards your campus adopts could bethose developed by the Web AccessibilityInitiative of the World Wide Web Consor-tium, those used by the Federal governmentin response to Section 508 legislation, or alist tailored to your campus. When choosingstandards or guidelines it is best to gainhigh level support and include all keystakeholders (including students withdisabilities, faculty, administrators, andWeb designers) in the process.
A task force can then draft policy and selectguidelines. They can develop disseminationplans and recommendations for the provi-sion of training and support. They can alsorecommend how the policy might be en-forced and/or how complaint sites will berewarded. Policies and procedure should beevaluated and revised on a regular basis.
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Discussion Questions(Ask participants the following or similarquestions for discussion.)
What are the ethical and legal issuesrelated to providing students withdisabilities access to instructional Webpages?
How would you respond to administra-tive concerns related to the added costsinvolved in making departmental Webpages accessible to people withdisabilities?
In our institution, who should beresponsible for assuring thatinstitutional, departmental, and facultyWeb pages are accessible to individualswith disabilities?
What are the advantages of developingWeb pages that are accessible in designas compared to creating separate text-only pages of content for people who areblind?
What are the benefits of employinguniversal design principles rather thanfocusing only on disability issues?
Case Study.(Consider discussing a case from the Presenta-tion Tips section of this notebook. Case #6 onpage 77 would be appropriate.)
ConclusionAs our program comes to an end, I'd like toask what was the most significant insight orquestion you had today? Please feel free toshare a brief comment with the group.
I hope this program has given you a clearunderstanding of the impact that the
combination of computers, adaptivetechnology, and electronic resources canhave on the lives of people with disabilities.Faculty and administrators have a legalresponsibility to assure equitable access toresources and services. The informationprovided in this program should have givenyou tools to begin implementing universaldesign principles when developing andupdating Web pages. Applying theseguidelines will help level the playing fieldfor people with disabilities.
Resources
Show visual# 2 with yourcampusresources.
Here are some resources that might beuseful to you as you work to maximizeeffective communication with all students inyour classes. (Elaborate.)
Show visual# 3.
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For comprehensive information onaccommodations, a wide range of casegeneral resources, visit The Faculty Room at
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1
http://www.washington.edu/doit/Faculty/ Thisresource was developed at the University ofWashington as part of a nationwide projectto provide resources to faculty andadministrators so that they can make theircourses and programs accessible to allstudents. You can link to this resource from
(Arrange to make the link from yourcampus/departmental disabled student serviceshome page before the presentation.). Considerlinking to this Web site from your depart-mental Web pages for faculty.
Thank you for your time today and for yourinterest in finding ways to ensure that all ofthe students in our programs have equalopportunities to learn, explore interests, andexpress ideas.
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1 62
Making Distance Learning Accessibleto Everyone
PurposeAfter this presentation, faculty andadministrators will be able to:
list potential barriers to distancelearning courses for students withdisabilities;
summarize their institution's legalresponsibilities for ensuring equal accessto on-line courses; and
discuss universal design guidelines fordeveloping accessible distance learningcourses.
LengthApproximately 60 minutes.
PresenterDepartment chair, faculty, staff, teachingassistant, student, or other departmentmember who has an understanding oftechnology used by students who havedisabilities and of key elements of on-linecourses. This presentation may be co-presented by a staff member of a campusunit responsible for providing academicaccommodations for students withdisabilities and a Web page developer.
PreparationSelect presenter(s).
Develop presentation outline andactivities using the Sample Scriptprovided in this section and the ideaslisted in the Presentation Tips section ofthis notebook.
I=MCreate overhead transparencies from theoverhead transparency templates or usethe PowerPointTM version of the visualaids.
Add contact information about resourcesavailable to your campus to the overheadtransparency or Power Point slide entitled"Resources" and to printed publicationsas appropriate.
Photocopy handout templates, RealConnections: Making Distance LearningAccessible to Everyone and WorldWide Access: Accessible Web Design(optional), and create alternative formatsas necessary.
Create and photocopy presentationevaluation instrument (see end ofInstitutionalization Strategies for ex-amples).
Link from your unit's Web page to TheFaculty Room at http://www.zvashington.edu/doit/Faculty/.
Equipment and ToolsVHS VCR and monitor
visuals: overhead projector and transpar-encies or LCD projector, computer, andPower Point presentation; Internetconnection (optional)
videotape (captioned and audio-describedversion of Real Connections: MakingDistance Learning Accessible to Everyone)
handout (Real Connections: MakingDistance Learning Accessible to Everyone)
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optional videotape and handout (WorldWide Access: Accessible Web Design)
presentation evaluation instrument(pages 191-193)
Presentation Outline1. Distribute handout.
2. Introductions.
3. Begin presentation.
4. Introduce and play videotape as noted inthe script.
5. Discuss department/campus issues.6. Summarize resources.
7. Distribute and collect evaluationinstruments.
ResourcesFor further preparation for this presentation,consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/Academic/Distancelearning/.
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Making Distance LearningAccessible to Everyone:Sample Script
Show visual# 73.
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Universal Designof Distance
Learning
Today we'll be discussing how to makedistance learning accessible to everyone.
Show visual# 74. Universal Design of
Distance LearningObjectives
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The objectives of today's presentations are...(Paraphrase objectives on visual.)
Increasing numbers of postsecondarycourses are going on-line. Reaching out tolarger audiences and offering anytime,anywhere learning options are commonarguments for developing distance learningcourses. However, rarely do these argu-ments explicitly address access issues forstudents with disabilities.
Legal IssuesAssuring that individuals with disabilitieshave access to computing resources can be
argued on ethical groimds. Some simplyconsider it to be the right thing to do; othersare more responsive to legal mandates.
The Americans with Disabilities Act (ADA)of 1990 requires that people with disabilitiesbe given the same access to public programsand services, including educationalprograms that are offered to people withoutdisabilities.
Show visual# 8. Section 504 of the
Rehabilitation Actof 1973
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The ADA is civil rights legislation thatreinforces and extends the requirements ofSection 504 of the Rehabilitation Act of 1973that "no otherwise qualified individualswith disabilities shall, solely by reason oftheir disabilities, be excluded from theparticipation in, be denied the benefits of, orbe subjected to discrimination in anyprogram or activity of a public entity"When people think of the ADA they oftenthink of elevators in buildings, reservedspaces in parking lots, and lifts on busses.However, the ADA accessibility require-ments apply to people with all types ofdisabilities and to all programs andresources offered at our institutions,including those offered using computersand the Internet.
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Disabilities covered by legislation include,but are not limited to, spinal cord injuries,loss of limbs, Multiple Sclerosis, MuscularDystrophy, Cerebral Palsy, hearingimpairments, visual impairments, speechimpairments, specific learning disabilities,head injuries, psychiatric disorders,Diabetes, Cancer, and AIDS. The conditionslisted may limit people's abilities to performspecific tasks. Some of these conditions arereadily apparent; some are invisible. Someaffect computer use; some do not.
Additionally, some students who haveconditions with the same label may havevery different abilities when it comes toperforming specific tasks. For example, onestudent who has Cerebral Palsy may havedifficulty walking. For another student,Cerebral Palsy may result in no functionaluse of his hands or voice. Ultimately, astudent who has a disability requiresaccommodations only when faced with atask that requires a skill that his disabilityprecludes. This may include computeraccess.
Show visual# 66. ADA and the Internet
'Covered entitles INA use theInternet tor communicationsregardng their programsgoods. or sertices, mug beroamed to otter thosecommunications throughaccessible means as war
The ADA accessibility requirements alsoapply to programs offered on the Internet.As the United States Department of Justiceclarifies, "Covered entities that use theInternet for communications regarding theirprograms, goods, or services must beprepared to offer those communicationsthrough accessible means as well."Specifically, if a qualified person with adisability enrolls in a distance learningcourse offered via the Internet, the coursemust be made available to her.
Show visual# 75. Distance Learning In
PostsecondaryEducation
What policy. adminarative,and technical challenges ekstfor assuring that our distancelearning scums are axes-didB to people who havedisabiliCes?
Some technical requirements for assuringthat a distance learning class is accessible topeople who have disabilities have alreadybeen resolved for many students before theyenrolled in the course. Their own computersystems provide whatever accommodationsthey need in this area. E-mail communica-tion between individual students and courseadministration staff, the instructor, andother students is accessible to all parties,
164 166
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regardless of disability. E-mail can be usedto deliver the syllabus, lessons, assignments,and reminders. "Guest speakers" withdisabilities can also join the e-mail-basedcourse discussions. Students can also turn intheir assignments and tests using thisaccessible tool.
Accommodation vs. UniversalDesign
Show visual# 76. Accommodation
Versus
Universal Design
Usually, when we think of providing accessto a service for a person with a disability, wethink about providing appropriateaccommodations. In contrast, "universaldesign" means that we consider the broadrange of students who might enroll in acourse at the design phase.
An example of an accommodation for aperson who uses a wheelchair to open adoor is to provide a wheelchair-height, largebutton for them to press in order to activatethe automatic door opener; the solutiondoes not work for a wheelchair user with nofunctional arm use; this solution is appropri-ate only for a narrow range of thepopulation and is an "add on" to an existingproduct, the standard door. An example of asolution that employs the principles ofuniversal design is a supermarket door thatopens when it senses an individual in frontof the door. A person can roll his wheelchairover the pad to open the door, regardless of
his ability to use his hands; so can a personusing a walker; so can a person who walksover the mat; so can a small child or a largeadult. It is the standard way to enter thebuilding, not an add-on to the standard.
Show visual# 29. Univereal Design .
'The design of productsand environments to beusable by all people,%ghoul the need toradaptation or specializeddesign.°
=na....
Universal design has been defined by theCenter for Universal Design at NorthCarolina State University as "the design ofproducts and environments to be usable byall people, to the greatest extent possible,without the need for adaptation orspecialized design." At this center, a groupof architects, product designers, engineers,and environmental design researcherscollaborated to establish a set of principlesof universal design to provide guidance inthe design of environments, communica-tions, and products.
When designers apply these principles, theirproducts meet the needs of potential userswith a wide variety of characteristics.Disability is just one of many characteristicsthat an individual might possess. Othersinclude height, age, race, ethnicity, gender,and native language. All of these character-istics, including disability, should beconsidered when developing a distancelearning course. A goal should be to create alearning environment that allows a personwho happens to have a characteristic that istermed "disability" to access all content andfully participate in class activities.
165 167
When universal design principles areapplied to the design of distance learningcourses, students and instructors with awide range of characteristics can fullyparticipate. Now we'll watch a videotapethat tells us how to design an accessibledistance learning course.
Show videotape,"Real Connections: MakingDistance LearningAccessible to Everyone"(12 minutes).
Let's discuss further some of the toolstypically used in a distance learning courseand discuss how they can be madeuniversally accessible. These tools mightinclude electronic mail, Web pages, real-time"chat," teleconferencing, printed materials,and videotapes.
Show visual# 77. Distance Learning Tools
Electronic Mal
Real-time 'Chet'
Web Peges
Teleconferencing
Printed Materials
Videctepee
Electronic MailIf a prerequisite to the course is for studentsto have access to electronic mail, they canuse any software that supports e-mail on theInternet. Therefore, any access issues thatstudents with disabilities might face havealready been resolved before enrolling in thecourse. Their own computer systemsprovide whatever accommodations they
need in this area. E-mail communicationbetween individual students and courseadministration staff, the instructor, andother students is accessible to all parties,regardless of disability. E-mail can be usedto deliver the syllabus, lessons, assignments,and reminders. "Guest speakers" withdisabilities can also join the e-mail-basedcourse discussions. Students can also turn intheir assignments and tests using thisaccessible tool.
Real-Time "Chat"Some distance learning courses employ real-time "chat" communication in their courses.In this case, students communicatesynchronously (at the same time), ascompared to asynchronously (not necessar-ily at the same time as in electronic mail).Besides providing scheduling challenges,synchronous communication is difficult orimpossible for someone who cannotcommunicate quickly. For example,someone with a learning disability whotakes a long time to compose her thoughtsor someone with Cerebral Palsy whoseinput method is slow may not be fullyincluded in the discussion. If you choose touse this type of tool, be sure to make itoptional or to provide an alternate,equivalent assignment for those who cannotfully participate.
Web PagesThe most common tool used in distancelearning classes is the World Wide Web.
(Optional: We will now watch a short videotape,World Wide Access: Accessible Web Design,which demonstrates the Web access challengesthat people with disabilities face and solutionsfor meeting these challenges.)
168. 166
Guidelines for making Web pages accessibleto everyone are included in your handout,World Wide Access: Accessible Web Design.
Show videotape,"World Wide Access:Accessible Web Design"(11 minutes).
Your Web pages should be designed to be"device-independent." Device-indepen-dence means that a person may interactwith Web pages using a wide variety ofinput and output devices (e.g., mouse,keyboard, voice). If, for example, a selectioncan only be made with a mouse or otherpointing device, someone who is usingspeech input or a keyboard alone will not beable to activate the function. Following thisguideline benefits people with a variety ofsystem configurations.
Web pages for a distance learning classshould be tested with a variety of monitors,computer platforms, and Web browsers.One of the test browsers should be text-only,such as Lynx, a Web browser developed atthe University of Kansas. If a Web pagemakes sense with Lynx, then most peoplewith sensory impairments can read it, too.Another good accessibility test is todetermine if all functions at a Web site canbe accessed using a keyboard alone. A Website can also be tested for accessibility usingthe HTML validator programs listed in yourhandout.
If, in some cases, it is not possible to make aspecific feature of your Web site accessible,be sure to develop an accommodationstrategy. For example, provide text-onlyinformation for a student who is blind if a
particular part of your Web site cannot bemade accessible to him. The key is to assurethat the student has full access to thecontent of your course.
If universal design principles are employedin Web page development, people withcharacteristics other than disabilities willalso benefit from the design. They includepeople working under environmentalconstraints such as in noisy or noiselessenvironments; people whose hands or eyesare occupied with other activities; people forwhom English is a second language; peopleusing older, outdated computer equipment;and individuals using monochromemonitors.
TeleconferencingSometimes, on-line courses includeteleconferencing opportunities for studentsto communicate in small groups. This modeof communication creates scheduling andaccess challenges for everyone. It is alsoinaccessible to a student who is deaf. If youchoose to use teleconferencing for smallgroup discussion in your course, you mightwant to provide it as an option or give allstudents an alternative assignment ifappropriate (for example, to conduct thediscussion on-line.) Or, a student who isdeaf can participate by using a relay system,where someone translates his printed inputvia TTY into speech. Consult with thestudent about the best option for him.
Printed MaterialsSome distance learning courses use printedmaterials to support Internet-basedinstruction. Students who are blind or whohave specific learning disabilities that affecttheir ability to read may require thesematerials in alternative formats. Making thetext of printed materials available on-linemay provide the best solution. You can also
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contact the campus disabled studentservices office to discuss options forobtaining printed materials in alternativeformats (include campus-specific informationhere).
VideotapesIdeally, if a videotape is one of the coursematerials, captioning is available for thosewho have hearing impairments and audiodescription (which describes aurally thevisual content) is provided for those whoare blind. If the publisher does not makethese access options available, the distancelearning program should have a system inplace to accommodate students who havesensory impairments. For example, theinstitution could hire someone to describevisual material to a blind student or signaudio material for a student who is deaf. Oryou could work with the publisher toprovide, in accessible format, a transcriptionof the content.
When universal design features areemployed, you will minimize the number ofspecial accommodations that will be neededby students with disabilities who enroll inyour class.
Discussion Questions(Ask participants the following or similarquestions for discussion.)
1. What are the ethical and legal issuesrelated to providing students withdisabilities access to distance learningcourses?
2. In our institution, who should beresponsible for assuring that distancelearning courses are accessible toindividuals with disabilities?
3. What are the benefits of employinguniversal design principles in distanceeducation rather than focusing only ondisability issues?
Case Study(Consider discussing a case from the Presenta-tion Tips section of this notebook. Case #6 onpage 77 would be appropriate.)
ConclusionAs our program comes to an end, I'd like toask what was the most significant insight orquestion you had today? Please feel free toshare a brief comment with the group.
I hope this program has given you a clearunderstanding of the impact that thecombination of computers, adaptivetechnology, and electronic resources canhave on the lives of people with disabilities.Faculty and administrators have a legalresponsibility to assure equitable access toresources and services. The informationprovided in this program gave you tools tobegin implementing universal designprinciples in developing and updating yourdistance learning courses. Applying theseguidelines will help level the playing fieldfor people with disabilities.
Resources
Show visual# 2 with yourcampusresources.
Resources
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Here are some resources that might beuseful to you as you work to maximizeeffective communication with all students inyour classes. (Elaborate.)
Show visual# 3.
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For comprehensive information onaccommodations, a wide range of casestudies, frequently asked questions, andgeneral resources, visit The Faculty Room athttp://www.washington.edu/doit/Faculty/. Thisresource was developed at the University ofWashington as part of a nationwide projectto provide resources to faculty andadministrators so that they can make theircourses and programs accessible to allstudents. You can link to this resource from
(Arrange to make the link from yourcampus/departmental disabled student serviceshome page before the presentation.). Considerlinking to this Web site from your depart-mental Web pages for faculty.
Thank you for your time today and for yourinterest in finding ways to ensure that all ofthe students in our programs have equalopportunities to learn, explore interests, andexpress ideas.
BEST COPY AVARABLE 171
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Science/Math/Engineering Access .4:11b,gyaNt.v
PurposeAfter this presentation, faculty andadministrators will be able to:
list challenges in gaining and demon-strating knowledge of students withdisabilities in science, engineering, andmathematics classes;
discuss accommodations for studentswith various types of disabilities inscience, engineering, and mathematicscourses; and
describe a process for selectingappropriate accommodations.
LengthApproximately 45 minutes.
PresenterThe disabled student services coordinator/counselor would be responsible for settingup the overall presentation. This compre-hensive presentation can be co-presentedwith a staff member or student on campuswho has experience with people withdisabilities in science, mathematics, and/or engineering areas.
PreparationSelect presenter(s).
Develop presentation outline andactivities using the Sample Scriptprovided in this section and the ideaslisted in the Presentation Tips section ofthis notebook.
Create overhead transparencies fromthe overhead transparency templates oruse the PowerPointTm version of thevisual aids.
1=1:13131
Add contact information about resourcesavailable on your campus to theoverhead transparency or PowerPointslide entitled "Resources" and to printedpublications as appropriate.
Photocopy handout template WorkingTogether: Science Teachers and Studentswith Disabilities, and create alternativeformats as necessary.
Create and photocopy presentationevaluation instrument (see end ofInstitutionalization Strategies for ex-amples).
Link from your unit's Web page to TheFaculty Room at http://www.washington.edu/doit/Faculty/
Equipment and ToolsVHS VCR and monitor
visuals: overhead projector and transpar-encies or LCD projector, computer, andPowerPoint presentation; Internetconnection (optional)
videotape (Working Together: ScienceTeachers and Students with Disabilities)
handout (Working Together: ScienceTeachers and Students with Disabilities)
presentation evaluation instrument(pages 191-193)
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(444101.
Presentation Outline1. Distribute handout.
2. Introductions.
3. Begin presentation.
4. Introduce and play videotape.
5. Discuss possible accommodationstrategies.
6. Discuss department/campus issues.
7. Distribute and collect evaluationinstrument.
ResourcesFor further preparation for this presentation,consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/Academic/Sciencet
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Science/Math/Engineering AccessSample Script
Show visual# 78.
Science/Math/Engineering
Access
Today we will be discussing how to providefull access to science, math, and engineeringclasses to students with disabilities.
Show visual# 79. Science/Math/Engineering
Access Objectives
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The objectives for today's session include...(Paraphrase objectives on visual.)
As scientific fields make increasing use oftechnology, new opportunities emerge forpeople with a variety of abilities anddisabilities. When students with disabilitiesand science teachers form learningpartnerships, the possibilities for academicand career success multiply.
Some conditions of students with disabili-ties are visible; some are invisible. Sinceeach person's situation is unique, the bestsolutions for maximizing participation comeabout when the student and teacher worktogether to develop creative alternatives tochallenges faced by students with disabili-ties. Such challenges occur when gainingand demonstrating knowledge. In mostcases, it takes just a little creativity, patience,and common sense to make it possible foreveryone to participate and learn.
Show videotape,"Working Together:Science Teachers andStudents with Disabilities"(13 minutes).
We will view a videotape where college-bound and postsecondary students withdisabilities share their access challenges andaccommodation needs in science courses.
The students in this presentation sharedtheir experiences. Let's discuss some of theirsolutions. This information is summarizedin your handout entitled Working Together:Science Teachers and Students with Disabilities.Imagine having these students enrolled in afreshman science course at our institution.Their challenges can be broken down intotwo areas: gaining knowledge and demon-strating knowledge.
(Discuss the access challenges and solutionslisted below and in the handout. Encourage
comments, suggestions, and experiences from theparticipants.)
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Show visual#80. Challenges for Students
with Disabilities:
gaining knovAedge
demonstratIng knovdedge
Gaining KnowledgeMany students with disabilities facechallenges gaining knowledge. Examples ofspecific challenges and accommodationsfollow:
The student who has difficulty readingstandard text or graphics due to visualimpairment can benefit from materials inlarge print or Braille, on tape, or viacomputer, enlarged or tactile drawings;access to adaptive technology thatprovides enlarged, voice, and/or Brailleoutput.
The student who cannot see materials ona blackboard or overhead projector dueto visual impairment can benefit frombinoculars, verbalization of the content,and oral descriptions of all visuallydisplayed materials.
For a student who cannot read outputfrom standard equipment because of avisual impairment, you can interface labequipment with a computer and providelarge print and/or speech output; utilizescientific equipment with Braille andlarge print markings.
A student with difficulty hearing apresentation or instruction may use anFM system, interpreter, and pribted
materials. In addition, the instructor canface the student for lip-reading and usean overhead projector or blackboard.
A student who cannot hear multimediaor videotaped presentations can beaccommodated by captioned presenta-tions or an interpreter.
Students unable to participate in classdiscussions due to hearing or speech im-pairment can be accommodated withelectronic communications (e.g.,Internet); where the ability to hear orspeak is required, a portable computerwith speech output can be used.
Visual, aural, and tactile demonstrationscan be incorporated into instruction forstudents with trouble understandingconcepts due to a specific learningdisability.
A student experiencing readingdifficulties due to a learning disabilitymay benefit from extra time and accessto materials via a computer equippedwith speech and large print output andInternet access.
Students unable to take notes in classbecause of a mobility or visual impair-ment can benefit from in-class access to acomputer with adaptive technology anda word processor.
Some accommodations for studentsexperiencing problems operating labequipment and conducting labexperiments due to a mobility impair-ment may include accessible facility,adjustable-height tables, lab partner,scribe, computer-controlled labequipment with alternative inputdevices (e.g., speech, Morse code,
1741 75
alternative keyboard), and/or modifiedscientific equipment.
A student who has difficulty seeingdemonstrations or viewing lab experi-ments while seated in a wheelchair canbenefit from adjustable height tables andflexible seating arrangements.
Flexible scheduling arrangements mayassist students with difficultiescompleting assignments or labs due to ahealth impairment.
Information accessible on computers(i.e., disk, Internet) with adaptivetechnology can accommodate studentswho have problems doing research.
Demonstrating KnowledgeSome students with disabilities cannotdemonstrate mastery of a subject by writing,speaking, or by working through a problemin a lab. Many of the accommodations forgaining knowledge can help the studentdemonstrate mastery of a subject as well.Examples of other accommodations follow:
The student who has difficultycompleting and submitting worksheetsand tests because of a visual impairmentand/or a specific learning disability canbe accommodated by worksheets andtests in large print, Braille, on tape, or viathe computer, access to adaptivetechnology that provides enlarged, voice,and/or Braille as well as standard printoutput is necessary.
For students experiencing troublecompleting a test or assignment becauseof a disability that affects the speed atwhich it can be completed, the instructorcan schedule extra time or makealternative testing arrangements.
In-class access to a computer withalternative input (e.g., Morse code,speech, alternative keyboard) devicescan benefit students who cannotcomplete a test or assignment due to theinability to write.
Case Study(Consider having participants discuss a case.Case #2 on page 69 in the Presentation Tipssection of this notebook would be appropriate.)
ConclusionAccommodations for students withdisabilities can be complex and expensive.However, most accommodations areinexpensive and simply require creativeproblem solving on the part of the students,instructors, and services.
Resources
Show visual# 2 with yourcampusresources.
Resources
Here are some resources that might beuseful to you as you work to maximizeeffective communication with all students inyour classes. (Elaborate.)
175
1 76
Show visual# 3.
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For comprehensive information onaccommodations, a wide range of casestudies, frequently asked questions, andgeneral resources, visit The Faculty Room athttp://www.washington.edu/doit/Faculty/ Thisresource was developed at the University ofWashington as part of a nationwide projectto provide resources to faculty andadministrators so that they can make theircourses and programs accessible to allstudents. You can link to this resource from
(Arrange to make the link from yourcampus/departmental disabled student serviceshome page before the presentation.). Considerlinking to this Web site from your depart-mental Web pages for faculty.
Thank you for your time today and for yourinterest in finding ways to ensure that all ofthe students in our programs have equalopportunities to learn, explore interests, andexpress ideas.
176
Accommodating Students with LearningDisabilities
PurposeDuring this presentation faculty andadministrators will become more aware of:
types of learning disabilities and howthey impact learning, participation, anddemonstration of knowledge in class;
typical accommodation strategies forstudents with learning disabilities; and
how teclmology can be used to helpstudents with learning disabilitiesachieve academic and career success.
LengthApproximately one hour.
PresenterThe disabled student services coordinator/counselor would be responsible for settingup the overall presentation. This compre-hensive presentation can be co-presentedwith a staff member who has experiencewith people with disabilities, or a studenton campus with a learning disability.
PreparationSelect presenter(s).
Develop presentation outline andactivities using the Sample Scriptprovided in this section and the ideaslisted in the Presentation Tips section ofthis notebook.
Create overhead transparencies fromoverhead transparency templates or usethe PowerPointTm version of the visualaids.
Add contact informationabout resources available on yourcampus to the overhead transparency orPowerPoint slide entitled "Resources"and to printed publications as appropri-ate.
Photocopy handout template WorkingTogether: Computers and People withLearning Disabilities, and create alterna-tive formats as necessary.
Create and photocopy presentationevaluation instrument (see end ofInstitutionalization Strategies for ex-amples).
Link from your unit's Web page to TheFaculty Room at http://www.washington.edu/doit/Faculty/.
Equipment and ToolsVHS VCR and monitor
visuals: overhead projector and transpar-encies or LCD projector, computer, andPowerPoint presentation; Internetconnection (optional)
videotape (Working Together: Computersand People with Learning Disabilities)
handout (Working Together: Computers andPeople with Learning Disabilities)
presentation evaluation instrument(pages 191-193)
177
178
Presentation Outline1. Distribute handout.
2. Introductions.
3. Begin presentation.
4. Introduce and play videotape.
5. Discuss accommodation strategies forstudents with specific learning disabili-ties.
6. Discuss department/campus issues.
7. Summarize resources.
8. Distribute and collect evaluationinstrument.
ResourcesFor further preparation for this presentation,consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/Disability/LW.
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178
1 Z9
Accommodating Students withLearning Disabilities:Sample Script
Show visual# 81.
AccommodatingStudents with
LearningDisabilities
Today we will be discussing how to providefull access to college courses for studentswith learning disabilities.
Show visual# 82. Accommodating Students
with Learning DisabilitiesObjectives
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3. Daman how achndogy can Co used Inhdpsticanb Mt learning diablIei=nese ccadmic and caw DICCM.
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Objectives for today's session include...(Paraphrase objectives on visual.)
What is a Learning Disability?"Learning disabilities" refer to a group ofdisorders manifested by significant difficul-ties in listening, speaking, reading, writing,reasoning, or mathematical abilities. Aspecific learning disability in most situationsis a "hidden disability." T'here are no out-ward signs of a disability such as a whitecane or wheelchair. A learning disability isunique to the individual and impacts learn-ing in a variety of ways.
te;
Show visual# 83. Criteria tor Being
Diagnosed with a LearningDisability:
nava awned. or Wane awragaInanagenca.
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shca a mere dscrapncy telmenadialarnant and ntaIganon.
Generally speaking, someone may be diag-nosed with a learning disability if he or sheis of average or above-average intelligenceand there is:
a lack of achievement at age and abilitylevel, and
a severe discrepancy between achieve-ment and his intellectual ability.
An untrained observer may conclude that aperson with a learning disability is "lazy" or"just not trying hard enough." He may havea difficult time understanding the largediscrepancy between reading comprehen-sion and verbal skills. The observer seesonly the input and output, not the process-ing of the information.
Show visual# 84. lYpes of Learning
Disabilities
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Learning disabilities usually fall within fourbroad categories: spoken language, whichaffects listening and speaking; written
1791 80
language, which affects reading, writing andspelling; arithmetic which affects calculationand concepts; and reasoning which impactsorganization and integration of ideas andthoughts.
A person with a learning disability mayhave discrepancies in one or all of thesecategories. The effects of a learningdisability range from mild to severe.Learning disabilities may also be presentalong with other disabilities such asmobility or sensory impairments. Oftenpeople with Attention Deficit Disorder/Attention Deficit Hyperactive Disorder(ADD/ADHD), although usually notclassified as a learning disability itself, alsohave learning disabilities.
There are specific types of learning disabili-ties.
An individual with Dysgraphia has adifficult time with the physical task offorming letters and words using a penand paper and has difficulty producinglegible handwriting.
A person with Dyscalculia has difficultyunderstanding and using math conceptsand symbols.
Language comprehension of a personwith Dyspraxia does not matchlanguage production. She may mix upwords and sentences while talking.
A Nonverbal Learning Disorder isdemonstrated by below-average motorcoordination, visual-spatial organization,and social skills.
An individual with Dyslexia may mixup letters within words and wordswithin sentences while reading. He may
also have difficulty spelling wordscorrectly while writing; letter reversals arecommon. Some individuals with Dyslexiamay also have a difficult time withnavigating and route finding using right/left and/or compass directions.
AccommodationsStudents with specific learning disabilitiesmay have difficulties acquiring knowledgeand/or demonstrating knowledge. For astudent who has a learning disability,auditory, visual, or tactile information canbecome jumbled at any point when it istransmitted, received, processed, and/orretransmitted. It may take longer for somestudents who have learning disabilities toprocess written information, makinglengthy reading or writing assignments ortests difficult to complete in a standardamount of time. Some students who havelearning disabilities may find it difficult toprocess and digest oral instruction andlectures. Some students who have learningdisabilities may be able to organize andcommunicate their thoughts in a one-to-oneconversation, but may find it difficult toarticulate those same ideas in a noisyclassroom.
Show visual# 14. A ccomm °don ons for
Specific Learning Dicabilitios
Welder end. naolawd dna sea.alms
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Examples of accommodations for studentswith learning disabilities include note-takersand scribes; visual, aural, and tactiledemonstrations incorporated into
1801 81
directions; computers with speech output,spell checker, and grammar checker; courseand lecture outlines; and extra time oralternate testing arrangements.
Show visual# 15. Accommodations for
Specific Learning Di meddles,continued
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AssIvnents °nen In echtura
Crenpeler *In emech unpin, spanMelee 0. waren° mod°
Ereni omm Irre.cwOt InsInaenlivener.
Audiotaped class sessions, textbooks ontape, a tape recorder in class, and assign-ments in advance are also commonaccommodations for students with learningdisabilities.
Technology and LearningDisabilitiesTechnology can play a role in helpingpeople with learning disabilities findsuccess in academics and careers. Technol-ogy tools do not "cure" a specific learningdisability; they compensate rather thanremedy. With appropriate strategies, theperson with a learning disability can apply hisintelligence and demonstrate his knowledgeusing computer and adaptive technology.Trial and error may be required to find a set ofappropriate tools and techniques for a specificindividual. The person with the disabilityshould help to determine what works andwhat does not. Once basic tools and strategiesare selected, they can be "test driven,"discarded, adapted, or refined.
Next we will view a short videotape in whichhigh school and college students with learningdisabilities discuss their challenges and howtechnology plays a role in their success inschool. Your handout entitled Working
Together: Computers and People with LearningDisabilities summarizes the content of thisvideotaped presentation.
Show videotape,"Working Together:Computers and Peoplewith Learning Disabilities"(10 minutes).
Discussion(Facilitate a discussion using the questions belowand/or others.)
Do any of you have examples of how youhave effectively (or not effectively) workedwith students with specific learningdisabilities?
What challenges did you encounter? Whataccommodation were successful/unsuccessful?
Are there any questions about accommo-dating students with learning disabilitieson our campus?
Case Study(Consider having participants discuss a case.Case #1 on page 67 in the Presentation Tipssection of this notebook would be appropriate.)
ConclusionMost students with learning disabilities arebright and motivated to learn. However,academic failures can lead to low self-esteem and reduced motivation. Students,technology staff, and instructors can worktogether to develop appropriate accommo-dations, including the use of technology,that will lead to positive postsecondary andcareer outcomes for students with learning
181
Resources
Show visual# 2 with yourcampusresources.
Here are some resources that might beuseful to you as you work to maximizeeffective communication with all students inyour classes. (Elaborate.)
Show visual# 3. algrol... wal...isvary,
1.4
A
For comprehensive information onaccommodations, a wide range of casestudies, frequently asked questions, andgeneral resources, visit The Faculty Room athttp://www.washington.edu/doit/Faculty/. Thisresource was developed at the University ofWashington as part of a nationwide projectto provide resources to faculty andadministrators so that they can make theircourses and programs accessible to allstudents. You can link to this resource from
(Arrange to make the link from yourcampus/departmental disabled student serviceshome page before the presentation.). Considerlinking to this Web site from your depart-mental Web pages for faculty.
Thank you for your time today and for yourinterest in finding ways to ensure that all ofthe students in our programs have equalopportunities to learn, explore interests, andexpress ideas.
182
183
Accommodating Students with Psychiatric Disabilities ."4:4gm`IlP,
PurposeAfter this presentation faculty andadministrators will be able to:
list types of psychiatric disabilities andhow they affect learning;
discuss functional limitations resultingfrom psychiatric disabilities; and
list typical accommodations for studentswho have a psychiatric disability.
LengthApproximately 45 minutes.
PresenterThe disabled student services coordinatoror other staff member who has experiencewith individuals with psychiatric disabili-ties; a student with a psychiatric disabilitycould deliver some of the presentation orparticipate in discussions.
PreparationSelect presenter(s).
Develop presentation outline andactivities using the Sample Scriptprovided in this section and the ideaslisted in the Presentation Tips section ofthis notebook.
Create overhead transparencies from theoverhead transparency templates or usethe PowerPointTm version of the visualaids.
Add contact information aboutresources available to your campus tothe overhead transparency or Power-Point slide entitled "Resources" and toprinted publications as appropriate.
I=Photocopy handout templateAccommodating Students with PsychiatricDisabilities, and create alternative formatsas necessary.
Create and photocopy presentationevaluation instrument (see end ofInstitutionalization Strategies for ex-amples).
Link from your unit's Web page to TheFaculty Room at http://www.washington.edu/doit/Faculty/
Equipment and ToolsVHS VCR and monitor
visuals: overhead projector and transpar-encies or LCD projector, computer, andPower Point presentation; Internetconnection (optional)
handout (Academic Accommodations forStudents with Psychiatric Disabilities)
presentation evaluation instrument(pages 191-193)
Presentation Outline1. Distribute handouts.
2. Introductions.
3. Begin Presentation.
4. Discuss possible accommodationstrategies.
5. Discuss department/campus issues.
6. Distribute and collect evaluationinstrument.
183
184
ResourcesFor further preparation for this presentation,consult The Faculty Room at http://www.washington.edu/doit/Faculty/Strategies/Disability/Psycht
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184
E411
Accommodating Students withPsychiatric Disabilities:Sample Script
Show visual# 85.
AccommodatingStudents with
PsychiatricDisabilities
Today we will be discussing how to accom-modate students with psychiatric disabili-ties for full inclusion in your courses.
Show visual# 86. Accommodating Studento
with Psythiedric DisabilitiesObjectives
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2. DEsal to haw manta haat awesImpact barring
3. Maas typal arcommaaams lasluana Ma hale plc/1101c casual.las.
Objectives for today's session include...(Paraphrase objectives on visual.)
Show visual# 87. Mental Illness
A dewed:able mental deadercausing severe dourbaloasin thinking. feeling raiding.landlord bananaat oldsubstartdly dftnishad mown,for monomer the ordinarydemands of kte.
What is a Psychiatric Disability?
A person with a "psychiatric disability" hasa diagnosable mental illness causing severedisturbances in thinking, feeling, relating,and/or functional behaviors that results in asubstantially diminished capacity to copewith the demands of daily life demands.
According to the National Center for Educa-tional Statistics (1999), more than 400,000students enrolled in postsecondary institu-tions report having a mental illness or emo-tional disturbance. A mental illness may re-sult in a psychiatric disability.
A psychiatric disability is a hidden disabil-ity; it is typically not apparent to others.However, students with psychiatric disabili-ties may experience symptoms that interferewith their educational goals, which may in-clude, yet are not limited to:
heightened anxieties, fears, suspicions, orblaming others;
marked personality change over time;
confused or disorganized thinking;strange or grandiose ideas;
difficulty concentrating, making deci-sions, or remembering things;
extreme highs and/or lows in mood;
denial of obvious problems and/or astrong resistance to offers of help; and
thinking or talking about suicide.
185
186
Psychiatric Diagnosis
Show visual# 88. Psychiatric Disabilities
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These diagnoses are defined by theAmerican Psychiatric Association.
DepressionThis is a mood disorder that can begin atany age. Major depression may be character-ized by a depressed mood most of each day,a lack of pleasure in previously enjoyedactivities, thoughts of suicide, insomnia, andconsistent feelings of worthlessness or guilt.
Bipolar Affective Disorder (BAD,previously called Manic DepressiveDisorder)BAD is a mood disorder with revolvingperiods of mania and depression. In themanic phase, a person might experienceinflated self-esteem, high work and creativeproductivity, and decreased need to sleep. Inthe depressed phase, the person experiencesthe symptoms of depression (see above).
Borderline Personality Disorder (BPD)BPD is a personality disorder whichincludes both mood disorder and thoughtdisorder symptoms. This diagnosis has bothbiological and environmental determinants.Individuals diagnosed with BPD may haveexperienced childhood abuse and familydysfunction. They may experience moodfluctuations, insecurities and mistrust,distortion of perceptions, dissociations, anddifficulty with interpersonal.relationshipsand limited coping skills.
SchizophreniaThis is a thought disorder that can cause aperson to experience delusions, hallucina-tions and paranoia. Schizophrenic individu-als typically demonstrate concrete thoughtprocessing and appreciate structure androutines.
Anxiety DisordersThese are mood disorders in which theindividual responds to thoughts, situations,environments and/or people with fear andanxiety. Anxiety symptoms can disrupt aperson's ability to concentrate and focus ontasks at hand. Symptoms may be inresponse to real or imagined fears. Specificanxiety disorders include GeneralizedAnxiety Disorder, Obsessive-CompulsiveDisorder, Panic Disorder, Social and SpecificPhobias, and Post Traumatic Stress Disorder.
Functional Limitations
Show visual# 89.
Function] Lim! Id lone MayAffect Academic Performance
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These functional limitations related to psy-chiatric disabilities may affect academic per-formance and may require accommodations(Center for Psychiatric Rehabilitation, 1997).
Difficulty with medication side effects:side effects of psychiatric medicationsthat may affect academic performanceinclude drowsiness, fatigue, dry mouth,thirst, blurred vision, hand tremors,slowed response time, and difficulty ini-tiating interpersonal contact.
186187
Screening out environmental stimuli:an inability to block out sounds, sights,or odors that interfere with focusing ontasks. Limited ability to tolerate noiseand crowds.
Sustaining concentration: restlessness,shortened attention span, distraction,and difficulty understanding or remem-bering verbal directions.
Maintaining stamina: difficulty sustain-ing enough energy to attend a whole dayof classes on campus; combating drowsi-ness due to medications.
Handling time pressures and multipletasks: difficulty managing assignments,prioritizing tasks, and meeting dead-lines. Inability to multi-task work.
Interacting with others: difficulty get-ting along, fitting in, contributing togroup work, and reading social cues.
Fear of authority figures: difficulty ap-proaching instructors or teaching assis-tants.
Responding to negative feedback: diffi-culty understanding and correctly inter-preting criticism or poor grades. May notbe able to separate person from task(personalization or defensiveness due tolow self-esteem).
Responding to change: difficulty copingwith unexpected changes in coursework,such as changes in the assignments, duedates or instructors. Limited ability totolerate interruptions.
Severe test anxiety: anxiety to the extentthat the individual is rendered emotion-ally and physically unable to take theexam.
Instructional Strategies
Show visual# 90. Instructional Strategies
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Students with a history of psychiatric dis-abilities can be intelligent, sensitive, cre-ative, and interesting. You can employ strat-egies that will promote their success in yourclass. For example:
Address a variety of learning styles (e.g.,auditory, visual, kinesthetic, experiential,or combination of styles).
Incorporate experiential learning activi-ties.
Be prepared to set behavioral expecta-tions for all students in your class.
Embrace diversity to include people withpsychiatric disabilities.
Reasonable Accommodations
Show visual# 91.
Accommodation
the removal ofbarriers to
participation
187 188
Some students with psychiatric disabilitiesmay require accommodations to allow themequal access to classes, programs, andcoursework. An accommodation is the re-moval of a barrier to full participation andlearning. The emphasis is on access, not onoutcome. This is done by providing the stu-dent with a disability equal access to the con-tent and activities of a course, but not assur-ing success.
Each student with a disability is encouragedto register with the office that supports stu-dents with disabilities in order to receive ac-commodations. Personnel from this officetypically send instructors a letter document-ing specific accommodations required forthe student with the disability. It is the re-sponsibility of the instructor to provide theaccommodations. It is the student's respon-sibility to fulfill the academic requirementsof the course. The best solutions result whenthe instructor, student, and disability sup-port service professional work coopera-tively. Meeting as a group may facilitateproblem-solving alternatives. Respecting theprivacy of the student by not discussinghis/her disability or accommodations withothers outside of this meeting is essential.Review accommodations periodically withthe student to assess effectiveness and ad-just to changing needs.
Classroom Accommodations
Show visual# 92.
Possible ClassroomAccommodationa
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Typical classroom, exam, and assignmentaccommodations that may be recommendedby the disabled student service professionalfor a student with a psychiatric disabilityinclude:
preferential seating, especially near thedoor to allow the student to leave classfor breaks;
prearranged or frequent breaks;
beverages permitted in class;
tape recorder use;
assigned classmate as volunteerassistant;
note-taker or photocopy of another'snotes;
early availability of syllabus and textbooks;
availability of course materials (lectures,handouts) in alternative formats; and
private feedback on academic perfor-mance.
Examination Accommodations
Show visual# 93.
Poasible ExaminationAccommodatione
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Typical accommodations for students withpsychiatric disabilities taking examsinclude:
188 1S9
exams in alternative format (e.g., frommultiple choice to essay; oral, presenta-tion, role-play, or portfolio);
use of adaptive computer software (e.g.Optical Character Recognition, allowingscanned text to be read aloud by thecomputer's sound card; or speech recog-nition for converting the spoken word toprinted word on the computer screen);
extended time for test taking;
exams individually proctored, includingin the hospital;
exam in a separate, quiet and non-dis-tracting room; and
increased frequency of exams.
Assignment Accommodations
Show visual# 94.
Possible AssignmentAccommodations
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Typical assignment accommodations forstudents with disabilities include:
substitute assignments in specific cir-cumstances;
advance notice of assignments;
permission to submit assignments hand-written rather than typed (if possible);
Written assignments in lieu of oral pre-sentations, or vice versa;
assignments completed in dramatic for-mats (e.g. demonstration, role-play, andsculpture);
assignment assistance during hospital-ization; and
extended time to complete assignments.
Show visual# 95. An accommodation I or an
Individual 10 NOT "fooaonablo"If providing it Would:
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umpire sabsbalcl nitaraVal InCaacnial appall/Inas) =Natamaan.
Imp= an mac Mend& aWilma:do ado,
Not all requested accommodations are"reasonable." An accommodation is not rea-sonable if providing it would:
pose a direct threat to the health or safetyof others;
result in substantial change in an essen-tial element of the curriculum;
require a substantial alteration in themanner in which educational opportuni-ties are provided, such that the courseobjectives are altered; or
pose an undue financial or administra-tive burden to the institution.
189
190
ConclusionOn most campuses, a student with a disabil-ity must register with the disabled studentservices office in order to receive accommo-dations. Personnel from this office typicallysend instructors a letter documenting spe-cific accommodations required for thestudent. It is best when the instructor workscooperatively with the student and disabledstudent services office. It is often helpful toschedule a three-way meeting. Reviewaccommodations periodically with thestudent to assess effectiveness and adjust tochanging needs. Respect the privacy of thestudent by not discussing his/her disabilityor accommodations with others. It is impor-tant that the instructor provides the accom-modations required; it is the student'sresponsibility to fulfill the academic require-ments of the course.
Resources
Show visual# 3 with yourcampusresources.
Resources
Here are some resources that might beuseful to you as you work to maximizeeffective communication with all students inyour classes. (Elaborate.)
Show visual# 2.
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For comprehensive information onaccommodations, a wide range of casestudies, frequently asked questions, andgeneral resources, visit The Faculty Room athttp://www.washington.edu/doit/Faculty/ Thisresource was developed at the University ofWashington as part of a nationwide projectto provide resources to faculty andadministrators so that they can make theircourses and programs accessible to allstudents. You can link to this resource from
(Arrange to make the link from yourcampus/departmental disabled student serviceshome page before the presentation.). Considerlinking to this Web site from your depart-mental Web pages for faculty.
Thank you for your time today and for yourinterest in finding ways to ensure that all ofthe students in our programs have equalopportunities to learn, explore interests, andexpress ideas.
191
190
BEST COPY AVALABLE
COCO -IT Presentation Evaluation
Part One: Help us know what you learned as a result of this presentation. Please indicate youragreement or disagreement with these statements where 1= Strongly Disagree and 5= StronglyAgree. N/A = Not Applicable.
1. I am better able to find resources on mycampus to accommodate students withdisabilities.
2. I gained knowledge about legal obligationsrelating to students with disabilities.
3. I gained knowledge about specificaccommodations for students withdisabilities.
4. I gained knowledge about technologyavailable to support students withdisabilities.
Strongly StronglyDisagree Agree
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
5. Please answer the following questions with responses based on today's presentation (as opposedto what you already knew). Describe one thing you learned today about each of the following:
a. Legal issues affecting students with disabilities:
b. Campus services for students with disabilities:
c. Accommodations that can be used for students with disabilities in classes or labs:
6. Describe additional information you would like to have in order to more fully include studentswith disabilities in your courses.
192
Part Two: Please provide input to help us improve our professional development offerings.
1. Please indicate your agreement or disagreement where 1 = Strongly Disagree and 5 = StronglyAgree with the following statements. N/A = Not Applicable.
Strongly StronglyDisagree Agree
The facility for this presentation was appropriate. 1 2 3 4 5
The presenter(s) was (were) well prepared. 1 2 3 4 5
'Overall, the information presented was useful. 1 2 3 4 5
.The pace of the presentation was appropriate. 1 2 3 4 5
.The question and answer time was useful. 1 2 3 4 5 N/A"The handouts will be useful. 1 2 3 4 5 N/A
2. Which part of the presentation/material was the most useful to you and why?
3. Describe what could make the presentation more useful.
4. To whom would you recommend a workshop on this topic (check all that apply)?FacultyTeaching AssistantsAdministratorsOther (please specify):
5. The length of the presentation was: about right too short too long
6. The amount of material was: about right not enough too much
Part Three: Please tell us about yourself:
Male FemaleFaculty AdministratorTeaching Assistant Other
Have you ever provided an accommodation to a student with a disability? Yes NoIf yes, please give an example:
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1. Please indicate your agreement or disagreement with these statements where1= Strongly Disagree and 5= Strongly Agree. N/A = Not Applicable.
Strongly StronglyDisagree Agree
I am better able to find resources on my campus to accommodatestudents with disabilities. 1 2
I gained knowledge about legal obligations relating to studentswith disabilities. 1 2
I gained knowledge about specific accommodations for studentswith disabilities. 1 2
I gained knowledge about technology available to support studentswith disabilities. 1 2
The presenter(s) was (were) well prepared. 1 2
Overall, the information presented was useful. 1 2
The handouts will be useful. 1 2
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4 5 N/A4 5
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2. The length of the presentation was: about right too short too long3. The amount of material was: about right not enough too much4. Please tell us about yourself: Male Female
Faculty Administrator Teaching Assistant Other
Please make specific comments about this presentation on the back of this form.
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FREQUENTLY ASKED QUESTIONS (FAQs)
In this section common questions asked bypostsecondary faculty and administratorsare presented along with answers to thesequestions. The content and organization isconsistent with The Faculty Room Web site atwww.washington.edu/doit/Faculty/.
LOW VISION
Q TERMINOLOGY: What are the differ-ences between "low vision," "visualimpairment," and "blindness?"
A Standard vision is measured as 20/20. Aperson is considered "visually im-paired" if she can see no better than 20/70 with correction in her better eye. Thismeans she can see at 20 feet what peoplewith standard vision see at 70 feet. If anindividual's vision is no better than 20/200, she is considered legally blind. Aperson is also considered "legally blind"if his central vision is no greater than 12degrees (i.e., he has limited peripheralvision and appears to be seeing things asif looking through a tube or straw). Aperson is typically referred to as "totallyblind" or "black blind" if he has nousable sight. "Low vision" or "limitedvision" usually refers to someone whohas a visual impairment but is not to-tally blind.
Q TEXT ENLARGEMENT: How much doI need to enlarge handouts for someonewith low vision?
A Ideal print size will depend upon theneeds of the individual. The student isthe best source of information regarding
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preferred print size. However, large printis usually defined as 16- to 18-point boldtype, depending on the typeface used.A standard Roman typeface, using upperand lower cases, is more readable thanitalicized, oblique, or condensed fonts.To enlarge print from standard 12-pointtext to 16- or 18-point, use a 150-165%enlargement setting on a photocopier.For documents in electronic form, en-large the font size before printing.
Q TEXT: Other than enlarging the size,how should I adapt text for handouts toaccommodate students with low vision?
A There are several ways:
Use a Roman type standard serif orsans-serif font, size 16-point or 18-point.These fonts tend to have more spacebetween letters (i.e., non-condensed).
Print text using the highest contrastpossible. Light or white letters printed ona dark background are usually morereadable than dark letters on a whitebackground. High contrast can be diffi-cult to achieve with colored type on acolored background. It is important tocheck with the student to see what typeof contrast he prefers.
Allow extra line space between the linesof text. The spacing should be at least 25-30% of the point size. For example, whenusing a 16-point font, there should be atleast four spaces between the lines oftext.
Extra-wide margins and the ability toopen a printed document flat are helpfulif the document is bound.
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Use paper with matte finish, which iseasier to read than a glossy finish.
Remember, the student is the best source ofinformation about preferred text characteris-tics.
Q LITERATURE SEARCHES : How does astudent with low vision conduct a litera-ture search and access the electronic andlibrary resources in preparation for awriting assignment?
A Many students with low vision are ableto access library catalogs and otherdatabases on the Internet to search forrelevant articles and books as long ascomputers are equipped to enlarge texton the screen and/or read the screenwith speech output software. Studentsmay also work with library staff or thedisability services office to request alibrary assistant.
Q LIBRARY MATERIALS: What arestrategies that can be used by studentswith low vision to access printed librarymaterials?
A Pages can be enlarged with a photo-copier for a student able to read largeprint. An article can be scanned andaccessed by a computer with speechand/or large-print output. A closed-circuit television (CCTV) can enlarge theprinted material for the student. Areader may read the article aloud to thestudent. The disabled student servicesoffice may be asked to prepare printedarticles in an alternate format or providea reader.
BLINDNESS
Q TEST TAKING: Does a student who isblind require extended time on tests?
A A student who is blind or who has lowvision may require up to double the timethat is allotted sighted peers due toextended time necessary to utilize ac-commodations.
Q VIDEOTAPES: How can a student whois blind follow a video?
A If all essential information contained inthe video is provided verbally and ifanother person watching the videodescribes important visual content, thestudent who is blind can benefit from thevideo. Ideally, videotapes are availablewith audio description, which includesextra spoken content.
Q How can a student who has a visualimpairment participate in labs thatrequire computer graphing?
A A student who has low vision may beable to use graphing software if the textand graphics on the screen can be en-larged using either features built into theoperating system or adaptive software.A student who is completely blind canwork with a partner who can describethe graphs.
Q FOREIGN TRAVEL: How can a studentwho is blind navigate in a foreign place?
A That depends on the student, the natureand length of the trip, and the destina-tion. When in doubt, it is best to ask thestudent how she plans to get around and
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whether assistance will be needed.Traveling with a sighted partner ishelpful but some students are comfort-able navigating and asking for directionon their own. The student may enlist thesupport of the disabled student servicesoffice for resources and development ofa plan. If the student is traveling in agroup, other members of the group maybe able to serve as sighted guides whennecessary.
Q LITERATURE SEARCHES ANDACCESS: How does a student who isblind conduct a literature search andaccess the literature in preparation for awriting assignment?
A Many students who are blind are able toaccess library catalogs and other data-bases on the Internet to search for rel-evant articles and books. They may thenorder the articles on-line or ask a librar-ian or another person for assistance.Alternative methods of reading thematerials include:
They may be enlarged with a photo-copier (if they are able to read largeprint).
A reader may read them aloud.
Articles may be computer scanned andaccessed by a computer with speechoutput.
The university's disabled student ser-vices office may be asked to prepare thearticles in an alternate format (e.g., audiotape).
Q CLASS DISCUSSIONS: Does a studentwho is blind need accommodations tobenefit from class discussions?
A It is most helpful if all speakers identifythemselves by name prior to respondingto a question or making a discussioncomment. Any demonstration or visualaides will also need to be verbally de-scribed.
DEAF OR HARD OF HEARING
Q COMMUNICATION: What is the bestway to speak to a student with a hearingimpairment?
A Face the student as you speak. Do notoveremphasize words. Speak clearly andat a normal speed. Communicate in aquiet area if possible. Do not obstruct thestudent's view of your lips; keep yourhands and other objects away from yourface while you are speaking. Mustachescan make lip-reading more difficult.
Q LECTURES: What can I do to make surea student who is hard of hearing canaccess spoken information in a largelecture?
A Do not turn your back to the group.Avoid lecturing against a window sincethe light through the window may throwa shadow over your mouth, making lip-reading difficult. Finally, avoid obscur-ing your mouth with books, hands, orother materials.
Q TELEPHONE: How do individuals withhearing impairments communicate bytelephone?
A There are three different kinds of tech-nology used for telephone communica-tion.
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1. The TTY, TDD, and TT acronyms areused interchangeably for the samemechanical teleprinter equipment. TTYmeans "TeleTYpe." TDD stands for"Telecommunications Device for theDeaf," and TT stands for "Text Tele-phone." A TTY is used by a person whodoes not have enough functional hearingto understand speech even withamplification. Users of this systemcommunicate through typed text.
2. Amplification devices can be added totelephones to allow people who are hardof hearing to benefit from enhancedvolume. Amplification can be providedthrough the handset, headset, in-lineamplifier, portable amplifier, or a controlon a telephone base. Cellular telephonescan also be used with amplificationdevices.
3. A third method is through a relay sys-tem. A relay service is used when onlythe person with a hearing impairmenthas a TTY/TDD/TT. The person with ahearing impairment types her part of theconversation into a TTY and the messageis read by a relay operator who also hasa TTY. The relay operator reads themessage to the hearing party. As thisparty responds orally, the relay operatortypes what is spoken into the TTY unitwhich is read by the person who has ahearing impairment.
Q TTY/TDD/TT: How does a TTY/TDD/TT work?
A A TTY, (TeleTYpe) TDD, (Telecommuni-cations Device for the Deaf ), or TT (TextTelephone) refers to one piece of equip-ment with a small keyboard and visualdisplay. The person using the equipmenttypes what they would like to say and
the text is shown on the display. TTYsuse a coupler or modem to convertelectric impulses into acoustic signalswhich are then transmitted to a tele-phone receiver. The signals are sent tothe receiver's TTY and are converted intotext messages. In order for a person touse a TTY, the individual at the otherend of the conversation must also haveone or they must use a relay service,whose operator has a TTY.
Q VIDEOS: I use several instructionalvideotapes in my courses; how can Imake sure students with hearing impair-ments are able to access the content?
A Video or film information can be ac-cessed by those who cannot hear theaudio in three ways: a) captioning, b)sign-language interpreting, or c) tran-scribing. Closed captioning requires theuse of a television decoder to view thecaptioning. Open captioning displays thetext automatically during every viewing.No special equipment is needed to viewopen captioning. Ask the publisher forcaptioned versions of videotapes you usein class. If a captioned version of a video-tape is not available, a sign languageinterpreter can translate verbal informa-tion from the video for a student whoknows sign language. Transcription canbe provided as a last resort. Ask thevideotape publisher for a transcript ofthe tape. Be sure the student has time toread the transcript before the videotapeis shown since she cannot read the scriptand watch visual content at the sametime.
Q CAPTIONING: How do I caption videosthat I create?
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A Your videos can be captioned on yourcampus if the proper equipment andexpertise is available, or they can be sentout to a captioning service for a fee.Check with your video productioncenter or disabled student services officeto find out if this service is provided oncampus. Video productions presented onyour Web site can be captioned usingMagpie software from the NationalCenter on Accessible Media at http://ncam.wgbh.org/richmedia.
Q ASSISTIVE LISTENING DEVICES(ALDs): What are ALDs?
A ALDs are Assistive Listening Devices.They consist of a microphone/transmit-ter positioned close to the speaker'smouth that sends the speaker's voicethrough the air or by cable to the re-ceiver worn by the student. ALDs canprovide clear sound over distances,eliminating echoes and reducing thedistraction of surrounding noises, allow-ing the student to more easily attend tothe instructor.
LEARNING DISABILITIES
Q TEACHING AND CLASSROOMACCOMMODATION: How can Ipresent information (e.g., written, oral,hands-on activities, demonstrations, andvideotaped formats) adequately to teachstudents with learning disabilities in myclass?
A Presenting content using multiple modes(e.g., written, oral, hands-on activities,demonstrations, and videotaped for-mats) benefits all students and may
reduce the need for specific accommoda-tions for students with many types ofdisabilities. However, some studentswith learning disabilities will still re-quire specific accommodations. Accom-modations should be individualized andmay change over time as a student'sneeds change or the course requiresdifferent types of work. Access is mosteasily addressed if the course content isclearly outlined and there is an ongoingdialog between faculty, the disabilityservices office, and the student. Reason-able accommodations may include butare not limited to:
enlarged visual aids and handouts;
tape recording of sessions;
extended time on assignments andduring test taking;
distraction-free testing environment;
alternative evaluation options andformats (e.g., audio, portfolios);
computers with speech input and/oroutput, spell checker and grammarchecker;
note-taker/scribe/reader; and
textbooks provided on tape.
Q HANDOUTS AND TESTS: How can Iadjust testing or handout materials tomake them more "user-friendly" forstudents with a range of learning dis-abilities?
A When constructing test items, use a styleconsistent with that used during lecturesand group related test questions to-
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gether. This can help students retrieveinformation contained in their notes.Concise and well-organized handoutsthat highlight key points can also struc-ture and reinforce content.
Q DIAGNOSIS: How do I know if astudent has a specific learning disability?
A Learning disabilities are "hidden disabili-ties." It is the student's responsibility todisclose her disability and seek neces-sary accommodations. A student willusually provide documentation of herdisability to the disabled student ser-vices office. The student and/or thedisabled student services counselor willcontact you and discuss accommoda-tions as needed. During the first classsession it may be helpful to encouragestudents who need accommodations toarrange a meeting with you. Also in-clude a similar statement on your coursesyllabus. Some students choose not todisclose their disabilities and their pri-vacy should be respected by not askingthem about the possible presence of adisability.
Q COMPUTER ACCOMMODATIONS:Do all computer-based accommodationsused by students with learning disabili-ties require special hardware or softwareapplications?
A No. Many students benefit from stan-dard word-processor features. Featuressuch as spelling and grammar checkerscan help students correct spelling andgrammar errors. Word-processing pro-grams that include tools for outliningand color coding text can help peoplewith organization and sequencing diffi-culties sort their thoughts and ideas.
Q READING: How can a student with areading disability be expected to keep upwith the high level of reading content inmy course?
A There are several options students canconsider. Students can arrange to obtaintheir textbooks recorded on audiocas-settes or placed on computer disksthrough agencies such as Recordings forthe Blind and Dyslexic or the disabledstudent services office on campus. Somestudents may benefit from a computer-based reading system. These systemsconvert screen text (from disks, theInternet or e-mail) or scanned text (fromtextbooks, journals, etc.) to speech out-put. This requires the availability of anappropriate configuration of computersoftware and hardware.
Not every textbook is available on tapeor in alternate format. Choose yourtextbooks well in advance, so studentscan order these books early and preparethe accommodations before the classesbegin.
You can also assist students by offeringhandouts, tests, and other class materialsin electronic format. Materials in elec-tronic format are often easier and fasterfor the student to convert to alternateformats.
Q EXTENDING DEADLINES: Do I needto extend assignment deadlines forstudents who have learning disabilitiesthat affect their writing or students whohave limited use of their hands?
A An extended assignment deadline mightbe a reasonable accommodation forstudents with these types of disabilitiesas well as those with low vision, health,
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or psychiatric impairments. The need forand length of an extended deadlinedepends upon the student's disabilityand the nature of the assignment. Con-sult the staff at your disabled studentservices office regarding the most appro-priate accommodation for a specificstudent.
Q LOW-TECH: What are some "low-tech"strategies that students with learningdisabilities use to achieve academicsuccess?
A Some simple accommodations do notrequire computers. Low-tech solutionssuch as post-it notes, daily organizers,and highlighter pens may be helpfulorganizers and learning tools for stu-dents with learning disabilities.
SCIENCE LABS
Q MATHEMATICS NOTATION: Howdo I transcribe mathematical and scien-tific notation into Braille?
A Contact the disability student servicesoffice to help with the transcriptionprocess. Nemeth Code Braille is a specialtype of Braille used for math and sciencenotations. Transcription can be done by aprofessional service or in-house if theproper hardware, software, and techni-cal expertise are available.
Q SCANNING MATHEMATICS ANDSCIENCE INFORMATION: Can math-ematical or scientific information beconverted to speech or Braille output forstudents with visual impairments byusing a scanner?
A Text information can be readily scannedand converted by optical characterrecognition (OCR) to Braille or speechoutput with appropriate hardware andsoftware. Current OCR technology doesnot always recognize scanned math-ematical or scientific notations accu-rately. Proofreading is an essential partof the transcription process to ensure theaccuracy of the material.
Q COMPUTER GRAPHS: How can astudent who is blind participate in labsthat require computer graphing?
A A student who has some usable sightmay be able to use graphing software ifthe text and graphics on the screen canbe enlarged using either features builtinto the operating system or adaptivesoftware. A student who is blind canwork with a partner who can verballydescribe the graphs.
Q TACTILE DIAGRAMS: What are tactilediagrams?
A Tactile diagrams are raised line draw-ings (similar to Braille) that can be usedto transmit visual information such asthat found in graphs, chemical struc-tures, and biological drawings. Tactilediagrams are created by using computersoftware files or a line drawings ofimages. Diagrams are transferred totactile image paper and a thermal imageenhancer "burns" the raised lines intothe paper. Tactile drawings are typicallyused by individuals who are blind.Tactile diagrams can be accessedthrough a diagram library, or they can becreated with the equipment just de-scribed. Your campus disability studentservices staff can help you procure tactilediagrams if a student needs them as an
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accommodation in your course. A goodsource for information on tactile dia-grams and a tactile diagram library canbe found at Purdue University at http://www.taevisonline.purdue.edu/.
Q DEAF OR HARD OF HEARING: Do Ineed to make any special adjustments ina laboratory for a student who is deaf?
A Yes. Provide written instructions, cap-tioned video instructions, and/or dem-onstrations prior to the lab. Safety proce-dures should also be reviewed with thestudents and visual lab warning signals(e.g., flashing lights) need to be in place.It may also be helpful to provide prefer-ential seating so the student can easilyview demonstrations and watch theinstructor. It is important to rememberthat students who use a sign languageinterpreter or read lips may have diffi-culty simultaneously observing a dem-onstration while watching the interpreteror reading lips. Discuss lab activitieswith the student as he is the best sourceof information about his needs.
MOBILITY IMPAIRMENTS
Q LAB ACCESSIBILITY: Are there anystandards for lab accessibility for stu-dents with mobility impairments?
A There are no overall standards for settingup science labs as needs vary consider-ably depending on the subject, the physi-cal facility, and the physical abilities ofeach student. Specifications for wheel-chair accessibility to the facility, how-ever, do exist. For example, doors needto be 32-inches wide and thresholdsshould be no higher than 1/2-inch.
Ramps and/or elevators need to beprovided as an alternative to stairs, anda wheelchair-accessible restroom needsto be close by. There are also generalguidelines that can enhance access to thephysical space and equipment in thelaboratory. For example, aisles should bekept wide and clear. Lab tables, sinks,and other workspaces should allowwheelchair access and proper workspaceheight. At least one adjustable worksta-tion is recommended. For students withlimited use of their hands, a wide rangeof adaptive devices and/or computertechnology can provide access to labequipment that requires fine motorcoordination, dexterity, and precision(e.g., clamps can be used to stabilizeobjects, or software can be used formeasuring and graphing).
Q LAB ACCESS FOR WHEELCHAIRUSERS: How can I improve the accessi-bility of my lab for a student who uses awheelchair?
A Principles of universal design promoteaccess for individuals with a wide rangeof abilities and disabilities and should beconsidered when planning and organiz-ing the physical environment. Contactyour campus disabled student servicesoffice for assistance. Examples of basicuniversal design guidelines you canreadily implement include the following:
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Make sure all routes to the lab arewheelchair accessible.
Keep aisles wide and clear.
Place handouts and other documentswithin reach from a wheelchair. Ifsome materials are inaccessible,provide a means to assist the student.
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Provide at least one adjustable tableor work space.
Make sure controls for computersand other equipment can be reachedby someone sitting in a wheelchair.
Q EMERGENCY EVACUATION: In anemergency evacuation, what is myresponsibility for a student who uses awheelchair or who has another mobilityimpairment?
A Inform the student about emergencyprocedures. Work with the student andthe disabled student services office onyour campus to develop a clear evacua-tion plan.
Q EQUIPMENT COSTS: Who is respOn-sible for ordering and paying for speciallab equipment or:making architecturalmodifications?
A It is the institution's responsibility toprovide and pay for accommodations oncampus, but the unit that pays for aspecific product or modification dependsupon campus policies and specific cir-cumstances. Typically, the unit provid-ing the program (e.g:, a deparfmentalconiputer lab) provides accommodationsfor thdt activity (e.g., adaptive computertechnology). Your disabled studentservices office may be able to answerthese questions and facilitate the acquisi-tion process.
Q FIELDWORK: My course involvesfieldwork experiences that require com-munity travel that may pose some chal-lenges for a student with a mobilityimpairment. How can I prepare?
A Consider transportation needs as well asaccessibility at each site. Prior knowl-
edge will help you respond quicklywhen the need arises. If a wheelchairuser enrolls in your class, discuss poten-tial barriers and solutions. The campusdisabled student services office may alsohave suggestions. If access to a fieldexperience cannot be provided due tounavoidable barriers, develop alterna-tive experiences or assignments.
Q HAND USE: How can a student withlimited hand function participate in myscience lab?
A You can structure the activities so thatstudents work with lab partners. Be surethe student with a disability participatesactively and is not just an observer. Forexample, a student could input data intoa laptop computer, while her partnercarries out the procedure. There are alsoa variety of ways to adapt lab equipment(e.g., enlarging tool handles, using "grip-pers") to make it accessible to someonewith limited hand function. Using com-puter controlled lab equipment withalternative input devices (e.g., speech,Morse code, switches) is another possi-bility.
HEALTH IMPAIRMENTS
Q FIELDWORK: How can a student witha health impairment manage fieldworkrequirements?
A Accommodations, if needed, can benegotiated between the instructor, thedisabled student services office, and thestudent. Selecting a site that is close tothe student's home to minimize thetransportation requirements may behelpful. The student could also be given
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priority in fieldwork selection to helpaccommodate his needs. Extending thelength of the fieldwork to allow partici-pation on a part-time basis could also beconsidered.
Q CLASS DISCUSSIONS: How can astudent with a health impairment main-tain participation in classroom discus-sions when he is frequently absent?
A There are several electronic options toconsider. On-line discussions can facili-tate discussion between students. Con-sider having students post their work onthe Web and allow peer review anddiscussion of papers, assignments, andlab results. A few "ground rules" andparticipation requirements can be set tokeep the discussion relevant and active.In addition, e-mail exchanges withprofessionals, students on other cam-puses, and community members canextend learning beyond your campus.
Q NOTE-TAKING SERVICES: What can Ido to assist students with disabilitieswho need note-taking services but arereluctant to request and recruit a fellowclassmate for copies of notes?
A Consider providing the course syllabus,instructor notes, and objectives on anaccessible Web site.
Include a statement in your syllabusencouraging students with disabilitiesneeding academic adjustments to contactthe student disability resource center.Encourage students to meet with you toimplement appropriate accommoda-tions.
If a student requests your assistance for anote-taker, offer to make a general an-nouncement in class. Have interested
student(s) meet with you after class orduring office hours to make arrange-ments. Avoid specific references to thestudent with a disability. Rather, empha-size the campus commitment to provideequal access and accommodations forqualified students in support of learning.
Q ABSENCES: How do I accommodate astudent whose disability causes her tomiss classes?
A Determine to what extent class absencesmay fundamentally interfere with thestudent completing your course objec-tives and learning outcomes. In otherwords, consider if it is essential that all,most, or some classes be attended. Theimpact of absences depends upon thenature of the course; for example, miss-ing classes in a science lab or an upper-division sociology course with regulargroup work may have a greater impactthan missing classes in a lecture-onlycourse. Consult with your campus dis-ability resource office about note-takingservices, exam accommodations (e.g.,opportunities to reschedule missedexams), and if available, on-campusaccess assistance such as disabled park-ing and/or transportation (to reducepotential fatigue factors). It is importantto note that you must not lower youracademic expectations; ultimately, thestudent is responsible for gaining theknowledge and skills required in theclass.
WRITING ASSIGNMENTS
Q GRAMMAR: How do I grade writtenessays when syntax and grammaticalerrors are evident for students who have
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a hearing loss and use American SignLanguage (ASL)?
A English is a second language for manypeople who are deaf, and therefore,presents unique challenges for the stu-dent and professor when written assign-ments are evaluated. For students whorely on American Sign Language, trans-ferring thoughts to a written form isdifficult because ASL does not have verbtenses. As a student who is deaf ex-plained, "I cannot hear the tenses inphrases such as 'I have been doing,'because American Sign Language usessymbols."
You must provide a reasonable accom-modation for a disability, but should notlower your academic standards. Correcthis grammar and syntax and assist thestudent in developing his English skills.You may wish to refer him to a tutor orwriting lab.
You may suggest that the student submittwo copies of each written assignment.This provides the opportunity to com-ment and grade an essay for content andthen to note or grade grammatical errorson the duplicate essay, as applicable tothe course criteria. The student canrewrite the essay incorporating gram-matical feedback, and place the correctedcopy in a "personal grammar journal" touse as a reference in future writing.
Q BLINDNESS: In what format can astudent who is blind turn in writtenassignments?
A In most cases, a student who is blind willtype written assignments using a com-puter that is equipped with speechoutput. The assignments can then be
submitted in print form, via electronicmail, or on computer diskette, depend-ing on the preferences of the instructor.At times, students may also choose todictate short answers to a reader whowill handwrite responses. The reader istypically provided by the campus dis-abled student services office.
INTERNATIONAL/TRAVELPROGRAMS
Q BLINDNESS: How can a student who isblind navigate in a foreign place?
A That depends on the student, the natureand length of the trip, and the destina-tion. When in doubt, it is best to ask thestudent what, if any, assistance will beneeded. Traveling with a sighted partneris helpful but some students are comfort-able navigating and asking for directionon their own. If accommodations areneeded, the student can work with yourcampus disabled student services officeto locate resources and develop a plan.When traveling in a group, other mem-bers of the group may volunteer to serveas sighted guides when necessary.
Q INTERNATIONAL ACCESS BARRIERS:What access barriers do students withdisabilities face when traveling interna-tionally?
A Academic and daily life in a foreigncountry can introduce new challengesthat may require different accommoda-tions and compromises. Accommoda-tions and needs will vary greatly de-pending on the student and the travel
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destination. During the planning pro-cess, research the access issues in thecountry to which the student will travel.Provide the student with essential infor-mation to build realistic expectations fora successful experience.
Q INTERNATIONAL TRAVEL ACCOM-MODATIONS: What accommodationsdo students with disabilities need whentraveling abroad?
A Students who study abroad will gener-ally require similar academic accommo-dations that they have used on theirhome campuses. However, the followingareas will require additional consider-ation: a) architectural barriers (manycountries do not have the same architec-tural accessibility requirements as theUnited States), b) transportation barriers,c) technology access, and d) socio-cul-tural differences. The student, the dis-ability services counselor, and an inter-national study/education abroad pro-gram advisor should plan the experiencetogether to develop realistic goals andexpectations.
Q CIVIL RIGHTS ABROAD: Are stu-dents studying abroad protected by theADA?
A While the ADA has improved access topublic transportation, travel accommo-dations, and other public and privatefacilities in the United States, theserequirements are not consistent world-wide. The student who travels to aforeign county must be prepared to copewith potential barriers. Developing self-advocacy skills, making local contacts inthe host country, as well as practicingand role-playing "what if" scenarios can
help prepare the student for potentialproblems.
Q ACCESSING EXCHANGE OPPORTU-NITIES: How can students with disabili-ties be encouraged to access interna-tional exchange opportunities?
A A recent survey was done to find outwhat happens when people with dis-abilities contact an international ex-change or disability organization insearch of information on studying,interning, or volunteering overseas. Theresults suggested the following practiceswere most helpful in encouraging indi-viduals with disabilities to participate ininternational exchange programs:
brainstorming the international ex-change possibilities with the individualto show that the organization was will-ing to Work with them;
use of a structured form or processaddressing disability-related or interna-tional exchange-related questions;
providing useful referrals (e.g., accu-rately describing the services and re-sources offered by Mobility InternationalUSA/National Clearinghouse on Dis-ability and Exchange when referring thecaller to MIUSA/NCDE); and
following the TTY or relay service eti-quette when receiving a call from a hardof hearing or deaf caller.
Source: National Clearinghouse on Disabil-ity and Exchange (NCDE), Mobility Interna-tional USA http://www.miusa.org/general/publications/frontline.html.
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This Resources section contains two parts General References and Glossary. TheGeneral References portion provides resources for general information pertain-ing to higher education and students with disabilities. The Glossary providesdefinitions of terms used in this manual.
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General References genmk..
A-Prompt (Accessibility Prompt)http://aprompt.snow.utoronto.ca/Web accessibility verifier and tool kit.
Ability: Internet Indexhttp://www.ability.org.uk/index.htmlOn-line services and Internet index forindividuals with disabilities.
Abledata8630 Fenton Street, Ste. 930Silver Springs, MD 20910800-227-0216 (toll free voice)301-608-8912 (TTY)301-608-8958 (fax)[email protected]://www.abledata.com/Information on assistive technology anddisability issues in general. Sponsored byNIDRR and the U.S. Department of Educa-tion.
Access Board1331 F St. NW Ste. 1000Washington, DC 20004-1111800-872-2253 (toll free voice)800-993-2822 (toll free TTY)202-272-0080 (voice)202-272-5449 (TTY)202-272-0081 (fax)[email protected]://www.access-board.gov/Federal agency that enforces requirementsfor access to Federally-funded buildingsand facilities, sets guidelines under theAmericans with Disabilities Act, Section 508of the Rehabilitation Act, and other federallaws, and provides technical assistance andinformation.
ADA-accessA discussion of physical access for peoplewith disabilities as well as information onprograms, services, and transportation. Tosubscribe, send a message with a blanksubject line to [email protected]. In thebody of the message type "subscribe ada-access Firstname Lastname."
ADA-lawA discussion list on the Americans withDisabilities Act, other disability-related lawsin the U.S., and similar laws in other coun-tries. To subscribe, send a message with ablank subject line to [email protected] the body of the message type "subscribeada-law Firstname Lastname."
Adaptive Environments Center374 Congress St. Ste. 301Boston, MA 02210617-695-1225 (voice /TTY)617-482-8099 (fax)[email protected]://www.adaptenv.org/Information on creating accessible environ-ments.
AdvocacyDiscussion list to promote self-advocacy bypeople with disabilities. To subscribe, send amessage with a blank subject line [email protected]. In the body ofthe message type "subscribe advocacyFirstname Lastname."
Alexander Graham Bell Association forthe Deaf3417 Volta Place NWWashington, DC 20007-2778202-337-5220 (voice)202-337-5221 (TTY)202-337-8314 (fax)http://www.agbell.org/Resources for people who are deaf.
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American Academy of Audiology8300 Greensboro Dr. Ste. 750McLean, VA 22102800-AAA-2336 (toll free voice)703-790-8466 (voice)703-790-8631 (fax)http://www.audiology.com/Audiology resources.
American Association of the Deaf-Blind(AADB)814 Thayer Ave. Ste. 300Silver Spring, MD 20910-4500800-735-2258 (toll free voice)301-588-6545 (TTY)301-588-8705 (fax)http://www.tr.wou.edu/dblink/aadb2.htrnA national consumer advocacy organizationfor people who have combined hearing andvisual impairments.
American Council of the Blind (ACB)1155 15th St. NW Ste. 1004Washington, DC 20005800-424-8666 (toll free voice)202-467-5081 (voice)202-467-5085 (fax)http://www.acb.org/An information referral and advocacyagency.
American Deafness and RehabilitationAssociation (ADARA)PO Box 727Ludsby, MD 20657410-495-8440 (voice/TTY)[email protected]://www.adara.org/A network of professionals who servepeople who are deaf or hard of hearing.
American Diabetes Association1701 N Beauregard St.Alexandria, VA 22311800-342-2383 (toll free voice)[email protected]://www.diabetes.org/General information on diabetes.
American Foundation for the Blind (AFB)Headquarters11 Penn Plaza Ste. 300New York, NY 10001800-232-5463 (toll free voice)212-502-7600(voice)212-502-7662 (TTY)212-502-7777 (fax)[email protected]://www.afb.org/A national information and referral resourcefor people who are blind or visually im-paired.
American Institute of Architects (AIA)Library and Archives1735 New York Ave. NWWashington, DC 20006800-365-ARCH (toll free voice)202-626-7493 (voice)[email protected]://www.e-architect.corn/Information on barrier-free design.
American Printing House for the Blind,Inc. (APH)PO Box 6085Louisville, KY 40206-0085800-233-1839 (toll free voice)502-895-2405 (voice)502-899-2274 (fax)[email protected]://www.aph.org/An organization that creates educational,workplace, and lifestyle products and ser-vices for people with visual impairments.
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American Psychiatric Association1400 K St. NWWashington, DC 20005888-357-7924 (toll free voice)202-682-6850 (fax)[email protected]://www.psych.org/Information on the diagnosis and treatmentof mental and emotional illness and disor-ders.
American Psychological Association750 1st St. NEWashington, DC 20002-4242800-374-2721 (toll free voice)202-336-5510 (voice)202-336-6123 (TTY)http://www.apa.org/Information and resources for educators,parents, and students.
American Speech-Language-HearingAssociation (ASHA)10801 Rockville PikeRockville, MD 20852800-498-2071 (Professional/Students tollfree voice/TTY)800-638-8255 (Public toll free voice/TTY)301-571-0457 (fax)[email protected]://www.asha.org/Information and resources on speech, lan-guage, and hearing disorders.
Americans with Disabilities Act (ADA)Home PageU.S. Department of JusticeCivil Rights DivisionDisability Rights Section NY Ave950 Pennsylvania Ave. NWWashington, DC 20530-0001800-514-0301 (toll free voice)800-514-0383 (toll free TTY)202-307-1198 (fax)http://www.usdoj.gov/crt/ada/adahoml.htmInformation and technical assistance on theAmericans with Disabilities Act (ADA).
Anxiety Disorders Association of America(ADAA)8730 Georgia Ave. Ste. 600Silver Spring, MD 20910240-485-1001 (voice)240-485-1035 (fax)http://www.adaa.org/Information on the prevention and treat-ment of anxiety disorders.
Applied Science and Engineering LabsPO Box 269Wilmington, DE 19899302-651-6830 (voice)302-651-6834 (TTY)302-651-6895 (fax)http://www.asel.udel.edu/New technologies for people with disabili-ties.
The Arthritis FoundationPO Box 7669Atlanta, GA 30357-0069800-283-7800 (toll free voice)http://www.arthritis.org/Information and resources on arthritis.
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Association for the Education and Rehabili-tation of the Blind and Visually Impaired(AER)4600 Duke St. #430PO Box 22397Alexandria, VA 22304703-832-9690 (voice)703-823-9695 (fax)http://www.aerbvi.org/Support and assistance to professionalsworking with individuals who have visualimpairments.
Association on Higher Education andDisability (AHEAD)University of Massachusetts, Boston100 Morrissey Blvd.Boston, MA 02125-3393617-287-3880 (voice)617-287-3882 (TTY)617-287-3881 (fax)[email protected]://www.ahead.org/An organization of higher education disabil-ity service providers that share informationabout research, accommodations, and legis-lation.
Barrier Free Education, DevelopingAccessible Science ExperimentsCenter for Assistive Technology andEnvironmental Access (CATEA)Georgia Institute of Technology404-894-4960 (voice/TTY)404-894-9320 (fax)http://www.catea.orghttp://barrier-free.arch.gatech.edu/Tools/calc.htmlResource for gaining access to math andscience education.
Better Hearing Institute515 King St. Ste. 420Alexandria, VA 22314703-684-3391 (voice)[email protected]://www.betterhearing.org/Information on hearing loss and hearinghealth care.
Blind Computer User [email protected]://www.city-net.corn/vipace/friends/chicago/Adaptive technology, newsletter, and usergroups for visually impaired computerusers.
Blind AdA forum for announcing new products ofinterest to people who are blind. To sub-scribe, send a message with a blank subjectline to [email protected]. In thebody of the message type "subscribeblindad Firstname Lastname."
Blind-etcA discussion/support list for people whoare visually impaired. To subscribe, send amessage with a blank subject line [email protected]. In the body ofthe message type "subscribe blind-etcFirstname Lastname."
Blind-IssuesA discussion list that deals with every dayissues that affect the lives of people who areblind and visually impaired. To subscribe,send a message with a blank subject line [email protected]. In the body ofthe message type "subscribe Blind-IssuesFirstname Lastname."
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Blindness Resource CenterNew York Institute of Special Education(NYISE)Office of Development999 Pelham Pkwy.Bronx, NY 10469718-519-7000, Ext. 315 (voice)718-231-9314 (fax)[email protected]://www.nyise.org/blind.htmInformation on universal access and on-lineresources for those who are visually impaired.
Blind-talkA discussion of topics of interest to blindand visually impaired people. To subscribe,send a message with a blank subject line [email protected]. In the body of the mes-sage type "subscribe blind-talk."
BobbyWatchfixe Group1 Hines Rd.Kanata, ON, Canada K2K3C7800-282-5951 (toll free voice)613 599-4661 (fax)[email protected]://bobby.watchfire.com/bobby/html/en-index.jspAn HTML validation program designed toassist with identifying and repairing barri-ers to Web page accessibility.
Brain Injury Association of America105 North Alfred St.Alexandria, VA 22314703-236-6000 (voice)703-236-6001 (fax)http://www.biausa.org/Information and resources on brain injuryprevention, research, education, and advocacy.
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Captioned Media ProgramNational Association of the Deaf1447 E. Main St.Spartanburg, SC 29307800-237-6213 (toll free voice)800-237-6819 (toll free TTY)800-538-5636 (fax)[email protected]://www.cfo.org/Information on captioning films and videosfor people who are deaf.
Center for Applied Special Technology(CAST)39 Cross St.Peabody, MA 01960978-531-8555 (voice)[email protected]://www.cast.org/A not-for-profit organization expandingopportunities for individuals with disabili-ties through technology.
Center for Independent Living (CIL)2539 Telegraph Ave.Berkeley, CA 94704510-841-4776 (voice)510-848-3101 (TDD)510-841-6168 (fax)http://www.cilberkeley.org/A national leader in helping people withdisabilities live independently and becomeproductive, fully participating members ofsociety.
Center for Psychiatric Rehabilitation940 Commonwealth Ave. WBoston, MA 02215617-353-3549 (voice)617-353-7700 (fax)http://www .bu.edu/sarpsych/reasaccom/educa-tips .htmlAn on-line resource for employers andeducators on reasonable accommodationsfor people with psychiatric disabilities.
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Center for Universal DesignNorth Carolina State UniversityCollege of DesignCampus Box 861350 Pullen Rd., Brooks Hall, Rm. 104Raleigh, NC 27695-8613800-647-6777 (toll free voice info line)919-515-3082 (voice/TTY)919-515-7330 (fax )[email protected]://www.design.ncsu.edu/cud-lnformation and technical assistance foruniversal design in facilities and products.
Center on Human PolicySyracuse University805 S Crouse Ave.Syracuse, NY 13244-2280800-894-0826 (toll free voice)315-443-3851 (voice)315-443-4355 (TTY)315-443-4338 (fax)[email protected]://soeweb.syr.edu/thechp/A policy, research, and advocacy organiza-tion involved in the national movement toensure the rights of people with disabilities.
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)8181 Professional Pl. Ste. 201Landover, MD 20785800-233-4050 (toll free voice)301-306-7070 (voice)301-306-7090 (fax)http://www.chadd.org/Advocacy organization for those with AD/HD.
Closed Captioning Webhttp://www.Captions.org/alphalinks2.cfm/Closed-captioned tools for people withdisabilities and links to information on jobs,movies, resources, hardware, software, andmore.
Closing the GapPO Box 68526 Main St.Henderson, MN 56044507-248-3294 (voice)507-248-3810 (fax)[email protected]://www.closingthegap.com/Information on technology for people withdisabilities.
College and Career Programs for DeafStudentshttp://gri.gallaudet.edu/Publications/#PUB1Information about programs, special ser-vices, and career areas for deaf and hard ofhearing students.
College Students with Disabilities: A DeskReference Guide for FacultyMississippi State UniversityPO Box 9727Mississippi State, MS 39762-5740800-582-2233 (toll free TTY)662-325-7917 (voice)662-325-7919 (voice)662-325-3263 (fax)http://www.educ.msstate.edu/PAACS/products/fsg_guide.htmlFaculty guide for working with studentswho have disabilities.
Crt-focusA discussion of assistive technology forpeople with disabilities. To subscribe, send amessage with a blank subject line [email protected]. In the body of themessage type "subscribe crt-focus FirstnameLastname."
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CSUNCenter on DisabilitiesCalifornia State University, Northridge18111 Nordhoff St.Northridge, CA 91330-8340818-677-2578 (voice)818-677-4929 (fax)[email protected]://www.csun.edu/cod/Sponsors annual conferences, workshopsand seminars related to computer use bypeople with disabilities.
DAteachA discussion group for teachers with dis-abilities to share information about prob-lems and solutions, to give and receivesupport, and to guide people with disabili-ties who wish to pursue a teaching career.To subscribe, send a message with a blanksubject line to [email protected] the body of the message type "subscribedateach."
Deaf-magazineA weekly periodical. To subscribe, send amessage with a blank subject line [email protected]. In thebody of the message type "subscribe deaf-magazine Firstname Lastname."
Deaf Resources [email protected]://www.deaflibrary.org/On-line collection of reference material andlinks to educate and inform people aboutDeaf culture.
Depression and Related Affective DisorderAssociation (DRADA)Meyer 3-181, 600 N Wolfe St.Baltimore, MD 21287-7381410-955-4647 (Baltimore voice)202-955-5800 (Washington DC voice)Information on depressive and manic=depressive illnesses.
Depressive and Bipolar Support Alliance730 N Franklin St. Ste. 501Chicago, IL 60610-7204800-826-3632 (toll free voice)312-642-0049 (voice)312-642-7243 (fax)http://www.ndmda.org/Serves to educate, foster self-help, andeliminate discrimination.
Descriptive Video Service/WGBHWGBH125 Western Ave.Boston, MA 02134617-300-5400 (voice)617-300-1026 (fax)http://www.wgbh.org/wgbh/access/dvs/Information on media access for people whoare blind or have low vision.
Disabilities, Opportunities, Internetwork-ing, and Technology (DO-IT)University of WashingtonBox 355670Seattle, WA 98195-5670888-972-DOIT (toll free voice/TTY) WA,outside Seattle206-685-DOIT (voice/TTY)509-328-9331 (voice/TTY) Spokane office206-221-4171 (fax)[email protected]://www.washington.edu/doit/Free and low cost educational publicationsand videotape presentations that help edu-cators, students, and employers learn abouttechnology access issues and solutions forpeople with disabilities; strategies andprograms to help people with disabilitiesachieve high levels of independence, pro-ductivity, and participation in academicprograms and careers.
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Disabilities, Teaching Strategies, andResourceshttp://www.as.wvu.edu/scidis/sitemap.htmlInclusion of students with disabilities inscience education.
Disability News [email protected]://www.disabilitynews.com/Disability-related news and information.
Disability-Related Resources on theInternethttp://www.disabilityresources.org/index.htmlLinks to disability-related Web sites andother electronic resources.
Disability-researchA discussion list for sharing news and ideasabout research. To subscribe, send a mes-sage with a blank subject line [email protected]. In the body of themessage type "join disability-researchFirstname Lastname."
Dis-ForumA discussion list about concerns common tostudents with disabilities and academics. Tosubscribe, send a message with a blanksubject line to [email protected]. In thebody of the message type "join dis-forumFirstname Lastname."
Distance Education: Access Guidelines forStudents with Disabilitieshttp://www.htctu.jhda.edu/dlguidelines/final%20d1%20guidelines.htmDistance education access guidelines forCalifornia Community Colleges.
DoitsemDoitsem (Disabilities, Opportunities, Inter-networking, and Technology in Science,Engineering, and Mathematics) is for thoseinterested in increasing the representation ofindividuals with disabilities in these aca-demic and career fields. To subscribe, send amessage with a blank subject line [email protected]. In the body of themessage type "subscribe doitsem FirstnameLastname."
Easter Seal Society, National Office230 West Monroe St. 1800Chicago, IL 60606312-726-6200 (voice)312-726-4258 (TTY)312-726-1494 (fax)http://www.easterseals.org/Provides a wide variety of services forpeople with disabilities and their families.
Education Equity Concepts Resource Center114 E 32nd St. Ste. 701New York, NY 10016212-725-1803 (voice)212-725-0947 (fax)http://www.edequity.org/welcome.htmInformation about women with disabilities.
EdudeafDiscussion about the education of people whoare deaf. To subscribe, send a message with ablank subject line to [email protected]. In thebody of the message type "subscribeedudeaf Firstname Lastname."
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Electronic Text CenterAlderman LibraryUniversity of VirginiaBox 400148Charlottesville, VA 22904434-924-3230 (voice)434-924-1431 (fax)[email protected]://etext.virginia.edu/On-line archive of electronic texts andimages (SGML and XML-encoded) andlibrary services.
Engaging Differences ProjectUniversity of KentuckyProject Director: William H. Berdine606-257-8592 (voice)[email protected]://www.uk.edu/TLC/grants/uk_ed/Develops postsecondary instructional tuto-rials to improve education for students withdisabilities.
Epilepsy Foundation of America4351 Garden City Dr.Landover, MD 20785-7233800-332-1000 (voice)http://www.efa.org/General information, research, andadvocacy services for individuals withepilepsy.
Equal Access to Software and Information(EASI)PO Box 18928Rochester, NY 14618716-244-9065 (voice)http://www.rit.edu/-easi/Promotes equal access through on-site andon-line workshops, courses, and presenta-tions; a Web site, publications, and e-maildiscussion lists; and an electronic journal.
Equity and Excellence in Higher EducationUniversity of New HampshireProject Director: Jan Nisbet800-238-2048 (toll free voice/TTY)603-228-2084 (voice)603-228-3270 (fax)[email protected]://iod.unh.edu/EE/Focuses on improving the educationaloutcomes of postsecondary students withdisabilities.
The Faculty Roomhttp://www.washington.edu/doit/FacultylProfessional development resources forpostsecondary faculty and administrators.
Family Village - A Global Community ofDisability-Related ResourcesWaisman CenterUniversity of Wisconsin Madison1500 Highland Ave.Madison, WI [email protected]://www.familyvillage.wisc.edu/Information on diagnoses, communications,adaptive technology and products, andeducation for individuals with disabilities,families, and professionals.
HEATH (Higher Education and AdultTraining for People with Handicaps)Resource CenterGeorge Washington University2121 K St. NW Ste. 220Washington, DC 20037800-544-3284 (toll free voice/TTY)202-973-0904 (voice/TTY)202-973-0908 (fax)[email protected]://www.heath-resource-center.org/A clearinghouse on postsecondaryeducation for individuals with disabilities.
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HumanserAn organization of professionals who areblind and working, or aspiring to work, inthe fields of social work, psychology,rehabilitation, and counseling. To subscribe,send a message with a blank subject line [email protected]. In the body of themessage type "subscribe humanser."
Independent Living Aids220 Robbins LaneJericho, NY 11753800-537-2118 (toll free voice)516-937-3906 (fax)[email protected]://www.independentliving.com/A catalog of products to help people withdisabilities live independently.
International Dyslexia Association8600 LaSalle Rd.Chester Building Ste. 382Baltimore, MD 21286-2044410-296-0232 (voice)410-321-5096 (fax)http://www.interdys.org/Promotes effective teaching approaches andrelated clinical educational interventionstrategies for dyslexics.
Java Accessibility Resources. SunMicrosystems' Accessibility Programhttp://www.sun.com/access/Develops architectural strategies and solu-tions to benefit users with disabilities.
Job Accommodation Network (JAN)PO Box 6080Morgantown, WV 26506-6080800-526-7234 (toll free voice/TTY)800-ADA-WORK (toll free voice/TTY in theUS)304-293-7186 (voice/TTY worldwide)304-293-5407 (fax)[email protected]://www.janweb.icdi.wvu.edu/Resource regarding reasonable accommoda-tions for people with disabilities in worksettings.
LD OnLineWETA2775 South Quincy St.Arlington, WA 22206703-998-2600 (voice)703-998-3401 (fax)[email protected]://www.ldonline.org/Id_indepth/resource-guide.htmlInteractive guide to learning disabilities.
LD Resources: Resources for People withLearning Disabilitieshttp://www.ldresources.com/Information for people with specific learn-ing disabilities.
League for the Hard of Hearing71 W 23rd St.New York, NY 10010-4162917-305-7700 (voice)917-305-7999 (TTY)917-305-7888 (fax)http://www.lhh.org/A wide range of services and resources forpeople with hearing loss.
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Learning Disabilities Association ofAmerica4156 Library Rd.Pittsburgh, PA 15234-1349412-341-1515 (voice)412-344-0224 (fax)[email protected]://www.ldanatl.org/Information and resources about learningdisabilities.
Lighthouse International111 East 59th St.New York, NY 10022-1202800-829-0500 (voice)212-821-9713 (TTY)[email protected]://www.Lighthouse.org/Text resources for people with vision im-pairments.
Ltcare-1A discussion list that seeks to identify, share, anddiscuss research findings relevant to publicpolicy on disability, aging, and long-term care.To subscribe, send a message with a blanksubject line to [email protected]. In the body ofthe message type "subscribe ltcare-1FirstnameLastname."
Mathematics Accessible To VisuallyImpaired Students (MAVIS)New Mexico State UniversityMath Department MSC 3MBPO Box 30001Las Cruces, NM 88003505-646-2664 (voice)505-646-1064 (fax)[email protected]://www.nmsu.edu/mavis/Strategies and resources for making math-ematics accessible to visually impaired highschool and university students.
Media Access Group125 Western AveBoston, MA 02134617-300-3400 (voice)617-300-2489 (voice)[email protected]://www.access.wgbh.org/
Mobility International, USA (MIUSA)PO Box 10767Eugene, OR 97440541-343-1284 (voice / TTY)541-343-6812 (fax)[email protected]://www.miusa.org/Serves to integrate people with disabilitiesinto international educational exchangeprograms and other travel.
Multiple Sclerosis Foundation, Inc. (MSF)6350 N Andrews Ave.Fort Lauderdale, FL 33309-2130800-225-6495 (toll free voice)954-776-6805 (voice)954-938-8708 (fax)[email protected]://www.msfacts.org/Information on Multiple Sclerosis; mailinglist options.
Muscular Dystrophy Association3300 Sunrise Dr.Tucson, AZ 85718800-572-1717 (toll free voice)[email protected]://www.mdausa.org/mdahorne.htmlInformation on Muscular Dystrophy.
NABS-1Sponsored by the National Alliance of BlindStudents, NABS-1 fosters discussion ofconcerns common to students with visualimpairments. To subscribe, send a messagewith a blank subject line [email protected] In the body of the mes-sage type "subscribe nabs-1".
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National Alliance for Research on Schizo-phrenia and Depression (NARSAD)60 Cutter Mill Rd. Ste. 404Great Neck, NY 11021800-829-8289 (toll free voice info line)516-829-0091 (voice)516-487-6930 (fax)[email protected]://www.narsad.org/Researches the causes, cures, treatments,and prevention of brain disorders, primarilyschizophrenia, depression, and bipolardisorders.
National Alliance for the Mentally Ill(NAMI)Colonial Place Three2107 Wilson Blvd. Ste. 300Arlington, VA 22201-3042800-950-NAMI (6264) (toll free voice)703-524-7600 (voice)http://www.nami.org/Support, education, advocacy, and researchregarding severe mental illnesses.
National Alliance of Blind Students (NABS)1155 15th St. NW Ste. 1004Washington, DC 20005800-424-8666 (toll free voice)202-467-5081 (voice)202-467-5085 (fax)http://www.health.gov/nhic/NHICScripts/Entry.cfm?HRCode=HR1462A national voice for students with visualimpairments.
National Association for Visually Handicapped3201 Balboa St.San Francisco, CA 94121415-221-3201 (voice)415-221-8754 (fax)22 W 21st St.New York, NY 10010212-255-2804 (voice)212-727-2931 (fax)http://www.navh.org/Low vision aids and resources for peoplewith visual impairments.
National Association of Blind Students/National Federationhttp://www.nfb.org/students/studivis.htmSelf-support network for blind students anda mechanism for collective action.
National Association of the Deaf (NAD)814 Thayer Ave.Silver Spring, MD 20910-4500301-587-1788 (voice)301-587-1789 (TTY)301-587-1791 (fax)[email protected]://www.nad.org/A consumer advocacy organization forpeople who are deaf or hard of hearing.
National Captioning Institute (NCI)1900 Gallows Road Ste. 300Vienna, VA 22182703-917-7600 (voice/TTY)703-917-9853 (fax)[email protected]://www.ncicap.org/Provides captioned programming andtechnology.
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National Center for Stuttering200 East 33rd St.New York, NY 10016800-221-2483 (toll free voice)212-532-1460 (voice outside US and Canada)http://www.stuttering.com/Information, education, and resourcesrelated to stuttering.
The National Center for the Disseminationof Disability Research211 E. 7th St. Rm. 400Austin, TX 78701-3281800-266-1832 (toll free voice/TTY)512-476-6861 (voice/TTY)512-476-2286 (fax)http://www.ncddr.org/Resource for disability-related research.
National Center for Learning Disabilities381 Park Ave. S Ste. 1401New York, NY 10016888-575-7373 (toll free voice)212-545-7510 (voice)212-545-9665 (fax)http://www.ncld.org/Information, resources, and services regardinglearning disabilities
National Center on Accessible InformationTechnology in Education (AccessIT)University of WashingtonBox 357920Seattle, WA 98195-7920866-968-2223 (toll free voice)866-866-0162 (toll free TTY)206-616-2223 (voice/TTY)206-543-4719 (fax)[email protected]://www.washington.edu/accessit
National Center on the Study of Postsec-ondary Educational Supports (NCSPES)University of Hawaii2444 Dole StreetHonolulu, HI 96822808-956-8111 (voice)http://www.hawaii.edu/
National Clearinghouse for RehabilitationTraining MaterialsOklahoma State University5202 Richmond Hill Dr.Stillwater, OK 74078-4080800-223-5219 (toll free voice)405-624-7650 (voice)405-624-0695 (fax)http://www.nchrtm.okstate.edu/Information on accommodating studentswith disabilities.
National Council on Disability (NCD)1331 F St. NW Ste. 850Washington, DC 20004-1107202-272-2004 (voice)202-272-2074 (TTY)202-272-2022 (fax)[email protected]://www.ncd.gov/An independent federal agency to address,analyze, and make recommendations onissues of public policy which affect peoplewith disabilities.
National Deaf Education Network andClearinghouseGallaudet University800 Florida Ave NEWashington, DC 2002-3695202-651-5051 (voice /TTY)202-651-5054 (fax)[email protected]://www.clevccenter.gallaudet.edu/InfoToGoResources for people with hearing impair-ments.
National Federation of the Blind1800 Johnson St.Baltimore, MD 21230410-659-9314 (voice)[email protected]://www.nfb.org/Information about blindness, referral ser-vices, scholarships, literature and publica-tions, adaptive equipment, advocacy ser-vices, job opportunities, and support forpeople who are blind and their families.
National Institute of Mental Health6001 Executive Blvd. Rm. 8184, MSC 9663Bethesda, MD 20892-9663301-443-4513 (voice)301-443-4279 (fax)http://www.nimh.nih.gov/Strives to understand, treat, and preventmental illness.
National Institute on Deafness and OtherCommunication Disorders (NIDCD)31 Center Dr, MSC 2320Bethesda, MD 20892-2320800-241-1055 (toll free TTY)800-241-1044 (toll free voice)http://www.nidcd.nih.gov/Facilitates and enhances the disseminationof information on hearing, balance, smell,taste, voice, speech, and language disorders.
National Institute on Disability & Reha-bilitation Research (NIDRR)400 Maryland Ave. SWWashington, DC 20202-2572202-205-8134 (voice)202-205-9433 (TTY)202-205-8189 (fax)[email protected]://www.ed.gov/offices/OSERS/NIDRR/Current research, publications, disability,and rehabilitation resources.
National Library Service for the Blind andPhysically Handicapped (NLS)Library of CongressWashington, DC 20542202-707-5100 (voice)202-707-0744 (TTY)202-707-0712 (fax)[email protected]://www.loc.gov/nls/A free library program of Braille and recordedmaterials.
National Mental Health Association2001 N. Beauregard St., 12th FloorAlexandria, VA 22311800-969-NMHA (6642) (toll free voice infocenter)800-433-5959 (TTY)703-684-7722 (voice)703-684-5968 (fax)http://www.nmha.org/National advocacy, education, research, andservice for improvement of mental health.
National Multiple Sclerosis Society(NMSS)733 Third Ave.New York, NY 10017800-344-4867 (toll free voice212-747-0004 (fax)http://www.nmss.org/Information, news, and educational pro-grams related to Multiple Sclerosis.
National Organization on Disability (NOD)910 Sixteenth St. NW Ste. 600Washington, DC 20006202-293-7999202-293-5960202-293-5968 (TTY)http://www.nod.org/Promotes the full participation of Americanswith disabilities in all aspects of communitylife.
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National Rehabilitation InformationCenter (NARIC)4200 Forbes Blvd. Ste. 202Lanham, MD 20706800-346-2742 (toll free voice)301-459-5900 (voice)301-495-5626 (TTY)301-562-2401 (fax)[email protected]://www.naric.com/Collects and disseminates the results ofFederally funded research projects.
National Spinal Cord Injury Association6701 Democracy Blvd. Ste. 300, #300-9Bethesda, MD 20817301-588-6959 (voice)301-588-9414 (fax)800-962-9629 (help-line)[email protected]://www.spinalcord.org/Information, research, and resources regard-ing spinal cord injuries.
NFBCSA list to discuss access to computers byusers who are blind and issues specific toNFBCS. To subscribe, send a message with ablank subject line to [email protected]. Inthe body of the message type "subscribenfbcs."
Obsessive Compulsive Foundation337 Notch Hill Rd.North Branford, CT 06471203-315-2190 (voice)203-315-2196 (fax)[email protected]://www.ocfoundation.org/Providing education, assistance, and sup-port for obsessive compulsive disorder andrelated disorders.
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PCA ListservFor people with disabilities who use theservices of Personal Care Assistants. Tosubscribe, send a message with a blanksubject line to [email protected] the body of the message type "subscribepca Firstname Lastname."
PEPnet Resource Center, The Postsecond-ary Educators Program NetworkNational Center on Deafness18111 Nordhoff StreetNorthridge, CA 91330-8267888-684-4695 (toll free voice/TTY)818-677-2611 (voice/TTY)818-677-4899 (fax)http://www.pepnet.org/Helps postsecondary institutions attract andserve individuals who are deaf and hard ofhearing.
Recording for the Blind & Dyslexic20 Roszel Rd.Princeton, NJ 08540866-732-3585 (toll free voice)800-221-4792 (toll free voice member ser-vices)http://www.rfbd.org/Provides taped educational books, free onloan, and books on diskette.
Regional Alliance for Science, Engineer-ing, & Mathematics (RASEM)New Mexico State UniversityPO Box 30001, Dept. 3 CELas Cruces, NM 88003888-646-6051 (toll free voice)505-646-1395 (voice)505-646-8020 (TDD)505-646-6049 (fax)[email protected]://www.rasem.nmsu.edu/Programs that help students with disabili-ties overcome barriers to science, math,engineering, and technology careers.
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Registry of Interpreters of the Deaf. Inc.(RID)333 Commerce St.Alexandria, VA 22314703-838-0030 (voice)703-838-0459 (TTY)703-838-0454 (fax)http://www.rid.org/Organization which includes professionalinterpreters of American Sign Language andtranslators of English.
Rehabilitation Research and TrainingCenter on Blindness and Low VisionMississippi State UniversityPO Drawer 6189Mississippi State, MS 39762662-325-2001 (voice)662-325-8693 (TDD)662-325-8989 (fax)[email protected]://www.blind.msstate.edu/Information on research, training, andpublications for blindness and low vision.
RESNA (Rehabilitation Engineering andAssistive Technology Society of NorthAmerica)1700 Moore St. Ste. 1540Arlington, VA 22209-1903703-524-6686 (voice)703-524-6639 (TTY)703-524-6630 (fax)[email protected]://www.resna.org/Resources regarding technology for peoplewith disabilities.
Science Access ProjectOregon State UniversityDepartment of Physics301 Weniger HallCorvallis, OR 97331-6507541-737-4631 (voice)541-737-1683 (fax)http://www.dots.physics.orst.edu/A project to enhance the ability of peoplewith print disabilities to read, write, andmanipulate information, with a focus onmath equations, information normallypresented in tables and graphs, and infor-mation presented in diagrams and figures.
Section 504 of the Rehabilitation Acthttp://www.section508.gov/index.cfm?FuseAction=Content&ID=15
Section 508 of the Rehabilitation Acthttp://www.access-board.gov/sec508/guide/act.htm
Section 508 of the Rehabilitation Act -Final Ruleshttp://www.access-board.gov/news/508-final.htmInformation and guidelines for section 508standards and compliance.
Self Help for Hard of Hearing People, Inc.(SHHH)7910 Woodmont Ave. Ste. 1200Bethesda, MD 20814301-657-2248 (voice)301-657-2249 (TTY)301-913-9413 (fax)[email protected]://www.shhh.org/Provides information, education, advocacy,and support for individuals with hearing loss.
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Spina Bifida Association4590 MacArthur Blvd. NW Ste. 250Washington, DC 20007-4226800-621-3141 (toll free voice)202-944-3285 (voice)202-944-3295 (fax)[email protected]://www.sbaa.org/News and resources on Spina Bifida.
Teachable Moments Faculty DevelopmentProjectUniversity of Wisconsin - Stout715-232-2468 (voice)[email protected]://www.uwstout.edu/stusrv/teachable/Project to improve faculty knowledge andskills for teaching students with disabilities.
Teaching Math to Visually Impaired StudentsTexas School for the Blind and VisuallyImpaired1100 W 45th St.Austin, TX 787561-800-872-5273 (toll free recording)512-206-9305 (voice)512-206-9451 (TDD)512-206-9450 (fax)[email protected]://www.tsbvi.edu/mathlStrategies for teaching math to students withvisual impairments.
Tech Act Resource Center in your State1700 North Moore St. Ste. 1540Arlington, VA 22209-1903703-524-6686 (voice)703-524-6639 (TTY)703-524-6630 (fax)[email protected]://www.resna.org/taproject/at-statecontacts.htmlPrograms to promote the provision of technol-ogy-related assistance for people with disabilities
Tourette Syndrome Association, Inc.4240 Bell Blvd.Bayside, NY 11361718-224-2999 (voice)718-224-9596 (fax)http://www.tsa-usa.org/Develops and disseminates educationalmaterials, coordinates support services, andfunds research.
Trace Research & Development CenterUniversity of Wisconsin-Madison5901 Research Park Blvd.Madison, WI 53719-1252608-262-6966 (voice)608-263-5408 (TTY)608-262-8848 (fax)[email protected]://www.trace.wisc.edu/An interdisciplinary research, development,and resource center to advance the ability ofpeople with disabilities to achieve their lifeobjectives through the use of communica-tion, computer, and information technolo-gies.
Uaccess-1 ListservFor discussion of universal access to infor-mation systems. To subscribe, send a mes-sage with a blank subject line [email protected]. In the body of themessage type "subscribe uaccess-1 FirstnameLastname."
United Cerebral Palsy Association, Inc.1660 L St. NW Ste. 700Washington, DC 20036-5602800-872-5827 (toll free voice)202-973-7197 (TTY)202-776-0414 (fax)[email protected]://www.ucpa.org/Information and resources regarding Cere-
. bral Palsy.
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U.S. Department of Health and HumanServices (DHHS)200 Independence Ave. SWWashington, DC 20201877-696-6775 (toll free voice)202-619-0257 (voice)[email protected]://www.os.dhhs.gov/The United States government's principalagency for protecting the health of all Ameri-cans and providing essential human services.
U.S. Department of Justice DisabilityRights - A Guide to Disability Rights/LawsSectionPO Box 66738Washington, DC 20035-6738800-514-0301 (toll free voice)800-514-0383 (toll free TTY)http://www.usdoj.gov/crt/ada/cguide.htmOverview of disability rights and legislationin the U.S.
Web ABLE50 Franklin St.Boston, MA [email protected]://www.webABLE.com/Accessibility services to help make the Webeasier to access for persons with disabilities.
Web Accessibility Initiative (WAI)MIT/LCS Room NE43-355200 Technology SquareCambridge, MA 02139617-253-2613 (voice)http://www.w3.org/WAIIAn initiative of the World Wide Web Con-sortium that pursues accessibility of theWeb for technology, guidelines, tools, edu-cation & outreach, research & development.
WebAIMWeb Accessibility In Mind (AIM)Center for Persons with Disabilities6800 Old Main HillUtah State UniversityLogan, UT 84322-6800435-797-7138 (voice)435-797-1981 (TTY)435-797-3944 (fax)[email protected]://www.webaim.org/Information about how to make Web pagesaccessible to people with disabilities.
Webwatch-1A list for sharing information and advocacyregarding accessibility of the World WideWeb. To subscribe, send a message with ablank subject line to [email protected] the body of the message type "subscribewebwatch-1."
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Glossary drAlb,1/41,1Nt,ff
Access barriers: Any obstruction thatprevents people with disabilities from usingstandard facilities, equipment, andresources.
Accessible: In the case of a facility, readilyusable by a particular individual; in the caseof a program or activity, presented orprovided in such a way that a particularindividual can participate, with or withoutauxiliary aid(s); in the case of electronicresources, usable by everyone, with orwithout adaptive computer technology.
Accessible Web design: Creating WorldWide Web pages according to universaldesign principles to eliminate or reducebarriers, including those that affect peoplewith disabilities.
Accommodation: The removal of barriers toparticipation; an adjustment to make aprogram, facility, or resource accessible to aperson with a disability.
Adaptive technology: Hardware orsoftware products that provide access to acomputer that is otherwise inaccessible toan individual with a disability
ALT attribute: HTML code that works incombination with graphical tags to providealternative text for graphical elements.
Alternative keyboard: A keyboard that isdifferent from a standard computerkeyboard in its size or layout of keys.
Americans with Disabilities Act of 1990(ADA): A comprehensive federal law thatprohibits discrimination on the basis ofdisability in employment, public services,public accommodations, and servicesoperated by private entities and telecom-munications.
American Standard Code for InformationInterchange (ASCII): Standard forunformatted plain text which enablestransfer of data between platforms andcomputer systems.
Anxiety Disorders: Mood disorders inwhich the individual responds to thoughts,situations, environments and/or peoplewith fear and anxiety.
Applet: Computer program that runs fromwithin another application.
Assistive Listening Devices (ALDs): De-vices designed to amplify sound directlyfrom a microphone/transmitter to a re-ceiver/hearing aid. Examples include FMsystems, infrared transmissions and induc-tion loops.
Assistive technology: Special hardware andsoftware used to assist a person with adisability that provides a solution tounaccessible features found in commercialproducts.
Attention Deficit Disorder/AttentionDeficit Hyperactive Disorder (ADD/ADHD): Disorders which affect the ability toattend and concentrate.
Audio description: The addition of audiocontent to a video product to read titles,speaker names and scenery, object, and othervital information for the viewer who cannotsee.
Auditory Processing Disorder: A type oflearning disability that involves difficultylistening, attending to, discriminating and/or remembering aural information that is notdue to a hearing loss.
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Bipolar Affective Disorder (BAD): A mooddisorder with revolving periods of maniaand depression.
Borderline Personality Disorder (BPD): Apersonality disorder which includes bothmood disorder and thought disordersymptoms.
Braille: System of embossed charactersformed by using a Braille cell, a combinationof six or eight dots. Each simple Braillecharacter is formed by one or more of thesedots and occupies a full cell.
Browser: Software designed to access anddisplay content available on the World WideWeb. Browsers may be graphical or text-based. Text-only browsers cannot displayimages, sounds clips, video, and plug-infeatures that graphical browsers can.
Captioned film or videos: Transcription ofthe verbal portion of films or videosdisplayed on-screen to make them accessibleto people who are deaf.
Captioning: Text that is included with videopresentations or broadcasts that enablespeople with hearing impairments to haveaccess to the audio portion of the material.
Cerebral Palsy: A condition that resultsfrom early, non-progressive damage to thebrain, often impacting hand use, mobility,and/or speech.
Closed captions: Captions that appear onlywhen special equipment, called decoders,are used.
Closed Circuit TV Magnifier (CCTV):Camera used to magnify books or othermaterials on a monitor.
Communication device: Hardware thatallows a person who has difficulty usingtheir voice clearly to use words or symbolsfor communication. May range in complex-ity from a simple picture board to complexelectronic devices that allow personalized,unique construction of ideas.
Compensatory tools: Adaptive computingsystems that allow people with disabilitiesto complete tasks that they would havedifficulty doing without a computer, e.g.,reading, writing, communicating, accessinginformation.
Concept mapping: Concept mappingsoftware allows for visual representation ofideas and concepts. These representationsare presented in a physical manner and canbe connected with arrows to show therelationship between ideas.
Digital: Computer formatted data orinformation.
Disability: Physical or mental impairmentthat substantially limits one or more majorlife activities; a record of such an impair-ment; or being regarded as having such animpairment (Americans with DisabilitiesAct of 1990).
Discrimination: Act of making a differencein treatment or favor on a basis other thanindividual merit.
Diversity: Refers to all races, ethnicities,disabilities, genders, ages, and cultures.
Dyscalculia: A learning disability thatmakes it difficult for a person to understandand use math concepts and symbols.
Dysgraphia: A learning disability thatmakes it difficult to perform physical tasks
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of forming letters and words using a penand paper and producing legible handwrit-ing.
Dyslexia: A learning disability that maycause an individual to mix up letters withinwords and words within sentences whilereading. He may also have difficultyspelling words correctly while writing; letterreversals are common. Some individualswith Dyslexia also have a difficult timenavigating and using right/left and/orcompass directions.
Dyspraxia: Language comprehension of aperson with Dyspraxia does not matchlanguage production. He may mix up wordsand sentences while talking.
Electronic information: Any digital data foruse with computers or computer networksincluding disks, CD-ROMs, World WideWeb resources.
Facility: All or any portion of a physicalcomplex, including buildings, structures,equipment, grounds, roads, and parkinglots.
Fingerspelling: Method of sign languageinterpretation that uses a manual alphabetto spell a spoken word.
FM Sound Amplification System:Electronic amplification system consisting ofthree components: a microphone/transmit-ter, monaural FM receiver, and a combina-tion charger/carrying case. It provideswireless FM broadcast from a speaker to alistener who has a hearing impairment.
Graphical User Interface (GUI): Programinterface that presents digital informationand software programs in an image-basedformat as compared to a character-basedformat.
Hardware: Physical equipment related tocomputers.
Hearing impairments: Complete or partialloss of ability to hear caused by a variety ofinjuries or diseases including congenitaldefects.
Helper: An external program that can becalled up by a Web browser to displayspecially formatted material, such as wordprocessed documents, spreadsheetdocuments, or video/sound pieces. TheHelper program is launched by the Webbrowser as a separate application to view orplay the file.
Hidden disability: Also known as aninvisible disability, any disability that is notreadily observable to others.
Host: Any computer which holds Internetresources for access by others, or thecomputer that maintains your Internetaccess and electronic mail account.
HTML validation: Process that analyzesHTML documents identifies HTML errorsand non-standard codes.
Hyper link, hypertext: Highlighted word orgraphic on a Web page that when selectedallows the user to jump to another part ofthe document or another Web page.
Hypertext Markup Language (HTML):Programming language or code used tocreate World Wide Web pages.
Hyper Text Transfer Protocol (HTTP):Communication protocol used by the WorldWide Web to transfer text, graphics, audio,and video.
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Image map: Picture or graphic on a Webpage in which hyperlinks are embedded.
Input: Any method by which information isentered into a computer.
Internet: Computer network connectinggovernment, education, commercial, otherorganization, and individual computersystems.
Interpreter: Professional person who assistsa deaf person in communicating withhearing people.
Invisible disability: Also known as ahidden disability. Any disability that is notreadily observable to others.
Java: Programming language used to createprograms or applets that work with someWorld Wide Web browsers to includefeatures with animation or other characteris-tics not available through standard HTML.
Joystick: A device consisting of a lever thatallows a pointer to move up, right, left, ordown and serves as an alternative to amouse. It usually includes buttons to enablemouse clicks.
Keyboard emulation: A method of havingan alternative device and/or software, suchas a switch-based system, serve the role of akeyboard.
Keyguard: A plastic or metal shield thatcovers a keyboard with holes over the keys.It allows use of a keyboard withoutundesired activation of surrounding keys.
Large print books: Most ordinary print issix to ten points in height (about 1/16 to 1/8of an inch). Large type is 14 to 18 points(about 1/8 to 1/4 of an inch) and sometimes
larger. The format of large print books isalso proportionately larger (usually 8 1/2 x11 inches).
LD (Learning Disabled): Difficulties withintake, processing, and/or output ofinformation such that a large discrepancyexists between intelligence and achieve-ment.
Learning Styles: Preferences towardprocessing and integrating informationusing different sensory abilities (e.g.,auditory, visual, kinesthetic).
Lynx: Text-based World Wide Web browser.
Mainstreaming, inclusion: The inclusion ofpeople with disabilities, with or withoutspecial accommodations, in programs,activities, and facilities with their non-disabled peers.
Major life activities: Functions such ascaring for oneself, performing manual tasks,walking, seeing, hearing, speaking,breathing, learning, working, and participat-ing in community activities (Americans withDisabilities Act of 1990).
Mental illness: A term that refers collec-tively to all diagnosable mental disorderscausing severe disturbances in thinking,feeling, relating, and functional behaviors.These disorders result in substantiallydiminished capacity for coping with theordinary demands of life.
Mobility impairment: Disability that affectsmovement ranging from gross motor skillssuch as walking to fine motor movementinvolving manipulation of objects by hand.
Mouse emulation: Using an alternativedevice and/or software, such as a switch-based system, to assume the role of a mouse.
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Multimedia: Content which is presentedthrough several formats including text,graphics, moving pictures, and sound.
Multi-tasking: Attending to, performing,and managing two or more tasks concur-rently.
Non-verbal Learning Disorder: A learningdisorder demonstrated by below-averagemotor coordination, visual-spatial organiza-tion, and social skills.
Off-line captioning: Captions that are devel-oped once the video product has been created.
Onscreen keyboard: See Virtual Keyboard.
Open captioning: Captions that appear on thescreen wherever the video product is pre-sented.
Optical character recognition (OCR):Software that converts printed materialsinto electronic text once it scans andelectronically reads the text.
Oral Interpreter: A professional who useslip movements to make spoken languagemore accessible to individuals with hearingimpairments who lipread.
Output: Any method of displaying orpresenting electronic information to the userthrough a computer monitor or otherdevice.
Personal Information Manager (PIM):Portable electronic management systemsuch as a Palm Pilot.
Physical or Mental Impairment: Anyphysiological disorder or condition,cosmetic disfigurement, or anatomical lossaffecting one or more of the following body
systems: neurological; musculoskeletal;special sense organs; respiratory, includingspeech organs; cardiovascular; reproductive;digestive; genito-urinary; hemic andlymphatic; skin; and endocrine; or anymental or psychological disorder, such asmental retardation, organic brain syndrome,emotional or mental illness, and specificlearning disabilities (Americans withDisabilities Act of 1990).
Plug-in: Separate program written to belaunched by a specific Web browser todisplay or run special elements in Webpages, such as animation, video, or audio.
Psychiatric disability: A diagnosable mentalillness causing severe disturbances inthinking, feeling, relating, and/or functionalbehaviors that results in a substantiallydiminished capacity to cope with daily lifedemands.
Qualified individual with a disability: Anindividual with a disability who, with orwithout reasonable modification to rules,policies, or practices, the removal ofarchitectural, communication, or transporta-tion barriers, or the provision of auxiliaryaids and services, meets the essentialeligibility requirements for the receipt ofservices or the participation in programs oractivities provided by a public entity(Americans with Disabilities Act of 1990).
Reader: Volunteer or employee of anindividual with a disability (e.g., visualimpairment, learning disability) who readsprinted material in person or records toaudiotape.
Reading system: Hardware and softwaredesigned to provide access to printed textfor people with visual impairments,mobility impairments, or learning disabili-
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ties. Character recognition software controlsa scanner that takes an image of a printedpage, converts it to computer text usingrecognition software, and then reads the textusing a synthesized voice.
Real-time captions: Captions that are simul-taneously created during a video program ormeeting.
Reasonable accommodations: The removalof a barrier, alteration of an assignment, orthe provision of auxillary aids to allow thefull access and participation of an individualwith a disability, in learning, employment,or other activities.
Refreshable Braille Display: Hardwareconnected to a computer that echoes screentext on a box that has cells consisting of pinsthat move up and down to create Braillecharacters.
Reverse Interpreting: A method of commu-nication used when a sign language inter-preter voices what is expressed by a personwho is deaf or hard of hearing who cannotspeak.
Scanning input: A switch-based method ofcontrolling a computer. Activations of aswitch will, in order, bring up a controlpanel that upon subsequent switchactivations, allow a user to focus in on adesired control or keystroke. Customscanning layouts can be created for a varietyof purposes and programs and may also beused in a communication device.
Schizophrenia: A thought disorder that cancause a person to experience difficulty withactivities of daily living and may experiencedelusions, hallucinations and paranoia.
Screen enlargement: Hardware and/orsoftware that increases the size of charactersand text on a computer screen.
Screen reader: Software used to echo text ona computer screen to audio output, oftenused by people who are blind, with visualimpairments, or with learning disabilities.
Screen resolution: Refers to the clarity orsharpness of an image. For computermonitors, this term indicates the number ofdots on the screen used to create text andgraphics. Higher resolution means moredots, indicating increased sharpness andpotentially smaller text.
Section 508 of the Rehabilitation Act of1973: Legislation that requires that theFederal government develop, procure,maintain and use electronic and informationtechnology that is accessible to people withdisabilities.
Section 713 of the Telecommunication Actof 1996: Legislation that resulted in manychanges in the broadcast and cable televi-sion industries. Among other things itcharged the Federal Communications Com-mission (FCC) to create mandates to in-crease the percentage of television program-ming that is captioned. It has publishedrules and set guidelines for increasinggradually the amount of captioned pro-grams.
Sensory impairment: A disability thataffects touch, sight, and/or hearing.
Server: Any computer that stores informa-tion that is available to other users, oftenover the Internet.
Side effects: Effects of medications that caninterfere with functional performance.
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Sign language: Manual communicationcommonly used by people who are deaf.The gestures or symbols in sign languageare organized in a linguistic way. Eachindividual gesture is called a sign. Each signhas three distinct parts: the handshape, theposition of the hands, and the movement ofthe hands. American Sign Language (ASL)is the most commonly used sign language inthe United States. Deaf people fromdifferent countries speak different signlanguages.
Specific Learning Disability: Disorder inone or more of the basic psychologicalprocesses involved in understanding or inusing language, spoken or written, whichmay manifest itself in difficulties listening,thinking, speaking, reading, writing,spelling, or doing mathematical calcula-tions.
Speech impairment: Problems in communi-cation and related areas such as oral motorfunction, ranging from simple soundsubstitutions to the inability to understandor use language or use the oral-motormechanism for functional speech.
Speech input: A method of controlling acomputer and creating text by dictation,using speech input software and a micro-phone.
Speech recognition: Software that takes thespoken word via a microphone and convertsit to machine-readable format.
Standard HTML: Version of HTMLaccessible by all browsers.
Strategy: System or plan to meet objectivesor problem solve.
Streaming Multimedia: A method oftransferring audio and/or video via a
network from a server to an end user'scomputer. During the transmission, thematerial is displayed or played on the targetcomputer.
Switch input: A method of controlling acomputer or communication device. It ismost often used with Morse code orscanning methods, but may also be used forcontrolling household appliances andrelated controls. Switches are available in anearly endless array of sizes, shapes, andactivation methods.
Tag: HTML code that prescribes thestructure and formatting of Web pages.
Telecommunications Device for the Deaf(TDD) or Teletypewriter (TTY): A devicewhich enables someone who has a speech orhearing impairment to use a telephonewhen communicating with someone elsewho has a TDD/TTY. TDD/TTYs can beused with any telephone, and one needsonly a basic typing ability to use them.
Television Decoder Circuitry Act of 1990:An Act that requires that television sets withscreens thirteen inches or larger manufac-tured for sale in the United States must havebuilt-in closed caption decoders.
Test anxiety: The experience of severedistress such that an individual is renderedemotionally and physically unable to takean exam.
Trackball: A mouse alternative that isbasically an upside-down mouse. Useful forsome people with mobility impairmentsbecause it isolates pointer movement frombutton clicking.
Traumatic Brain Injury (TBI): Open andclosed head injuries resulting in impair-
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ments in one or more areas, includingcognition; language; memory; attention;reasoning; abstract thinking; judgment;problem-solving; sensory, perceptual, andmotor abilities; psychosocial behavior;physical functions; information processing;and speech. The term does not apply tobrain injuries that are congenital, degenera-tive, or induced by birth trauma.
Universal Design: Designing programs,services, tools, and facilities so that they areusable, without modification, by the widestrange of users possible, taking into accounta variety of abilities and disabilities.
Universal design on instruction: Thedesign of instructional materials andactivities that make learning achievable byindividuals with a wide range of abilitiesand disabilities.
Universal Resource Locator (URL): Addressused to locate a specific resource on theInternet. DO-IT's URL is http://www.washington.edu/doitt
Virtual keyboard: Software used to emulatea keyboard. A picture of a keyboard isdisplayed on a computer screen and theuser points and clicks on the pictures ofkeys to enter text.
Vision impairments: Complete or partialloss of ability to see, caused by a variety ofinjuries or diseases including congenitaldefects. Legal blindness is defined as visualacuity of 20/200 or less in the better eyewith correcting lenses, or widest diameter ofvisual field subtending an angular distanceno greater than 20 degrees.
Vocational Rehabilitation Act of 1973: Actprohibiting discrimination on the basis ofdisability which applies to any program that
receives federal financial support. Section504 of the Act is aimed at making educa-tional programs and facilities accessible toall students. Section 508 of the Act requiresthat electronic office equipment purchasedthrough federal procurement meetsdisability access guidelines.
Word prediction: Software that reduces thenumber of keystrokes needed to type wordsand sentences. As characters are entered oneither a standard, alternative, or virtualkeyboard, suggested completions of theword that has been started are provided tothe user.
World Wide Web (WWW, W3, or Web):Hypertext and multimedia gateway to theInternet.
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Overview of Students withDisabilities and
Postsecondary Education
Purpose of Presentation
Summarize rights, responsibilities, potentialcontributions, and needs of students withdisabilities.
Describe campus and departmental rights andresponsibilities for ensuring equal educationalopportunities.
List strategies for working with students whohave disabilities, emphasizing the faculty-student relationship.
Describe campus resources available to assistin the provision of appropriate academicaccommodations to students with disabilities.
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# 3 COCO - I T
236
AccommodationStrategies
Accommodation StrategiesObjectives
Discuss the rights, responsibilities,contributions, and needs of students withdisabilities.
Summarize campus and departmental rights andresponsibilities for ensuring equal educationalopportunities.
List strategies for working with students who havedisabilities.
Describe actions that individuals and departmentscan take to ensure that students with disabilitieshave education opportunities that are equalto those of their non-disabled peers.
Describe campus resources.
EOC:1-1V
238
Factors Influencing theIncreased Participation of
Students with Disabilities inPostsecondary Education:
survival rate
technology
K-12 special education
awareness
EloCOIT
239
Undergraduates who ReportedHaving a Disability
Among the 6% of 1995-96undergraduates who reported adisability, the percentage reporting eachdisability type:
50
4540
40 -
35 -
30 -
25
20 -19
15 -14
10 - e6
9
5 - I0 14111. I I
I I ,
learning mental orthopedic deaf or hard vision speech other health-disability illness or
emotionaldisability
or mobilityimpairment
of hearing impairment impairment relateddisability
National Center for Educational Statistics, PostsecondaryEducation (1999)
#7 1:100111"
240
Section 504 of theRehabilitation Act
of 1973
"No otherwise qualified individual witha disability shall, solely by reason ofhis/her disability, be excluded fromthe participation in, be denied thebenefits of, or be subjected todiscrimination under any program oractivity of a public entity."
COCO - II T
241
"Otherwise qualified"
meets the academic andtechnical standards requisite toadmission or participation
with or without
reasonable modifications torules, policies, or practices;
removal of architectural,communication ortransportation barriers; or
provision of auxiliary aidsand services.
CDC1-IT
"Person with a disability"is any person who:
has a physical or mentalimpairment which substantiallylimits one or more major lifeactivities including walking,seeing, hearing, speaking,breathing, learning, and working;
has a record of such an impairment; or
is regarded as having such animpairment.
EOCIO-1
243
Examples of Disabilities
Low Vision
Blindness
Hearing Impairments
Mobility Impairments
Mental Health/PsychiatricImpairments
Health Impairments
Learning Disabilities
EIOC - I V
244
Accommodations forLow Vision
Seating near front of class; goodlighting
Large print books, handouts, signs,and equipment labels
TV monitor connected to microscopeto enlarge images
Assignments in electronic format
Software to enlarge screen images
Software to adjust screen colors
COCA- I T
245
Accommodations forBlindness
Printed materials on computer disk, and/or on a Webpage, and e-mail
Describe visual aids
Audiotaped, Braille, or electronic notes, handouts,and texts
Raised-line drawings and tactile models of graphicmaterials
Braille lab signs, equipment labels; auditory labwarning signals
Adaptive equipment (e.g., talking thermometers andcalculators; tactiletimers)
Computer with optical character reader, voice output,Braille screen display printer output
Increased time on tests
EICD-IT246
Accommodations forSpecific Learning Disabilities
Note-taker and/or audiotaped classsessions
Captioned videos
Textbooks on tape
Visual, aural, and tactile instructionaldemonstrations
COCO - NT
24 7
Accommodations forSpecific Learning Disabilities,
continued
Course and lecture outlines
Assignments given in advance
Computer with speech output, spellchecker, and grammar checker
Extra exam time, quiet testingarrangements
ECh I V
248
Accommodations forHearing Impairments
Interpreter, real-time captioning,FM system, Note-taker
Captioned videos
Electronic mail
Visual aids, visual warning systemfor lab emergencies
Written assignments, lab instructions,demonstration summaries
Repeat questions and statementsfrom other students during class
ICIOCO - I V
249
Accommodations forMobility Impairments
Note-taker/Lab Assistant; group labassignments
Classrooms, labs, and fieldtrips in accessiblelocations
Adjustable table, equipment locatedwithin reach
Extra exam time, alternative testingarrangements
Access to on-line research resources
Class assignments and materials inelectronic format
Computer with special input device (e.g.,speech input, Morse code, alternativekeyboards)
El000-IT
Accommodations forHealth Impairments
Flexible attendance requirements
Extra exam time, alternate testingarrangements
Note-takers and/or taped class ses-sions
Assignments in electronic format
Electronic mail
Internet accessible services and/orresources
COCO-IT
Accommodations forSpeech Impairments
Listen carefully to what the person issaying; if you don't understand, askstudent to repeat
Relax and take as much time asnecessary to communicate
Ask questions that require shortanswers or a nod of the head whenappropriate
Written communication
Electronic mail
COCO- 111-
252
Accommodations forPsychiatric Disabilities
Tape recorder, note-taker
Preferential seating near door
Tests, assignments in alternateformats
Extended time for taking tests
Separate, quiet room for testing
Review academic and behavioralexpectations in regular meetings withstudent
General Suggestions for MakiClasses Accessible
Add a statement to the syllabus invitingstudents who have disabilities to discuss theiraccommodation needs
Select materials early
Talk with the student about accommodationneeds
Have policies and procedures in place
Make sure facility is accessible
Provide materials in electronic formats
Provide clear signage in large print
Use alternative methods of administering testsand testing
COO- T251
Four-Step Model
1. What does the task/assignmentrequire?
2. What physical, sensory, andcognitive skills are needed?
3. What components of the taskrequire accommodation?
4. What accommodation optionsexist?
EIOCIO-IT
255
Four-Step Accommodation Model
Break itDown!
Not:"If I was (blank)"
I couldn't(blank)!
Level ofDifficulty?
Cost, time,resources,
WHY!
0
What does the taskor assignment re-
quire?
What physical,sensory, and cog-nitive skills are re-
quired?
.\7What componentsrequire accommo-
What accommoda-tion options exist?
# 23 COO-1T
256
0
SettingEquip-ment
Real orFictional!
Alwaysask thestudent!
Checkwith an0 Expert!
Phsi
cal,
Sens
ory,
& C
ogni
tive
Issu
es a
nd C
halle
nges
4,41
.
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ical
Iss
ues
Thi
nk o
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spec
ts o
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sk. W
hat w
ill m
ake
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ulat
ed?
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ory
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esT
hink
of
room
tem
pera
ture
, noi
se, f
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t,od
ors,
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lso
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spe
akan
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com
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asp
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or
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divi
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?W
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.
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Cog
nitiv
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halle
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1. li
ft /
carr
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sta
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3. p
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9. g
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11. w
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13. b
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9. v
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#25
Cog
nitiv
e C
halle
nges
Acc
omm
odat
ions
Nee
ded
Opt
ions
and
Res
ourc
es
UniversalDesign of
Instruction
EIOCI I T
Universal Design ofInstructionObjectives
1. Discuss the principles of universal design.
2. Apply principles of universal design ofinstruction to meet a wide range of studentlearning needs.
3. Explain the difference between employinguniversal design principles to maximizeaccess and providing academicaccommodations for students with disabilities.
EIOCA-IT260
Diversity inPostsecondary Institutions
Ethnic/racial minorities
English as a second language
Different learning styles
People with disabilities
COCO I
2 6
Universal Design
"The design of productsand environments to beusable by all people,without the need foradaptation or specializeddesign."
Center for Universal Design at North Carolina StateUniversity
ICOCIO T
2-6 2
Principles ofUniversal Design
Equitable use
Flexibility in use
Simple and intuitive use
Perceptible information
Tolerance for error
Low physical effort
Size and shape for approachand use
ICOC1-IT
26.1
Universal Design ofInstruction Examples
Create an environment that respects and valuesdiversity. Put a statement on your syllabus invitingstudents to meet with you to discuss disability-related accommodations and other learningneeds.
Assure that all classrooms labs and fieldwork are inlocations accessible to individuals with a wide range ofphysical abilities and disabilities.
Use multiple modes to deliver content (includinglecture, discussion, hands-on activities, Internet-basedinteraction, and fieldwork).
Provide printed or Web-based materials whichsummarize content that is delivered orally.
Face the class and speak clearly.
Use captioned videotapes.
EIOC1-IT
Universal Design ofInstruction Examples,
continued
Provide printed materials in electronic format.
Use accessible Web pages (text descriptions ofgraphics).
Provide printed materials early so that students canprepare to access the materials in alternate formats.
Create printed and Web-based materials in simple,consistent formats.
Provide effective prompting during an activityand feedback after the assignment is completed.
Provide multiple ways for students to demonstrateknowledge.
Make sure equipment and activities minimizesustained physical effort.
EIOCO-IIIT
265
0
Making ClassroomActivities Accessible to
Everyone
Class lecturesClassroom discussionsWeb resourcesVideotapesCourse handoutsComputer and science labsField experiences
11:00-IT
266
Procedures and Outcomes
Instructional Procedures:
1. Students will use...to acquire the course content.
2. I will use...to present course content.
Instructional Content:
1. Students will describe...
2. Students will be able to list...
3. Students will demonstrate...
EOC101111-
267
Measuring InstructionalContent Versus
Procedures
1. Evaluation Content:
Students will demonstrate theirunderstanding of...
2. Testing Procedure:
Students will demonstrate theirunderstanding by...
C)0IIT268
EffectiveCommunicationwith Students
Who HaveCommunication
Disorders
CPC/P-1T
Effective Communicat Cov
Objectives1. Describe the rights and responsibilities,
potential contributions, and needs of stu entswith disabilities.
2. Summarize campus departmental and ri hts andresponsibilities for ens ring equal educafioniDopportunities for all students.
3. Describe disabling conditions that can affectcommunication in courses.
4. Discuss strategies for communicatin viAt
students who have communication dis r ers.
5. Describe campus resources available to ass;stin the provision of academic accomrodTttions.
27 0
Topics on EffectiveCommunication
Legal issues
Hearing impairments
Auditory processingdisabilities
Speech impairments
Other disabilities
1:1001IT
Students Who HaveDifficulty Communicating
Include Those Who:
are deaf or hard of hearing;
have speech impairments;
have difficulty processing auditoryinformation because of a learningdisability;
require extensive time or effort tocommunicate; and
use technical aids (augmentativecommunication or an assistant).
COCA- I T
2 2
Hearing ImpairmentsFAQs
What do the terms "hearingimpaired," "hearing impairments,""deaf," and "hard of hearing"mean?
What are some of thecommunication challenges andstrategies of students withhearing impairments?
Why is the letter "D" in "deaf"sometimes capitalized?
COC10-11V
2 73
Auditory ProcessingDisabilities FAQs
Why might a student who can hearwell still not understand a classlecture?
Which activities in class might bedifficult for a student who does notprocess spoken language well?
1:100-IT274
Speech ImpairmentsFAQs
What are some examples ofspeech impairments?
When a student cannot speakwell, what does that mean abouthis or her ability to understand?
What academic situations mightcreate challenges for someonewho has difficulty speaking?
CIOCIP 1 T
2 7 5
Speech ImpairmentsFAQs, continued
If speech, hearing and auditoryprocessing are normal, why elsemight a student have problemscommunicating in class?
What situations could be difficultfor a student with communicationdifficulty?
COCOIT
Accommodations
Visual support
Printed handouts
Alternative to verbalparticipation
Select materials early
Multiple evaluation methods
COCA- I T
Accommodations,continued
Sign language and oralinterpreters
Captioned media
Real-time captioning
Amplification, headphones, andassistive listening devices
Note-takers and copies of notes
278
Accommodations,continued
Visual aids, visual reinforcements,and visual warning systems
Written assignments, written exams,written/alternative lab work
Electronic mail and writtencommunication
Communication assistance, peersupport, and extended time
Seating, pacing, and alternativearrangements
EDO -111
279
InformationAccess
COCO I T
Information AccessObjectives
Describe ways that information is presented inpostsecondary institutions.
2. Discuss the challenges each mode ofinformation delivery creates for people withdifferent types of disabilities.
3. List solutions to the barriers students withdisabilities typically face when obtaininginformation in academic settings.
# 48 COCO - I V
2Si
Academic Context ofInformation Access
Classroom workLabsHomeworkLibraryWeb resourcesDistance Learning
11:100-11V
262
Information Access CanBe a Challenge For
People with:
visual impairmentshearing impairmentsmobility Impairmentsspeech impairmentshealth impairmentsEnglish as a second languagealternative learning styles
COOIT
263
AccessChallenges
Spoken word
Printed word
Videotaped/televised information
Audiotaped information
Computer-based information
EIPCD-111"
264
Access Issues andSolutions
Problem Solution
adaptiveaccess to
technologycomputers
universalaccess toelectronic \ design
principlesresources
1:100-117F
285
mo-covi
Jfficles!a LBWsluepnis
Joisiaindwo3
SSG33V
Access to ComputersObjectives
Describe the legal rights of students withdisabilities as they relate to computer access.
2. Summarize the issues, needs and concernsof people with disabilities in accessing electronicresources.
3. Describe common types of adaptive technologyfor students with disabilities.
4. Discuss strategies to plan and implementadaptive technology capabilities for campuscomputer labs/workstations.
# 54 1:100-11T
287
Success Stories
Nhi low vision
O Justin blind
Katie hearing impairment
Crystal learning disability
Jeffrey mobility & speechimpairment
Oscar mobility impairment
COCO - I T
Computers AssistPeople with:
low visionblindnesshearing impairmentsspeech impairmentsspecific learningdisabilitiesmobility impairmentshealth impairments
11:00-IT
289
Adaptive Technology
Hardware/software
Easy/difficult to use
Inexpensive/expensive
Generic/unique
Stand alone/networked
1:0011"290
Access Challenges
Facility
Computer
Electronic resources
EIOC1-1'1'
MakingComputing Labs
Accessible toEveryone
,E)C0-11"
Making Computer LabsAccessible to Everyone
ObjectivesDescribe the legal rights of students withdisabilities as they relate to computeraccess.
2. Tell how universal design principles canbe used to develop computer servicesthat are accessible to all students.
3. Discuss steps to be taken to ensurethat students with disabilities haveaccess to campus computer labs.
COCO - I ir
Make Sure ComputerLab Users Can:
get to the facility andmaneuver within it;
access materials andelectronic resources;and
make use of equipmentand software.
1:00-11"294
Adaptive TechnologyConsiderationsAdjustable tables
Large print key labels
Screen enlargement software
Large monitors
Speech output
Braille conversion
Trackballs, wristrests, & keyguards
Ergonomic keyboards
COCO- I V
295
Universal Designof
Web Pages
ECO-IT
Universal Design ofWeb PagesObjectives
List potential barriers to accessinginformation on World Wide Web pagesfor students with disabilities.
2. Describe the institution's legalresponsibility to ensure access toinformation presented on Web pages.
3. Describe universal design guidelines fordeveloping accessible Web pages.
EINC1IT9
Some InternetVisitors:
cannot see graphics.
cannot hear audio.
have difficulty withunorganized sites.
use older equipmentwith slow connections.
COCO- I V
ADA and the Internet
"Covered entities that use theInternet for communicationsregarding their programs,goods, or services, must beprepared to offer thosecommunications throughaccessible means as well."
United States Department of Justice (ADA Accessibility,1997)
299
Provide MultipleMeans of:
representation
expression
engagement
1:100-11r
300
"The power of the Webis in its universality.Access by everyoneregardless of disabilityis an essential aspect."
1:00-1111"
30.1
Web Page DevelopmentAccessibility Options:
1. Avoid inaccessible data typesand features.
2. Create alternative methods/formats.
302
Example of aWeb Accessibility
Statement
"The DO-IT pages form a livingdocument and are regularly updated.
We strive to make them universallyaccessible. You will notice that weminimize the use of graphics andphotos, and provide descriptions ofthem when they are included. Videoclips are open captioned, providingaccess to users who can't hear theaudio. Suggestions for increasingaccessibility of these pages arewelcome."
COCO I T
303
Test Your Web Pages:
with different operating systems andmonitors.
with different browsers and withaudio and graphics-loading featuresturned off.
with a text browser.
with an accessibility testing program(e.g., Bobby).
by accessing the keyboard alone.
304
Policy Guidelines
Disseminate information
Train
Support
Enforce or reward
Evaluate and revise
COCO- I V
3 0 5
Universal Designof Distance
Learning
COCO-IT
Universal Design ofDistance Learning
Objectives
List potential barriers to distancelearning courses for students withdisabilities.
2. Describe faculty, staff, and institutionalroles and responsibilities for ensuringequal access to distance learningcourses.
3. Discuss universal design guidelines fordeveloping accessible distance learningcourses.
E100-11T
307
CO
W -t Icy, adansi tech cfor assurL tlearnini c ursaccessi. le thave disabilities
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Accommodation
Versus
Universal Design
ICOC1- I V
Distance Learning Tools
Electronic Mail
Real-time "Chat"
Web Pages
Teleconferencing
Printed Materials
Videotapes
11:DCO-IT
Science/Math/Engineering
Access
Science/MathiEAccess ijet
Discuss the challe ges studisabilities face in onhi
strating knowled e in sdmacs and en101 erhg L;)4
ents wthid demon-ic% mate-ss so
2. Ust exa vsnrle of accmoditbns forstudents with vadous types of dsabA flesin science, en, ineedng9 and mall-eTat-ics courses.
3. Describe a sr.cess fappropriate cc m
r selectnngdans.
# 79
312
Challenges for Studentswith Disabilities:
gaining knowledge
demonstrating knowledge
COCO- I V
,313
AccommodatingStudents with
LearningDisabilities
El0C10-17-
Accommodating Studentswith Learning Disabilities
Objectives
Name different types of learningdisabilities and how they impactlearning, participation, anddemonstration of knowledge in class.
2. Describe typical accommodationstrategies for students with learningdisabilities.
3. Discuss how technology can be used tohelp students with learning disabilitiesachieve academic and career success.
Eb(:)-1-1-
315
Criteria for BeingDiagnosed with a Learning
Disability:
have average or above averageintelligence;
show lack of achievement at age andability level; and
show a severe discrepancy betweenachievement and intelligence.
11300-1V
316
Types of Learning
Disabilities
Dysgraphia
Dyscalculia
Dyspraxia
Dyslexia
Nonverbal learning disorders
COCID-IT
317
AccommodatinStudents with
PsychiatricDisabilities
ECP I
Accommodating Studentswith Psychiatric Disabilities
Objectives
List types of psychiatric disabilitiespostsecondary students may have.
2. Describe how mental health issuesimpact learning.
3. Discuss typical accommodations forstudents who have psychiatric disabili-ties.
31
Mental Illness
A diagnosable mental disordercausing severe disturbancesin thinking, feeling, relating,functional behaviors, ansubstantially diminished capadtyfor coping with the ordinarydemands of life.
EloCOIT320
Psychiatric Disabilities
Depression
Bipolar Affective Disorder(previously called Manic
Depression)
Borderline Personality Disorder
Schizophrenia
Anxiety Disorders
CbCO-1T321
Functional Limitations MayAffect Academic Performance
When Students HaveDifficulty:
with medication side effects.
screening out environmental stimuli.
sustaining concentration.
maintaining stamina.
handling time pressures and multiple tasks.
interacting with others.
responding to constructive feedback.
responding to change.
being calm under stressful situations.
EOCO-IT322
Instructional Strategies
Address a variety of learning styles(e.g., auditory, visual, kinesthetic,experiential, or combination of styles).
Incorporate experiential learningactivities.
Be prepared to set behavioralexpectations for all students in yourclass.
Embrace diversity to include peoplewith psychiatric disabilities.
E)41:10-IT
323
Accom dab()MEMINTHINEI
the removalbarriers to
participation
# 91
Possible ClassroomAccommodations
Preferential seating (e.g., near the door to allowleaving class for breaks).
Prearranged or frequent breaks.
Permit beverages in class.
Use of tape recorder.
Assign a classmate to be a volunteer assistant.
Note-taker or photocopy of student's notes.
Syllabus and text books available early.
Textbooks and other course materials availablein alternative formats.
Personal and private feedback on academicperformance.
COCO - 1
325
Possible ExaminationAccommodations
Written exams changed to oral, dictated, scripted ortyped; exams in alternative format: (e.g., portfolio,demonstration, presentation, role-play); multiplechoice to essay.
Permit use of computer software programs.
Extended time for test taking.
Exams individually proctored, including in thehospital.
Exam in a separate, quiet and non-distracting room.
Increased frequency of exams.
EOCIO-IT
Possible AssignmentAccommodations
Substitute assignments in specificcircumstances.
Advance notice of assignments.
Allow assignments to be handwritten rather thantyped (if possible).
Written assignments in lieu of oral presentations,or vice versa.
Assignments completed in dramatic formats (e.g.,demonstration, role-play, sculpture).
Assignment assistance during hospitalization.
Extended time on assignments.
An accommodation for anindividual is NOT "reasonable"
if providing it woul
pose a direct threat to the health orsafety of others.
result in su sta ti 1 ch n eessential eerrent of the curricu
0.1
require a substantial alteratio(education opportunities) serviceprovision.
impose an undue financial oradministrative action.
3 8
INDEX Arial
NZ*
academic integrity 10access barrier 227accessible 227accessible Web page 156accommodation model 96accommodations 10, 11, 59, 85, 108, 118, 129,
165, 180, 187, 227accommodator 19active learning 14, 16adaptive technology 12, 54, 70, 130, 140, 153,
174, 227administrative support 45adult learning 7, 13, 33ALT 227Americans with Disabilities Act of 1990
(ADA) 10, 21, 88, 114, 137, 145, 154, 163,206, 227
analysis 21andragogy 13anxiety disorders 186, 227application 21assimiliator 18assistive listening devices (ALDs) 120, 199,
227assistive/adaptive technology 140, 153, 180,
227Association of Higher Education and
Disability (AHEAD) 1, 212Attention Deficit Disorder/Attention Deficit
Hyperactive Disorder (ADD/ADHD)180, 227
attitudes 10, 12audio description 168, 227auditory preferences 17auditory processing disabilities 117, 227auxiliary aids 89Bipolar Affective Disorder (BAD) 186, 228blindness 9, 91, 195, 196Bloom's Taxonomy 21
CI=Borderline Personality Disorder (BPD) 186,
228
Braille 15, 91, 148, 174, 228browser 158, 228campus support services 10captioned media 27, 120, 129, 168, 228captioning 198, 228case studies 64, 67, 99, 109, 130, 141, 150,
159, 168, 175, 181Center for Universal Design at North
Carolina State University 104chat 166closed captions 228closed circuit TV magnifier (CCTV) 91, 228communication 11, 111communication device 118, 228communication disabilities/disorders 113compensatory tools 228comprehension 21computer access 5, 133, 200computer labs 5, 138, 143converger 18deaf/Deaf 93, 117, 197definitions 227delivery methods 27demonstrating knowledge 27, 175Department of Justice 155, 164depression 186disability 9, 90, 177, 183, 228discrimination 10, 228distance learning 2, 5, 54, 106, 161diverger 18DO-IT (Disabilities, Opporttmities,
Internetworking, and Technology) 1, 12,216
DO-IT Prof 1, 2, 43, 51, 53Dyscalculia 180, 228Dysgraphia 180, 228Dyslexia 180, 229
titayakt.V
1
Dyspraxia 180, 229electronic mail 122, 166emergency evacuation 121, 203emotional disability 104employment 9engineering 171evaluation 56, 191, 193exchange opportunities 206experiential learning 18, 19, 187feedback 27fieldwork 203fingerspelling 229FM Sound Amplification System 93, 121,
174, 229frequently asked questions 195funding 46Gardner's Seven Knowledge Types 21glossary 227Graphical User Interface (GUI) 229hard of hearing 93, 116, 197health impairments 9, 94, 203health-related disabilities 104hearing impairments 9, 93, 116, 197, 229hidden disability 92, 95, 177, 183, 229HTML 229Hyper Text Transfer Protocol (HTTP) 229Individuals with Disabilities Education Act
(IDEA, 1997) 9information access 27, 125institutional data collection 56institutionalization 3, 43interaction 27, 111international/travel programs 205Internet 151, 130, 230interpersonal intelligence 22interpreter 93, 119, 174, 230intrapersonal intelligence 22invisible disability 92, 95, 177, 183, 230Java 230kinesthetic intelligence 22
kinesthetic preferences 17, 187knowledge 21Kolb's experiential learning 18lab work 121, 143, 174, 201learning disabilities 5, 9, 11, 92, 104, 177, 199,
230, 233learning styles 7, 17, 33, 187, 230legal issues 9, 10, 21, 30, 88, 114, 128, 137,
145, 154, 156, 163, 206, 227, 232legislation 1, 88, 115, 146, 154linguistic intelligence 22lip-read 15logical-mathematical intelligence 22low vision 91, 128, 195Manic Depressive Disorder 186, 228marketing 52mathematics 171, 173, 201mental illness 104, 230mentoring 5, 137mobility impairments 5, 9, 93, 104, 202, 230multimedia 231musical intelligence 22National Center for Educational Statistics,
Postsecondary Education 88National Center for the Study of
Postsecondary Educational Supports(NCSPES) 2, 88, 221
needs assessment 43Nonverbal Learning Disorder 180, 231note-taker 121, 199off-line captioning 231open captioning 231optical character recognition (OCR) 201, 231oral interpreters 119, 231otherwise qualified 89, 114partial sight 9pedagogy 13person with a disability 89, 115physical access 10physical disabilities 10
3 r"0
policy development 47presentation evaluation 191, 193presentation tips 3, 59presentations 3, 59, 79printed materials 167privacy 11professional development 1, 7, 48psychiatric disabilities 10, 11, 95, 183, 185,
231
Reader 231real-time captioning 93, 120, 232reasonable accommodations 187, 232references 35Refreshable Braille display 232relevant learning 14, 15research 3, 7, 9, 33resources 207reverse interpreting 232Schizophrenia 186, 232science 5, 171, 173, 201screen reader 232Section 504 of the Rehabilitation Act of 1973
9, 10, 30, 88, 114, 128, 138, 145, 154, 163Section 508 of the Rehabilitation Act of 1973
156, 232Section 713 of the Telecommunication Act of
1996 232self-directed learning 13sensory impairments 5, 91, 93, 116, 119, 128,
232sensory preferences 17, 19sign language 93, 119, 128, 233spatial intelligence 22speech impairments 9, 94, 104, 118, 233speech input 233speech recognition 233Student Abilities Profile 96synthesis 7, 21, 33synthesized voice 118systemic change 8, 29, 32, 34, 43
tactile preferences 18teaching assistants 51teamwork 44Telecommunications Device for the Deaf
(TDD) 233teleconferencing 167Teletypewriter 233televised instruction 2, 167Television Decoder Circuitry Act of 1990 233Tennant's A.S.K. 21The Faculty Room 4, 53, 81, 85, 101, 111, 125,
133, 143, 151, 161, 171, 177, 183, 195, 217transcription 129, 168transformative learning 13, 14TT 198TTD 198TTY 198types of learning 7, 33universal design 7, 25, 33, 34, 101, 138, 147,
151, 165, 234usability testing 52videotapes 4, 129, 168, 196, 198visual aids 121visual impairments 104, 195, 234visual preferences 17visual warning systems 121Vocational Rehabilitation Act of 1973 234Washington Association on Postsecondary
Education and Disability (WAPED) 2Web Accessibility Initiative (WAI) 156Wooldridge's learning styles 17word prediction 234World Wide Web 5, 46, 52, 53, 54, 130, 151,
156, 166, 227, 234World Wide Web Consortium 156
331
Equal Access: Computer Labs
IC10401..11'1'
As increasing numbers of people withdisabilities pursue educational opportunitiesthat require computer use, accessibility ofcomputing facilities becomes even more critical.The key is simply equal access. Everyone whoneeds to use your lab should be able to do socomfortably.
To make your lab accessible, employ principlesof universal design. Universal design meansthat rather than design your facility for theaverage user, you design it for people with abroad range of abilities. Keep in mind thatindividuals using your lab may have learningdisabilities or visual, speech, hearing, andmobility impairments.
AlAs you plan services in your computing facility,Wonsider all of your potential users, including
those with disabilities. Make sure visitors can:
Get to the facility and maneuver within it.Access materials and electronic resources.Make use of equipment and software.
Also make sure that staff are trained to supportpeople with disabilities and have a plan in placeto respond to specific requests in a timelymanner. With these key issues in mind, you canmake your lab accessible to everyone.
The following general access questions can helpguide you in making your facility universallyaccessible.
Building AccessAre parking areas, pathways, and entrancesto the building wheelchair-accessible?Are doorway openings at least 32 incheswide and doorway thresholds no higherthan 1 / 2 inch?Are ramps and/or elevators provided asalternatives to stairs?Are elevator controls accessible from asitting position?
Do the elevators have both auditory andvisual signals for floors? Are elevatorcontrols marked in large print and Braille orraised notation?Have protruding objects been removed orminimized for the safety of users who arevisually impaired?Are wheelchair-accessible restrooms nearthe lab marked with high visibility signs?Are there ample high-contrast, large printdirectional signs to the lab?Are telecommunication devices for the deaf(TTYs) available?
Lab StaffAre staff members familiar with theadaptive technology and alternativedocument formats available in the lab?Are staff members aware of disabilityissues? (See Helpful Communication Hints)
Physical Space and PrintedMaterials
Are large print, high-contrast signs used inthe lab?Are computers labeled as accessible in largeprint and Braille?Are aisles kept wide and clear for wheel-chair users?Is at least one table for each type ofworkstation adjustable so that a person in awheelchair or a person of short stature canachieve a comfortable position? Can theadjustment controls be reached by wheel-chair users?Are document holders available to helpposition documentation so that it can beeasily read?Is all documentation available (or availablein a timely manner) in alternative formatssuch as Braille, large text, audio, andelectronic text? Are printed materials withineasy reach from a variety of heights withoutfurniture blocking access? Is a CCTV or
332
large magnifying glass available to enlargeprinted materials?Are hearing protectors available for userswho are distracted by noise in the facility?
Computers and SoftwareDo some keyboards have large print keylabels, Braille labels, or home-row keyindicators to help users with visualimpairments locate keys?Is screen enlargement software available forusers with low vision? Are large monitorsavailable so that a larger amount of screencan be viewed while magnified?Is speech screen output available for visuallyimpaired and learning disabled users? Areheadphones and volume adjustmentavailable?Are mouse alternatives such as trackballs,keyboard control of the mouse, or otherpointing devices available for those whohave difficulty controlling a mouse?Are keyboard guards available to assistusers with impairments that limit fine motorcontrol?Are wrist rests available for those whorequire extra wrist support while typing?Is equipment marked with large print andBraille labels?Is software available to modify keyboardresponse such as sticky keys, repeat rate,and keystroke delay?Are alternative keyboards such as a mini-keyboards or extended keyboards availablefor users with mobility impairments?Are alternatives to keyboards such as a headpointing system, switch based interface, orvoice dictation software available for userswho cannot use keyboards?Is word prediction software available toreduce the number of keystrokes needed fortext entry?Are one-handed keyboards or "keyboardlayout" software available?Are audio warning signals availablevisually?
More information about adaptive technologycan be found in the DO-IT videotape and
333
brochure titled Working Together: People withDisabilities and Computer Technology.
Electronic ResourcesAre text alternatives provided for graphicimages?Is standard HTML used for Web resourcesso that they can be accessed with a text-based browser?Are electronic resources accessible to peopleusing adaptive technology?
More information about universal design ofelectronic resources can be found in the DO-ITvideotape and brochure titled World WideAccess.
First StepsAlthough a lab cannot be expected to havespecialized equipment for every type ofdisability on hand, staff should make equip-ment available that they anticipate will be usedand/or is available at relatively low cost.Provide:
Printed resources that can be reached by awheelchair user.An adjustable table for each type ofworkstation in your lab.Keyguard and wrist rest.Trackball, joystick, or other mousealternative.Signs with high contrast and large print.Large print keytop labels, screenenlargement software, and a large monitor.Screen reading software and speechsynthesizer.Key documents available in formatsaccessible to those who have low vision orwho are blind.In key lab documents a statement aboutyour commitment to access and proce-dures for requesting disability-relatedaccommodations.Lab resources on the World Wide Web thatemploy principles of universal design.
Once a lab is established or has greaterrequirements, consider adding:
OWN: ,AAMigeM.,,xlmWk "NalWavat, Mak,v3A, ftn, asommmAIMMVOR4imm
Scanner and Optical Character Recogni-tion (OCR) software.CCTV.Braille printer and Braille translationsoftware.Word prediction software.Alternative keyboards.Voice input software.
In addition, develop a procedure to assure aquick response to requests for adaptivetechnology that you do not currently haveavailable.
VideotapeAn 11-minute videotape, Equal Access: ComputerLabs, demonstrates key points summarized inthis handout. It may be ordered by sending acheck for $25 to DO-IT. Contact DO-IT for a listof over 20 other videotapes that may be ofinterest. Permission is granted to reproduceDO-IT videotapes for educational, non-commercial purposes as long as the source isacknowledged.
Internet ResourcesAdditional publications regarding the use ofelectronic and information technology bypeople with disabilities can be found at: http:/1www.washington.edu/doit/Brochures/Technology/.Select Disability-Related Resources on the Internetfor a comprehensive list of discussion lists andWeb sites. To locate technical assistance centersin your state or region, consult http:/1www.resna.org/taprojectlatIstatecontacts.html orhttp:11www.adata.org/dbtac.html, respectively.
Grants and gifts fund DO-IT publications,videotapes, and programs to support theacademic and career success of people withdisabilities. Contribute today by sending a checkto DO-IT, Box 355670, University of Washington,Seattle, WA 98195-5670.
Your gift is tax deductible as specified in IRSregulations. Pursuant to RCW 19.09, the University ofWashington is registered as a charitable organizationwith the Secretary of State, State of Washington. Formore information, call the Office of the Secretanj ofState, 800-322-4483.
About DO-ITDO-IT (Disabilities, Opportunities, Internet-working, and Technology) serves to increase thesuccessful participation of individuals withdisabilities in challenging academic programsand careers. Primary funding for DO-IT isprovided by the National Science Foundation,the U.S. Department of Education, and the Stateof Washington. This handout and accompany-ing videotape are based upon work supportedby the National Science Foundation underGrant No. 9550003. Any questions, findings,and conclusions or recommendations expressedin this material are those of the author and donot necessarily reflect the views of the NationalScience Foundation. For more information, to beplaced on the DO-IT mailing list, or to requestmaterials in an alternative format, contact:
DO-ITUniversity of WashingtonBox 355670Seattle, WA [email protected]:fizvww.washington.edu/doit1206-221-4171 (FAX)206-685-DOIT (voice /TTY)888-972-DOIT (voice /TTY) WA, outside Seattle509-328-9331 (voice /TTY) Spokane office
EINCI1IT
University of WashingtonCollege of EngineeringComputing & CommunicationsCollege of Education
33 4 2/1/02
Helpful Communication HintsThere are no strict rules when it comes to relating to people with disabilities. However, here aresome helpful hints.
General
Treat people with disabilities with the same respect and consideration that you do withothers.
Ask a person with a disability if he/she needs help before helping.
Talk directly to the person with a disability, not through the person's companion.
Refer to a person's disability only if it is relevant to the conversation.
Avoid negative descriptions of a person's disability. For example, "a person who uses awheelchair" is more appropriate than "a person confined to a wheelchair."
Refer to the person first and then the disability. "A man who is blind" is better than "a blindman" because it emphasizes the person first.
Visual Impairments
Be descriptive for people with visual impairments. Say, "The computer is about three feet toyour left," rather than, "The computer is over there."
When guiding people with visual impairments, offer them your arm rather than grabbing orpushing them.
Always ask permission before you interact with a person's guide or service dog.
Learning Disabilities
If asked, read instructions to users with a specific learning disability.
Mobility Impairments
Try sitting or crouching to the approximate height of people in wheelchairs when youinteract.
Speech Impairments
Listen carefully and ask people with speech impairments to repeat what they have said ifyou don't understand.
Hearing ImpairmentsFace people with hearing impairments and speak clearly when you talk to them so they cansee your lips.
J,15)
ICINOOIT
Opening Doors: Mentoring on the Internet
Most of us can think of people in our lives, moreexperienced than ourselves, who have suppliedinformation, offered advice, presented a chal-lenge, initiated friendship, or simply expressedan interest in our development as a person.Without their intervention we may have re-mained on the same path, perhaps continuing ahorizontal progression through our academic,career, or personal lives.
The term "mentor" has its origin in Homer'sOdyssey when a man named Mentor was en-trusted with the education of the son ofOdysseus. "Protégé" refers to the person who isthe focus of the mentor. Today, mentoring isassociated with a variety of activities includingteaching, counseling, sponsoring, role model-ing, job shadowing, academic and career guid-ance, and networking.
DO-IT Mentors are valuable resources to theirproteges in project DO-IT (Disabilities, Oppor-tunities, Internetworking, and Technology).Most Mentors are college students, faculty,practicing engineers, scientists, or other profes-sionals who have disabilities. Proteges areparticipants in the DO-IT Scholars, Pals, orCampers programs. These students are makingplans for post-secondary education and em-ployment. They all have disabilities, includingvision, hearing, mobility, and health impair-ments, and specific learning disabilities. Fre-quent electronic communications and personalcontacts bring DO-IT proteges and mentorstogether to facilitate academic, career, andpersonal achievements.
Introducing proteges to mentors with similardisabilities is a strength of the DO-IT program.As reported by one protégé, she had never metan adult with a hearing impairment like hersbefore getting involved in DO-IT: "But when Imet him, I was so surprised how he had such a
normal life, and he had a family, and he workedwith people who had normal hearing. So hemade me feel a lot better about my future."
Participants learn strategies for success inacademics and employment. Mentors providedirection and motivation, instill values, promoteprofessionalism, and help proteges developleadership skills. As one Scholar noted, "It feelsso nice to know that there are adults withdisabilities or who know a lot about disabilities,because I think that people who are about to goto college or start their adult life can learn a lotfrom mentors . . ." As participants move fromhigh school to college and careers they toobecome mentors, sharing their experiences withyounger participants.
There are probably as many mentoring styles asthere are personality types and no one can beeverything to one person. Each DO-IT partici-pant benefits from contact with several mentors.
Most mentoring in DO-IT takes place via theInternet. Through electronic communicationsand projects using the Internet, mentors pro-mote personal, academic, and career success.Electronic communication eliminates the chal-lenges imposed by time, distance, and disabilitythat are characteristic of in-person mentoring.For example, participants who have speechimpairments or are deaf do not need specialassistance to communicate via electronic mail.Those who cannot use the standard keyboardbecause of mobility impairments, use adaptivetechnology to operate their computer systems.
DO-IT encourages one-to-one communicationbetween proteges and mentors via electronicmail. It also facilitates communication in smallgroups through the use of electronic discussionlists. For example, one group includes bothmentors and'Orotéges who are blind. Theydiscuss common interests and concerns such as336
DO-IT Mentors offerProtégés ...
Information Mentors share their
knowledge and experiences with
proteges.
Contacts Mentors introduce their
protégés to valuable academic, career,
and personal contacts.
Challenges Mentors stimulate
curiosity and build confidence by
offering new ideas and opportunities.
Support Mentors encourage growth
and achievement by providing an
open and supportive environment.
Direction Mentors help proteges
discover their talents and interests
and devise strategies to attain their
goals.
Advice Mentors make suggestions
to help proteges reach their academic,
career, and personal goals.
Role Modeling Mentors accomplish
many of these goals by letting their
proteges know who they are.
independent living, speech and Braille outputsystems for computers, and options for display-ing images and mathematical expressions.
While most communication occurs via electronicmail, some mentors meet their proteges duringsummer study programs at the University ofWashington and at other DO-IT activities acrossthe United States. In-person contact strengthensrelationships formed on-line.
The DO-IT program received national recogni-tion with The Presidential Award for Excellencein Mentoring "for embodying excellence inmentoring underrepresented students andencouraging their significant achievement inscience, mathematics, and engineering." It wasalso showcased in the President's Summit onVolunteerism and received the National Informa-tion Infrastructure Award "for those whoseachievements demonstrate what is possiblewhen the powerful forces of human creativityand technologies are combined."
ResearchDO-IT has been studying the nature and value ofelectronic mentoring since 1993. Thousands ofelectronic mail messages have been collected,coded, and analyzed; surveys were distributed toScholars and Mentors; and focus groups wereconducted.
Preliminary findings suggest that computer-mediated communication can be used to initiateand sustain both peer-peer and mentor-protege
33 7
relationships and alleviate barriers to traditionalcommunications due to time and schedule limita-tions, physical distances, and disabilities ofparticipants. Both young people and mentors inthe study actively communicate on the Internetand report positive experiences in using theInternet as a communication tool. The Internetgives these young people support from peers andadults otherwise difficult to reach, connects themto a rich collection of resources, and providesopportunities to learn and contribute. Partici-pants note benefits over other types of communi-cation. They include the ability to communicateover great distances quickly, easily, conveniently,and inexpensively; the elimination of the barriersof distance and schedule; the ability to communi-cate with more than one person at one time; andthe opportunity to meet people from all over theworld. Many report the added value that peopletreat them equally because they are not immedi-ately aware of their disabilities. Negative aspectsinclude difficulties in clearly expressing ideasand feelings, high volumes of messages, occa-sional technical difficulties, and lack of in-personcontact.
Preliminary findings of this study suggest thatpeer-peer and mentor-protege relationships onthe Internet perform similar functions in provid-ing participants with psycho-social, academic,and career support. However, each type of rela-tionship has its unique strengths. For example,peer-to-peer communication includes morepersonal information than exchanges betweenmentors and proteges.
It is often reported in the literature that peer andmentor support can help students with disabili-ties reach their social, academic, and careerpotential. However, constraints imposed by time,distance, and disability make such relationshipsdifficult to initiate and sustain. This study sug-gests that practitioners and parents shouldconsider using the Internet as a vehicle for devel-oping and supporting positive peer and mentorrelationships.
For more information about this study, contactthe DO-IT office.
DO-IT Protégés offerMentors . . .
Challenge Mentors develop theirown personal styles for sharing theirskills and knowledge via electroniccommunication.
Opportunities to Help Set GoalsOne Mentor explains, "I try to tell theDO-IT kids to listen to their heartsand think about what they reallywant to do. Don't listen to peoplewho say no, you can't do this or that,or you should be thinking only aboutthis kind of work; just think aboutwhat you really want to do, whatturns you on, and go for it."
A Chance to Share Strategies -Mentors pass on hard-earned experi-ences. As reported by one Mentor,"I've been through this thing. I had astroke and so on. And I find it incred-ibly gratifying to be able to share thatwith someone, and to be able to helpsomeone else who's going throughsome of the same things."
New Ideas Mentors join an activecommunity of talented students andprofessionals with a wide range ofdisabilities who are eager to sharetheir own strategies for problem-solving and success.
Fun Mentors share in the lives ofmotivated young people. Listening tothem, hearing about their dreams,helping them along the road to suc-cess it's fun!
338
Getting StartedFollowing are a few suggestions for new DO-ITMentors.
Get to know each protégé. What are his /herpersonal interests? Academic interests?Career interests?
Introduce yourself. Share your personalinterests, hobbies, academic interests, careerpath.
Explore interests with protégés by askingquestions, promoting discussion, pointing toInternet and other resources.
Encourage participation in DO-IT activitiesand try to attend activities when possible.Mentor-protégé relationships are strength-ened through face-to-face contact!
Facilitate contact between students andpeople with shared interests or resources(e.g., professors, professionals, service pro-viders, friends).
DO-IT Electronic ResourcesTo contact staff, request publications or askquestions about the program, send electronicmail to [email protected]
The doitsem discussion list covers issues per-taining to individuals with disabilities and theirpursuit of science, mathematics, engineering,and technology academics and careers. To senda message to the group use the [email protected].
For information related to DO-IT, disabilities,adaptive technology, science, engineering,mathematics, and postsecondary education,access the DO-IT World Wide Web page athttp://www.washington.eduldoit/
VideotapeA 14 -minute videotape, Opening Doors: Mentor-ing on the Internet, may be ordered by sending acheck for $25 to DO-IT.
Grants and gifts fund DO-IT publications, videotapes,and programs to support the academic and careersuccess of people with disabilities. Contribute today bysending a check to DO-IT, Box 355670, University ofWashington, Seattle, WA 98195-5670.
Your gift is tax deductible as specified in IRS regulations.Pursuant to RCW 19.09, the University of Washington isregistered as a charitable organization with the Secretary ofState, Stateof Washington. For more information, call theOffice of the Secretary of State, 800-322-4483.
About DO-ITDO-IT (Disabilities, Opportunities, Internetwork-ing, and Technology) serves to increase the suc-cessful participation of people with disabilities inchallenging academic programs and careers. It isprimarily funded by the National Science Founda-tion, the U.S. Department of Education, and theState of Washington. This material is based uponwork supported by the National Science Founda-tion under Grant No. 9725110. Any questions,findings, and conclusions or recommendationsexpressed in this material are those of the authorand do not necessarily reflect the views of theNational Science Foundation. For more informa-tion, to be placed on the mailing list, or to requestmaterials in an alternative format, contact:
DO-ITUniversity of WashingtonBox 355670Seattle, WA [email protected]://www.washington.eduldoitl206-221-4171 (FAX)206-685-DOIT (voice / TTY)888-972-DOIT (voice /TTY) WA, outside Seattle5.09-328-9331 (voice / TTY) SpokaneDirector: Sheryl Burgstahler, Ph.D.
Copyright © 2002, 1998, University of Washing-ton. Permission is granted to copy these materi-als for educational, non-commercial purposesprovided the source is acknowledged.
)University of Washington
19College of EngineeringComputing & Communicationspro College of Education
339
8/22/02
ENO) I
Working Together: Computers andPeople with Learning Disabilities
A specific learning disability (LD) is in mostsituations a "hidden disability." Because there areno outward signs of a disability such as a whitecane or wheelchair, people with an LD are oftenneglected when considering adaptive computertechnology. However, many people with learningdisabilities can benefit from mainstream andspecialized hardware and software to operate acomputer and further their academic and careergoals.
Definitions and TerminologyA specific learning disability is unique to theindividual and can appear in a variety of ways. Itmay be difficult to diagnose, to determine impact,and to accommodate.
Generally speaking, someone may be diagnosedavith a learning disability if he/she is of averagewor above-average intelligence and there is a lack of
achievement at age and ability level, or a largediscrepancy between achievement and intellectualability.
An untrained observer may conclude that aperson with a learning disability is "lazy" or "justnot trying hard enough." He may have a difficulttime understanding the large discrepancybetween reading comprehension and proficiencyin verbal ability. The observer sees only the inputand output, not the processing of the information.Deficiencies in the processing of informationmake learning and expressing ideas difficult orimpossible tasks. Learning disabilities usually fallwithin four broad categories:
Spoken language listening and speaking.Written language reading, writing andspelling.Arithmetic calculation and concepts.Reasoning organization and integration ofideas and thoughts.
A person with a learning disability may havediscrepancies in one or all of these categories. The
effects of an LD are manifested differently fordifferent individuals and range from mild tosevere. Learning disabilities may also be presentalong with other disabilities such as mobility orsensory impairments. Often people with AttentionDeficit Disorder/Attention Deficit HyperactiveDisorder (ADD / ADHD) also have learningdisabilities. Specific types of learning disabilitiesinclude:
Dysgraphia An individual with Dysgraphiahas a difficult time with the physical task offorming letters and words using a pen andpaper and has difficulty producing legiblehandwriting.
Dyscalculia A person with Dyscalculia hasdifficulty understanding and using mathconcepts and symbols.
Dyspraxia Language comprehension of aperson with Dyspraxia does not matchlanguage production. She may mix up wordsand sentences while talking.
Non-verbal Learning Disorder - A non-verbalLearning Disorder is demonstrated by below-average motor coordination, visual-spatialorganization, and social skills.
Dyslexia - An individual with Dyslexia maymix up letters within words and words withinsentences while reading. He may also havedifficulty spelling words correctly whilewriting; letter reversals are common. Someindividuals with Dyslexia may also have adifficult time with navigating and routefinding using right/left and/or compassdirections.
AccommodationsAssistive and adaptive technology does not"cure" a specific learning disability. These toolscompensate rather than remedy, allowing aperson with an LD can demonstrate his intelli-
3 0Li
gence and knowledge. Adaptive technology forthe person with an LD is a made-to-fit implemen-tation. Trial and error may be required to find aset of appropriate tools and techniques for aspecific individual. Ideally, a person with an LDplays a key role in selecting her technology. Sheshould help to determine what works and whatdoes not. Once basic tools and strategies areselected, they can be "test driven," discarded,adapted, and/or refined.
Following are descriptions of some computingtools that have been used effectively by individu-als with specific learning disabilities. This list isnot exhaustive and should not limit the personwith an LD or the adaptive technology practitio-ner from trying something new. Today'sexperimental tinkering could lead to tomorrow'scommonly used tool.
Word ProcessorsComputer-based accommodations for Dyslexiamay not require specialized hardware or software.For example, a person with Dyslexia can benefitfrom regularly using built-in word processorfeatures such as:
Spell checking.Grammar checking.Font size and color changes.
These built-in features are relatively low pricedtools that, when used together, provide analternative to handwritten expression. The use ofspell checkers can allow the person with learningdifficulties to remain focused on the task ofcommunication rather than getting bogged downin the process of trying unsuccessfully to identifyand correct spelling errors. Many word processingprograms also include tools for outlining thoughtsand providing alternative visual formats that maycompensate for difficulty in organizing words andideas. Additionally, color-coded text options andoutline capabilities present in many wordprocessing programs are useful tools for thosewith difficulty sorting and sequencing thoughtsand ideas. Additionally, color-coded text optionsand outline capabilities present in many wordprocessing programs are useful tools for those
with difficulty sorting and sequencing thoughtsand ideas.
A word processor can also be used as a compensa-tory tool for a person with Dysgraphia. Use of akeyboard may be a viable alternative for anindividual who has difficulty expressing histhoughts via handwriting.
Reading SystemsAn individual who can take in informationthrough listening much better than by readingmay benefit from using a reading system. Thesesystems allow text on screen (document, Webpage or e-mail) to be read aloud through thecomputer's sound card. A scanner and OpticalCharacter Recognition (OCR) software (e.g.,Freedom Scientific's WYNN or L&H's Kurzweil3000) adds the feature of reading printed text.Hard copy text is placed on the scanner where it isconverted into a digital image. This image is thenconverted to a text file, making the charactersrecognizable by the computer. The computer canthen read the words back using a speechsynthesizer and simultaneously present the wordson screen.
Reading systems include options such ashighlighting a word, sentence, or paragraph usingcontrasting colors. If desired, the reader may electto have only one word at a time appear on thescreen to improve her grasp of the material.Increasing the size of the text displayed on thescreen as well as changing text color can increasereading comprehension for some people withspecific learning disabilities.
Concept MappingSome individuals have difficulty organizing andintegrating thoughts and ideas while writing.Concept mapping software allows for visualrepresentation of ideas and concepts. Theserepresentations are presented in a physicalmanner and can be connected with arrows toshow the relationship between ideas. Thesegraphically represented ideas can be linked,rearranged, color coded, and matched with avariety of icons to suit the need of the user.Concept mapping software can be used as a
3 4
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diktructure for starting and organizing such diverseWwriting projects as poetry, term papers, resumes,
schedules, or even computer programs.
Phonetic SpellingPeople with Dyslexia often spell phonetically,making use of word prediction or spell checkingsoftware less useful. Devices (e.g., FranklinElectronic Dictionary TM) or software (Yak Yak TM)that renders phonetic spelling into correctlyspelled words may be useful tools.
Word PredictionSpelling words correctly while typing can be achallenge for some people with Dyslexia. Wordprediction programs prompt the user with a list ofmost likely word choices based upon what hasbeen typed so far. Rather than experiencing thefrustration of remembering the spelling of a word,he can refer to the predictive list, choose thedesired word and continue with the expression ofthoughts and ideas.
111. Speech RecognitionSpeech recognition products provide appropriatetools for individuals with a wide range of learningdisabilities. Speech recognition software takes thespoken word via a microphone and converts it tomachine-readable format. The user speaks into amicrophone either with pauses between words(discrete speech) or in a normal talking manner(continuous speech). The discrete product,although slower, is often the better choice forthose with LDs because identifying errors can bedone as they occur. Making corrections after thefact using continuous speech requires goodreading skills. Speech recognition technologyrequires that the user have moderately goodreading comprehension to correct the program'stext output. Because many people with LDs havereading problems, speech recognition is notalways an appropriate accommodation.
Organizational Software/PersonalInformation Managers (PIMs)
SOrganizing schedules and information is difficultfor some people with Dyslexia and/or Non-verbalLearning Disorder. Personal Information
Managers (PIMs) such as a Palm Pilot TM orCasioTM or organizational software such asMicrosoft Outlook Tm or Lotus Organizer Tr" canaccommodate these disabilities. Such tools can behelpful to those with LDs by providing acentralized and portable means of organizingschedules and information. The cues provided bythese tools can assist keeping on task and mayhelp provide visual alternatives to represent whatwork needs to be done and what has beenaccomplished. However, they may also put earlylearners at a disadvantage by requiring yetanother program and interface to learn andremember to use. Individuals may lack thediscipline/attention skills to regularly check theapplication/device.
Talking CalculatorsA talking calculator is an appropriate tool forpeople with Dyscalculia. The synthesized voiceoutput of a talking calculator provides feedback tothe user that helps them identify any input errors.Additionally, hearing the calculated answer canprovide a check against the transposition ofnumbers commonly reversed in reading by peoplewith Dyslexia or Dyscalculia.
Low Tech Tools (Post-It Notes, Highlighters)Not all assistive technology for people with LDs iscomputer-based. The use of common officesupplies such as Post-It Notes TM and highlighterpens provide elegantly simple means of sortingand prioritizing thoughts, ideas, and concepts.Often, tools of one's own making provide themost effective and comfortable accommodationsfor learning difficulties.
VideotapeA twelve-minute videotape, Working Together:Computers and People with Learning Disabilities,demonstrates key points summarized in thishandout. It may be purchased by sending $25 toDO-IT. Contact DO-IT for a list of more than 20other videotapes that may be of interest.Permission is granted to reproduce DO-ITvideotapes for educational, non-commercialpurposes as long as the source is acknowledged.
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11111111. MOM
ResourcesFor more information about Learning Disabilitiesand possible accommodations, consider thefollowing Web sites.
LD On Line: http://www.ldonline.org/LD Resources: http:11www.ldresources.comlInternational Dyslexia Association:httpl/interdys.org/National Center for Learning Disabilities:httpillwww.ncld.org/
Useful information about products that can assistan individual with an LD can be found at thefollowing Web sites.
Casio Personal Assistant:http:fiwww.casio.conilFranldin Electronic Dictionary:httrfiwww.franklin.com/Freedom Scientific WYNN:httpl/wwwfreedomscientific.comlwynn/Inspiration Software:http://www.inspiration.com/L&H Kurzweil 3000:http:I/www.lhsl.com/Lotus Organizer:http://www.lotus.com/home.nsf/welcomelorganizer/Microsoft Outlook:http://www.microsoft.com/outlook/Palm Pilot: http://www.palm.com/Yak-Yak Software (for phonetic spelling):http:I/www.yak-yak.coml
Additional publications regarding the use ofelectronic and information technology use bypeople with disabilities can be found at http://www.washington.edu/doitlBrochures/Technology/.Select Disability-Related Resources on the Internet fora comprehensive list of discussion lists and Websites.
To locate technical assistance centers in your stateor region, consult http:11www.resna.org/taprojectlat/statecontacts.html or http://www.adata.org/dbtac.html,respectively.
Grants and gifts fund DO-IT publications,videotapes, and programs to support theacademic and career success of people withdisabilities. Contribute today by sending a checkto DO-IT, Box 355670, University of Washington,Seattle, WA 98195-5670.
Your gift is tax deductible as specified in IRSregulations. Pursuant to RCW 19.09, the University ofWashington is registered as a charitable organizationwith the Secretary of State, State of Washington. Formore information, call the Office of the Secretary ofState, 800-322-4483.
About DO-ITThe University of Washington helps individuals withdisabilities transition to college and careers throughDO-IT (Disabilities, Opportunities, Internetworkingand Technology). Primary funding for the DO-ITproject is provided by the National Science Foundation,the U.S. Department of Education, and the State ofWashington. This material is based upon worksupported by the National Science Foundation underGrant No. 9800324. Arty opinions, findings, andconclusions or recommendations expressed in thismaterial are those of the author and do not necessarilyreflect the views of the National Science Foundation.For more information, to be placed on the mailing list,or to request materials in an alternative format, contact:
DO-ITUniversity of WashingtonBox 355670Seattle, WA [email protected]/www.washington.eduldoitl206-221-4171 (FAX)206-685-DOIT (3648) (voice / TTY)888-972-DOIT (3648) (voice /TTY) WA, outside Seattle509-328-9331 (voice/ TTY) SpokaneDirector: Sheryl Burgstahler, Ph.D.
Copyright © 2002, 2000, University of Washington.Permission is granted to copy these materials foreducational, non-commercial purposes provided thesource is acknowledged.
ritga-rr
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University of WashingtonCollege of EngineeringComputing & CommunicationsCollege of Education
3/10/03
Working Together: Computers and PeopleWith Mobility Impairments
An elevator or ramp provides access to spaceswhen a staircase is insurmountable forsomeone who uses a wheelchair. Similarly,specialized hardware and software, calledassistive or adaptive technology, allowspeople with mobility impairments to usecomputers. These tools allow a person withlimited, uncontrollable, or no hand or armmovement to successfully perform in schooland job settings. Adaptive technology canallow a person with a mobility impairment touse all of the capabilities of a computer.
While some mobility impairments are obviousto the observer, others are less apparent. Forexample, individuals with repetitive stressinjuries (RSI) may have no visible impair-ments yet require adaptive technology inorder to use a computer without experiencingpain. However, people who use wheelchairsor crutches may require no special technologyto access a computer. Although it may behelpful for adaptive technology practitionersto know details about specific disabilities suchas Muscular Dystrophy, Cerebral Palsy, spinalcord injury, Multiple Sclerosis, or RSI, it is notessential to be an expert on these conditions.People with the same medical condition, suchas Muscular Dystrophy, may require differentadaptive technology. On the other hand, anaccommodation for someone with CerebralPalsy may also be used by someone with RSI.Also, learning, sensory, or other disabilitiesmay co-exist with a mobility impairment andcan create additional computer accesschallenges.
While it is helpful to recognize the specificlimitations of an individual, it is moreimportant to focus on the task to be com-pleted and how his abilities, perhaps assisted
with technology, can be used to accomplishthe goal or task. Work closely with the personwith a mobility impairment to first determinewhat he needs or desires to accomplish byusing a computer. Specific accommodationscan then be explored that provide access tosoftware or to a specific device such as akeyboard or mouse.
The specific need for adaptive technology isunique to the individual. Trial and error maybe required to find a set of appropriate toolsand techniques. The person with a mobilityimpairment should play a key role indetermining her goals and needs whenselecting her adaptive technology. Once basictools and strategies are initially selected, shecan test drive, discard, adapt, and/or refine.The end user of the technology shouldultimately determine what works best.
Following are descriptions of severalcomputing tools that have been effectivelyused by individuals with mobility impair-ments. This list is not exhaustive and shouldnot limit the person with a mobility impair-ment or the adaptive technology practitionerfrom trying other approaches.
Facility AccessBefore a person can use a computer, she needsto get within effective proximity of theworkstation. Aisles, doorways, and buildingentrances must be wheelchair accessible.Other resources such as telephones, re-strooms, and reference areas should beaccessible as well. Don't overlook a simplebarrier such as a single step or narrowdoorway. Work with architectural accessibilityexperts to ensure physical accessibility.
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FurnitureProper seating and positioning is importantfor anyone using a computer, perhaps evenmore so for a person with a mobilityimpairment. Specialized computer technologyis of little value if a person cannot physicallyactivate these devices due to inappropriatepositioning. A person for whom this is anissue should consult a specialist in seatingand positioning often an occupationaltherapist to ensure that correct posture andsuccessful control of devices can be achievedand maintained.
Flexibility in the positioning of keyboards,computer screens, and table height isimportant. As is true for any large group,people with mobility impairments come in allshapes and sizes. It is important thatkeyboards can be positioned at a comfortableheight and monitors can be positioned foreasy viewing. An adjustable table can becranked higher or lower, either manually orwith a power unit, to put the monitor at aproper height. Adjustable trays can movekeyboards up and down and tilt them formaximum typing efficiency. Be sure toconsider simple solutions to furniture access.For example, wood blocks can raise the heightof a table and a cardboard box can be used toraise the height of a keyboard on a table.
Keyboard AccessThe keyboard can be the biggest obstacle tocomputing for a person with a mobilityimpairment. Fortunately, those who lack thedexterity or range of motion necessary tooperate a standard keyboard have a widerange of options from which to choose.Pointers can be held in the mouth or mountedto a hat or headgear and used to press keys ona standard keyboard. Repositioning thekeyboard to the floor can allow someone touse his feet instead of his hands for typing.
Before purchasing a complex keyboardoption, evaluate the accessibility features thatare built-in to current popular operatingsystems. For instance, the AccessibilityOptions control panel in current versions ofMicrosoft Windows TM contains a variety ofsettings that can make a standard keyboardeasier to use. For a person who has a singlepoint of entry (a single finger or mouth-stick),use of Sticky Keys allows keystrokes that areusually entered simultaneously, such asCtrl-key shortcuts found in menus, to beentered sequentially. Filter Keys can eliminaterepeated keystrokes for a person who tends tokeep a key pressed down too long. Check theSettings for these features and experimentwith different time delays for optimum effect.The Macintosh operating systems havesimilar features in the Easy Access controlpanel.
Consider using the features common inpopular word processors, such as MicrosoftWordTM, to ease text entry. The AutoCorrectTMfeature of Word allows sentences or blocks oftext, such as an address, to be represented byunique and brief letter sequences. Forexample, entering "myaddr" could be set toautomatically display one's address in properformat. Long words can be abbreviated andentered into the Auto Correct settings toincrease typing speed and accuracy.
A keyguard is a plastic or metal shield thatfits over a standard keyboard. Holes aredrilled into the guard to help an individualwith poor dexterity or hand control press onlythe desired key without inadvertentlypressing other keys. Keyguards are availablefrom a variety of manufacturers (e.g., DonJohnston, TechAble).
Alternative keyboards can be considered for aperson who cannot effectively operate a
345
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regular keyboard despite changing settings orusing a keyguard. For people who havelimited range of motion, a mini-keyboard(Tash) may be considered. If a person hasgood range of motion and poor dexterity, akeyboard with extra-large keys (e.g.,IntelliTools) can offer a good solution. Severalvendors offer an array of alternative key-boards, including those that are configured torelieve the effects of RSI (e.g., Infogrip).
When physically activating a keyboardwhether through changing the settings orswitching to an alternative keyboard is notpossible, evaluate the utility of a virtualkeyboard. A virtual keyboard appears on thecomputer screen as a picture of a keyboard. Amouse, trackball, or alternative pointingsystem activates the keys on the screen andinserts the appropriate keystrokes into thedesired program. A person can enter text byclicking on specific keys on the keyboardimage. Modifier keys such as Ctrl and Alt canalso be accessed, as can the function keys.Some virtual keyboards incorporate wordprediction (see below) to increase entry speedand may include alternate layouts in additionto the traditional "QWERTY" layout found onstandard keyboards.
Word PredictionTyping words correctly and quickly can be achallenge for some people with mobilityimpairments. Word prediction programsprompt the user with a list of likely wordchoices based upon words previously typed.Some word prediction software automaticallycollects new words as they are used, andconsider a person's common vocabularywhen predicting in the future. Word predic-tion is often used with a virtual keyboard toincrease accuracy and typing speed. For thosewho type much faster than 13-15 words perminute, however, use of word prediction can
actually decrease typing speed, because theuser is required to look in two places thekeyboard and the screen.
Alternative Pointing SystemsWith the advent of graphically-orientedoperating systems, it is vital to have access toa mouse or an alternative pointing device. Forthose who lack the coordination to use astandard mouse, there are many alternativesto consider. Trackballs are a good first choice;the control surface can be easier to manipulateand the buttons can be activated withoutaffecting the pointer position. Some trackballs(e.g., Kensington) offer additional buttonsthat add functionality such as double-clicking,click and hold, and other commands, and canbe programmed to a person's specific needs.A simple accommodation for use of a pointerby someone who can't use his hands but canmove his feet is to place a standard mouse ortrackball on the floor.
Other alternative pointers can be found inmany mainstream computer stores andsupply catalogs. External touchpads, similarto those built into many notebook computers,offer an ideal pointing system for some.Handheld pointing devices such as theProPointTM (Inter link Electronics) with a smallcontrol surface area may be useful forsomeone with very limited hand mobility. Forpeople with mobility impairments whoalready use a joystick to drive a wheelchair, adevice such as the Roller Joystick (Penny &Giles) may be an excellent choice.
A person with good head control who cannotcontrol a mouse or alternative pointing devicewith any limb should consider using a head-controlled pointing system such asHeadMouseTm (Origin Instruments) orHeadMasterTm (Prentke Romich). These head-controlled pointing systems use infrared
346
detection and a transmitter or reflector that isworn on the user's head and translates headmovements into mouse pointer movement onthe computer screen. Use of an additionalswitch (see Switch Access below) replaces themouse button. Combining a head pointingsystem with an on-screen keyboard allows fullcomputer control to someone who cannot usea standard keyboard and mouse.
,077:
Switch Keyboard and Mouse AccessUsing Scanning or Morse CodeWhen a person's mobility impairmentprevents the use of a standard keyboard ormouse, using a switch may be a possibility.Switches come in a nearly limitless array andcan be controlled with nearly any body part.Switches can be activated with a kick, swipe ofthe hand, sip and puff by mouth, headmovement, eyeblink, or touch. Even physicalcloseness can activate a proximity switch.These switches work in concert with a box oremulator that sends commands for thekeyboard and / or mouse to the computer.While switch input may be slow, it allows forindependent computer use for some peoplewho could not otherwise access a computer.
There are a variety of input methods that relyon switches. Scanning and Morse code are twoof the most popular. Upon activation of a
switch, scanning will bring up a main menuof options on the screen. Additional switchactivations allow a drilling down of menuitems to the desired keystroke, mouse, ormenu action. Morse code is a more directmethod of control than scanning and withpractice can be a very efficient input method.Most learners quickly adapt to using Morsecode and can achieve high entry speeds.
Switch systems should be mounted with theassistance of a knowledgeable professional,such as an occupational therapist. If mountedto a wheelchair, it is important that switchmounting does not interfere with wheelchaircontrols. Seating and positioning specialistscan also help determine optimum placementfor switches, reduce the time in discoveringthe best switch system, and maximizepositive outcomes.
Speech RecognitionSpeech recognition products may provide an
appropriate input tool for individuals with awide range of disabilities. Speech recognitionsoftware converts words spoken into amicrophone into machine-readable format.The user speaks into the microphone eitherwith pauses between words (discrete speech)or in a normal talking manner (continuousspeech). The discrete speech system, althoughslower, allows the user to identify errors asthey occur. In continuous speech systems,corrections are made after the fact. Speechrecognition technology requires that the userhave moderately good reading comprehen-sion in order to correct the program's textoutput. Voice and breath stamina should alsobe a consideration when evaluating speechrecognition as an input option.
Reading SystemsAn individual who has a difficult timeholding printed material or turning pagesmay benefit from a reading system. These
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systems are typically made up of hardware(scanner, computer, monitor, and sound card),Optical Character Recognition (OCR)software, and a reading/filing program. Thesystem provides an alternative to readingprinted text. Hard copy text is placed on thescanner where it is converted into a digitalimage. The image is then converted to a textfile, making the characters recognizable by thecomputer. The computer can then read thewords back using a speech synthesizer andsimultaneously present the words on screen.Use of such a system may require assistance,since a disability that limits manipulation of abook may also preclude independent use of ascanner.
Low-Tech ToolsNot all assistive technology for people withmobility impairments is computer-based. Theuse of such common items as adhesive Velcroto mount switches or power controls canprovide elegantly simple solutions tocomputer access barriers. Often, tools of one'sown making provide the most effective andcomfortable accommodations for mobilityimpairments.
VideotapeA ten-minute videotape, Working Together:Computers and People with Mobility Impair-ments, demonstrates key points summarizedin this handout. It may be purchased bysending $25 to DO-IT. Contact DO-IT for a listof more than 20 other videotapes that may beof interest. Permission is granted to reproduceDO-IT videotapes for educational, non-commercial purposes as long as the source isacknowledged.
ResourcesUseful information about products that canassist an individual with a mobility impair-ment can be found at the following Web sites.
Don Johnston, Inc.: http://www.donjohnston.coml
Infogrip: http://www.infogrip.coml
IntelliTools: http://www.intellitools.coml
Interlink Electronics: http://www.interlinkelec.coml
Origin Instruments: http://www.orin.com/
Penny & Giles: http:llwzvzv.pgcontrols.com/
Prentke Romich: http:11www.prentrom.com/
Kensington: http:fiwww.kensington.coml
TASH: http://www.tashinc.com/
TechAble: http:I/www.techable.com/
Additional publications regarding the use ofelectronic and information on technology useby people with disabilities can be found athttpl/www.washington.eduldoit/Brochures1Technology/. Select Disability-Related Resourceson the Internet for a comprehensive list ofdiscussion lists and Web sites.
To locate technical assistance centers in yourstate or region, consult http://www.resna.org/taprojectlatIstatecontacts.html or http:IIwww.adata.org/dbtac.html, respectively.
348
Grants and gifts funds DO-IT publications,videotapes, and programs to support theacademic and career success of people withdisabilities. Contribute today by sending a checkto DO-IT, Box 355670, University of Washington,Seattle, WA 98195-5670.
Your gift is tax deductible as specified in IRSregulations. Pursuant to RCW 19.09, the University ofWashington is registered as a charitable organizationwith the Secretary of State, State of Washington. Formore information call the Office of the Secretany ofState, 800-322-4483.
About DO-ITThe University of Washington helpsindividuals with disabilities transition tocollege and careers through DO-IT (Disabili-ties, Opportunities, Internetworking andTechnology). Primary funding for DO-IT isprovided by the National Science Founda-tion, the U.S. Department of Education, andthe State of Washington. This material isbased upon work supported by the NationalScience Foundation under Grant No.9800324. Any opinions, findings, andconclusions or recommendations expressedin this material are those of the author anddo not necessarily reflect the views of theNational Science Foundation. For moreinformation, to be placed on the mailing list,or to request materials in an alternateformat, contact:
349
DO-ITUniversity of WashingtonBox 355670Seattle, WA [email protected]/doit/206-221-4171 (FAX)206-685-DOIT (3648) (voice /TTY)888-972-DOIT (3648) (voice / TTY) WA,outside Seattle509-328-9331 (voice/ TTY) SpokaneDirector: Sheryl Burgstahler, Ph.D.
Copyright © 2002, 2000, University ofWashington. Permission is granted to copythese materials for educational, non-commercial purposes provided the source isacknowledged.
=MEM
University of WashingtonCollege of EngineeringComputing & CommunicationsCollege of Education
3/10/03
EOCIOIT
Working Together: Computers andPeople with Sensory Impairments
The appearance of personal computerstwenty years ago heralded new education andemployment opportunities for people withdisabilities, including those with sensoryimpairments. Because sound was rarely used,people with hearing impairments experiencedfew limitations in operating the early personalcomputers. Not long after the introduction ofthe personal computer, software and hardwaresystems for reading screen text out loud weredeveloped for people with visual impairments.
As computers and operating systems havebecome increasingly sophisticated, adaptingcomputers for use by people with sensoryimpairments has posed increasing challenges.The advent of graphical interfaces (e.g.,Microsoft WindowsTM and Macintosh OSTm)complicates computer access for people whocannot see the screen, since their speechoutput systems are designed to read text.Multimedia output that uses audio is notaccessible to those people who cannot hear.And people who cannot feel a keyboardcannot type effectively. Fortunately, special-ized hardware and software can makecomputer systems usable by anyone with asensory impairment.
A person with a sensory impairment hasreduced ability or lack of ability in using oneor more of three senses vision, touch, andhearing. The effects of a sensory impairmentcan range from slight to complete loss ofability to use the sense. It may have a mild orsevere impact on daily living. Sensoryimpairments may be present along with otherdisabilities such as mobility impairments orlearning disabilities.
Visual impairments include low vision andblindness. Low vision is used to describe a
loss of visual acuity while retaining somevision. It may be combined with lightsensitivity and can vary in its effect. Somepeople with visual impairments have uniformvision loss. Others might have visual fieldlimitations that result in tunnel vision oralternating areas of total blindness and vision.Some people experience loss of color vision."Blindness" usually refers to a complete lackof vision. People who are considered "legallyblind" may have some useful vision.
Hearing impairments include partial orcomplete hearing loss. People who are deafhave no useful hearing ability.
Nerve damage associated with diabetes mayresult in Peripheral Neuropathy. Thiscondition is manifested in numbness or a lackof sensitivity in limbs, including fingertips.
Sometimes it is obvious that a person has asensory impairment for example, a personwho uses a guide dog. Other disabilities areless apparent. For example, someone who isdeaf or who has Neuropathy may have noobvious impairment. Someone with a sensoryimpairment may not require any specialtechnology, while others require significantenhancements to a standard computer inorder to access all features.
It is useful for assistive technology practitio-ners to know about specific disabilities andhow they might affect successful computeruse, but it's not essential to be a disabilityexpert. It is less important to know how asensory impairment was acquired than it is toknow what abilities a person has and whattasks he needs to perform.
3
While the use of assistive technology does notremove a sensory impairment, it canremediate its effects so that a person is able touse a computer with full or nearly fullfunctionality. With appropriate computingtools and well-defined strategies for their use,the person with a sensory.impairment is ableto demonstrate and apply her knowledge.
The person with a sensory impairment shouldplay a key role in determining her goals andneeds in selecting her adaptive technology.Once basic tools and strategies are initiallyselected, they can be "test driven," discarded,adapted, and/or refined. The end user shouldultimately determine what works best. Theappropriateness of specific adaptive technol-ogy for a person with a sensory limitation isusually easy to determine after a brief trialperiod.
Following are descriptions of some comput-ing tools that have been used effectively byindividuals with sensory impairments. Thislist is not exhaustive; people with sensoryimpairments and the adaptive technologypractitioners should consider other ap-proaches as well. New hardware and softwareis constantly under development andpromises to continually improve accessoptions.
Visual ImpairmentsThe most common accommodation for acomputer user with a visual impairment is toenlarge the display of a monitor. Thisaccommodation is accomplished using screenenlargement software. Various screenenlargement packages offer a variety offeatures. The most popular features enlargethe display from 2 to 16 times the normalview and invert screen colors for those whoare sensitive to the usual display of white texton a black background. Some enlargers alsoincorporate speech output to reduce the strain
associated with reading large blocks of text.Commonly used enlargement softwareincludes Zoom Text XtraTm (Ai Squared),MagnurnTN1 (Artic), MAGicmi (Henter Joyce),and Lunar TM (Dolphin Access Systems).Freeware and shareware products are alsoavailable via the Screen Magnifiers homepagelisted in the resources section.
Screen enlargement technology combinedwith a scanner can be used to magnify printedtext. Once a page is scanned using a standarddesktop scanner, the results are displayed inlarge print on the computer screen. Dedicateddevices such as closed circuit TVs (CCTVs),also called video magnifiers, magnify printedmaterials, photographs, and other objects.
People who are blind access computer outputwith speech and /or Braille output systems.Speech output is the most popular form ofaccess. A variety of products have beencreated for working with the MicrosoftWindowsTm operating system. Most peoplewho are blind use a standard keyboard as aninput device, since using a mouse pointerrequires accurate eye-hand coordination.Screen reader software uses pre-defined keycombinations for review and navigation of thecomputer screen and is usually compatiblewith most standard software, including wordprocessing, Web browsing and electronic mail.Examples include, but are not limited to,HALTN1 and SuperNovaTm (Dolphin AccessSystems), JAWSTm for Windows (FreedomScientific), Window BridgeTm (SYNTHA-VOICE), outSPOKENTN (Alva Access Group),and Window-EyesTM (GW Micro). People whoare blind using a Macintosh are limited tooutSPOKENTm.
Refreshable Braille displays are devices thatecho information from the screen to a panelwith Braille cells. Within the cells are pins thatmove up or down based on the text transmit-
35
ted. Braille displays can provide very effectiveaccommodations for users who requireprecise navigation and editing, such as whencreating computer program code that isn'tpronounced well with speech. Displays suchas the BRAILLEXTN1(Papenmeier) andDelphi rNi (Alva Access Group) also providenavigation and orientation information to thecomputer user who is blind.
For novice screen reader users who needaccess to the World Wide Web, considerdedicated Web browsing software thatincorporates speech and/or large print. Thesebrowsers ease the process of navigatingcomplicated Web sites, and simplifies Websearching as well as reading of Web sites.Home Page Reader TN' (IBM) and ConnectOutloudTm (Freedom Scientific) are two of themany examples of this kind of software.
411) Hearing ImpairmentsThere are few adaptations available (ornecessary) for people with hearing impair-ments in using standard computer productiv-ity software. Sound is used little in main-stream applications such as word processingor e-mail and, when it is used, there is often avisual alternative. Built-in operating systemfeatures found in the control panels ofWindows software and the Macintoshcomputer provide visual displays for system-generated beeps.
The increasing use of streaming multimedia isa concern for those who can not hear. Contentdevelopers rarely include captioning in videopresentations, nor do they transcribe theaudio into text. Resources from the NationalCenter for Accessible Media (NCAM) andMicrosoft are available for content developersto add captioning to streaming video.
Limited SensitivityLoss of sensitivity in hands and /or fingersdue to Peripheral Neuropathy or other causescan make it difficult or impossible to use astandard keyboard and mouse. People withthis type of sensory impairment can benefitfrom the use of speech input software such asNaturaflySpeakingTM (Dragon Systems) orVoice Xpressmi (Lernout & Hauspie) to controla computer and enter text. Because Neuropa-thy may be accompanied with vision loss, useof speech output may also be required.JawBoneTM (Next Generation Technology) ismiddleware software that serves as a go-between for two other programs, that allowsJAWS screen reading software to work withDragon NaturallySpeaking.
VideotapeA ten-minute videotape, Working Together:Computers and People with Sensory Impairments,demonstrates key points summarized in thishandout. It may be purchased by sending $25to DO-IT. Contact DO-IT for a list of morethan 20 other videotapes that may be ofinterest. Permission is granted to reproduceDO-IT videotapes for educational, non-commercial purposes as long as the source isacknowledged.
ResourcesFor more information about sensoryimpairments and possible computeraccommodations, consider the following Websites:
Ai Squared: http://www.aisquared.com/
Alva Access Group: http://www.aagi.com/
Artic http:11www.artictech.com/
Dolphin Access Systems:http://www.dolphinusa.com/
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Dragon Systems:http://www.dragonsys.com/
Freedom Scientific:http://wwwfreedomscientific.com/
GVV Micro: http:11www.gwmicro.coml
IBM: littpillwww-3.ihm.com/able/
Lernout & Hauspie: http://www.lhsl.com
Microsoft SAMI: http:llWWW.msdn.microsoft.com/library/default.asp?ur1=/library/en-us/dnacc/httn1/atg_samiarticle.asp
National Center for Accessible Media(NCAM): littp://iicam.wghh.org/
Next Generation Technologies:littp://www.ngtvoice.corn1
Papenmeier: http://www.papenineier de/
The Neuropathy Association:http://www.neuropathy.orgl
The Screen Magnifiers Homepage:h ttp://www.magnifiers.org/
Additional publications regarding the use ofelectronic and information technology bypeople with disabilities can be found at http:/1www.washington.edu/doit/Brochures/Teclniology/.Select Disability-Related Resources on theInternet for a comprehensive list of discussionlists and Web sites.
To locate technical assistance centers in yourstate or region, consult littp://www.resna.org/taprojectlat/statecontacts.html or http:11www.adata.org/dbtac.html, respectively.
353
Grants and gifts fund DO-IT publications,videotapes, and programs to support theacademic and career success of people withdisabilities. Contribute today by sending a checkto DO-IT, Box 355670, University of Washington,Seattle, WA 98195-5670.
Your gift is tax deductible as specified in IRSregulations. Pursuant to RCW 19.09, the University ofWashington is registered as a charitable organizationwith the Secretary of State, State of Washington. Forinore information, call the Office of the Secretary ofState, 800-322-4483.
About DO-ITThe University of Washington helps individuals withdisabilities transition to college and careers throughDO-IT (Disabilities, Opportunities, Internetworkingand Technology). Primary funding for the DO-ITproject is provided by the National Science Foundation,the U.S. Department of Education, and the State ofWashington. This material is based upon worksupported by the National Science Foundation underGrant No. 9800324. Any opinions, findings, andconclusions or recommendations expressed in thismaterial are those of the author and do not necessarilyreflect the views of the National Science Foundation.For more information, to be placed on the mailing list,or to request materials in an alternative format, contact:
DO-ITUniversity of WashingtonBox 355670Seattle, WA [email protected]://www.washington.edu/doit/206-685-DOIT (voice/ TTY)8$8-972-DOIT (voice/ FEY) WA, outside Seattle206-221-4171 (FAX)509-328-9331 (voice/TTY) SpokaneDirector: Sheryl Burgstahler, Ph.D.
Copyright © 2002, 2001, University of Washington.Permission is granted to copy these materials for educational,non-commercial purposes provided the source isacknowledged.
1=Z=0:301
University of WashingtonCollege of EngineeringComputing & CommunicationsCollege of Education
8/22/02
ENCO1111.
Universal Design of Instruction
By Sheryl Burgstahler, Ph.D.
Precollege and college students come from awide variety of ethnic and racial backgrounds.For some, English is not their first language.Represented in most classes are many types oflearning styles, including visual or auditorylearners. In addition, increasing numbers ofstudents with disabilities are included inregular precollege and postsecondary educa-don courses. Their disabilities include blind-ness, low vision, hearing impairments, mobil-ity impairments, learning disabilities, andhealth impairments.
Students want to learn and instructors sharethis goal. How can you design instruction tomaximize the learning of all students? Thefield of universal design can provide a startingpoint for developing an inclusive model forinstruction. You can apply this body of knowl-Odge to create courses where lectures, discus-sions, visual aids, videotapes, printed materi-als, labs, and fieldwork are accessible to allstudents.
Universal DesignDesigning any product or service involves theconsideration of many factors, includingaesthetics, engineering options, environmentalissues, safety concerns, and cost. Typically,products are to be designed to be most suit-able for the average user. In contrast, universaldesign is the design of products and environ-ments to be usable by all people, to the great-est extent possible, without the need foradaptation or specialized design (http://wzvw.design.ncsu.edu/cudluniv_design/ud.html).For example, a standard door in a place ofbusiness is not accessible to everyone. If alarge switch is installed, the door becomesaccessible to more people, including somewheelchair users. However, applying univer-sal design principles when a business facility
Allis being designed could lead to the installa-Wtions of sensors that would signal the door to
open when anyone approaches it, making the
building accessible to everyone a small child,a man whose arms are temporarily unavailablebecause he is carrying a large box, a frail elderlywoman, a person using a walker or a wheel-chair. When designers apply universal designprinciples, their products and services meet theneeds of potential users with a wide variety ofcharacteristics. Disability is just one of manycharacteristics that an individual might possess.For example, one person could be five feet fourinches tall, female, forty years old, a poorreader, and deaf. All of these characteristics,including her deafness, should be consideredwhen developing a product or service shemight use.
Making a product accessible to people withdisabilities often benefits others. For example,sidewalk curb cuts, designed to make sidewalksand streets accessible to those using wheel-chairs, are today often used by kids onskateboards, parents with baby strollers, anddelivery staff with rolling carts. When televisiondisplays in noisy areas of airports andrestaurants are captioned, they are moreaccessible to people who are deaf and everyoneelse.
At the Center for Universal Design at NorthCarolina State University a group of architects,product designers, engineers, and environmen-tal design researchers established the followingset of principles of universal design to provideguidance in the design of environments, com-munications, and products (Connell, Jones,Mace, Mueller, Mullick, Ostroff, Sanford,Steinfeld, Story, & Vanderheiden, 1997). Theycan be applied to academic environments,communications, and products.
1. Equitable Use. The design is useful andmarketable to people with diverse abilities.For example, a Web site that is designed so thatit is accessible to everyone, including people whoare blind, employs this principle.
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2. Flexibility in Use. The design accommo-dates a wide range of individual preferencesand abilities. An example is a museum thatallows a visitor to choose to read or listen to thedescription of the contents of a display case.
3. Simple and Intuitive Use. Use of the designis easy to understand, regardless of theuser's experience, knowledge, languageskills, or current concentration level. Sciencelab equipment with control buttons that are clearand intuitive is a good example of an applicationof this principle.
4. Perceptible Information. The design com-municates necessary information effectivelyto the user, regardless of ambient conditionsor the user's sensory abilities. An example ofthis principle being employed is when televisionprogramming projected in noisy public areas likeacademic conference exhibits include captions.
5. Tolerance for Error. The design minimizeshazards and the adverse consequences ofaccidental or unintended actions. An exampleof a product applying this principle is an educa-tional software program that provides guidancezvhen the user makes an inappropriate selection.
6. Low Physical Effort. The design can be usedefficiently and comfortably, and with aminimum of fatigue. Doors that are easy toopen by people with a wide variety of physicalcharacteristics demonstrate the application of thisprinciple.
7. Size and Space for Approach and Use.Appropriate size and space is provided forapproach, reach, manipulation, and useregardless of the user's body size, posture,or mobility. A flexible science lab zvork areadesigned for use by students with a wide varietyof physical characteristics and abilities is anexample of employing this principle.
Universal Design of InstructionUniversal design principles can be applied tomany products and services. Following is adefinition of universal design of instruction:
In terms of learning, universal design meansthe design of instructional materials andactivities that makes the learning goalsachievable by individuals with widedifferences in their abilities to see, hear,speak, move, read, write, understandEnglish, attend, organize, engage, andremember. Universal design for learning isachieved by means of flexible curricularmaterials and activities that providealternatives for students with differingabilities. These alternatives are built into theinstructional design and operating systemsof educational materials-they are not addedon after-the-fact. (Council for ExceptionalChildren p. 2)
Universal design principles can apply tolectures, classroom discussions, group work,handouts, Web-based instruction, labs, fieldwork, and other academic activities andmaterials. They give each student meaningfulaccess to the curriculum by assuring access tothe environment as well as multiple means ofrepresentation, expression, and engagement(http:fizvww.cast.orgb. Listed below are examplesof instructional methods that employ principlesof universal design. They make course contentand activities accessible to people with a widerange of abilities, disabilities, ethnic back-grounds, language skills, and learning styles.
1. Inclusiveness. Create a classroom environ-ment that respects and values diversity. Puta statement on your syllabus invitingstudents to meet with you to discussdisability-related accommodations and otherspecial learning needs. Avoid segregating orstigmatizing any student. Respect theprivacy of all students.
2. Physical Access. Assure that classrooms,labs, and field work are accessible toindividuals with a wide range of physicalabilities and disabilities. Make sureequipment and activities minimizesustained physical effort, provide optionsfor operation, and accommodate right- andleft-handed students as well as those withlimited physical abilities. Assure the safetyof all students.
35 e-
wav.
43 Delivery Methods. Alternate deliverymethods, including lecture, discussion,hands-on activities, Internet-basedinteraction, and field work. Make sure eachis accessible to students with a wide rangeof abilities, disabilities, interests, andprevious experiences. Face the class andspeak clearly in an environment that iscomfortable and free from distractions. Usemultiple modes to deliver content. Provideprinted materials that summarize contentthat is delivered orally.
4. Information Access. Use captionedvideotapes. Make printed materialsavailable in electronic format. Provide textdescriptions of graphics presented on Webpages. Provide printed materials early toallow students to prepare for the topic to bepresented. Create printed and Web-basedmaterials in simple, intuitive, and consistentformats. Arrange content in order ofimportance.
Interaction. Encourage different ways forstudents to interact with each other andwith you. These methods may include in-class questions and discussion, group work,and Internet-based communications. Striveto make them accessible to everyone,without accommodation.
6. Feedback. Provide effective promptingduring an activity and feedback after theassignment is complete.
7. Demonstration of Knowledge. Providemultiple ways for students to demonstrateknowledge. For example, besides traditionaltests and papers, consider group work,demonstrations, portfolios, and presenta-tions as options for demonstratingknowledge.
Employing universal design principles ininstruction does not eliminate the need forspecific accommodations for students with
0isabilities. For example, you may need torovide a sign language interpreter for a
student who is deaf. However, applyinguniversal design concepts in course planning
will assure full access to the content for moststudents and minimize the need for specialaccommodations. For example, designing Webresources in accessible format as they aredeveloped means that no redevelopment isnecessary if a blind student enrolls in the class.Letting all students have access to your classnotes and assignments on an accessible Web sitecan eliminate the need for providing material inalternative formats. Planning ahead saves timein the long run.
Universal design can also generate unantici-pated benefits for others. For example,captioning course videotapes, which providesaccess to deaf students, is also a benefit tostudents for whom English is a secondlanguage, to some students with learningdisabilities, and to those watching the tape in anoisy environment. Delivering content inredundant ways can improve instruction foreveryone, including students with a variety oflearning styles and central backgrounds.Employing universal design principles ineverything we do makes a more accessibleworld for all of us. It minimizes the need to alterit for anyone.
ResourcesIf you work at a postsecondary institution, theoffice that provides support for students withdisabilities may be of assistance in designing anaccessible course. Human resources offices oflarge companies and agencies may also provideassistance. Explore regional and state resourcesas well. You may also find the followingresources useful.
American with Disabilities Act of 1990, 104STAT.327. Available at httpl Iwww.usdoj.govIcrtladalstatute.html
Bar, L., & Galluzzo, J. (1999). The accessibleschool: Universal design for educationalsettings. Berkeley, CA: MIG Communications.
Bowe, F.G. (2000). Universal design ineducation. Westport, CT: Bergin & Garvey.
Center for Applied Special Technolo (CAST)httpl Iwww.cast.orgludll
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Alliktajaak
The Center for Universal Designhttp:11www.design.ncsu.edukud/
Connell, B.R., Jones, M., Mace, R., Mueller, J.,Mullick, A., Ostroff, E., Sanford, J., Steinfeld, E.,Story, M., & Vanderheiden, G. (1997). Theprinciples of universal design. Raleigh, NC:North Carolina State University, Center forUniversal Design. Available at http://www.design.ncsu.edu/cudluniv_design1princ_overview.htm
Council for Exceptional Childrenhttp://www.cec.sped.orglosepludesign.html
DO-IThttp:11www.washington.edu/doit1
IDEA Center//ttp:fiwww.ap.buffalo.edu/-idea/BrightIDEA/
The Lighthousehttpil/www.lighthouse.org/
National Center for Accessible Media (NCAM)http://main.wgbh.org/wgbh/pagesIncam/
National Center on Dissemination of DisabilityResearchhttp:11www.ncddrorgIrpplemp/index.html
Recordings for the Blind and Dyslexichttp://www.rfbd.orgl
Trace Research and Development Centerh t tp : www. trace.wisc.edu/world/
Vanderheiden, G.C. (1990). Thirty-somethingmillion: Should they be exceptions? HumanFactors, 32(4), 383-396.http:11www.trace.wisc.edu/docs130_some/30_some.htm
Web Accessibility Initiative, World Wide WebConsortiumhttp:11www.w3.org/WAI/
WebABLEhttp://www.webable.coml
Grants and gifts fund DO-IT publications,videotapes, and programs to support theacademic and career success of people withdisabilities. Contribute today by sending a checkto DO-IT, Box 355670, University of Washington,Seattle, WA 98195-5670.
Your gift is tax deductible as specified in IRSregulations. Pursuant to RCW 19.09, the University ofWashington is registered as a charitable organizationwith the Secretary of State, State of Washington. Formore information, call the Office of the Secretary ofState, 1-800-322-4483.
About DO-ITThe University of Washington helps individuals withdisabilities transition to college and careers throughDO-IT (Disabilities, Opportunities, Internetworking,and Technology). Primary funding for the DO-ITproject is provided by the National ScienceFoundation, the U.S. Department of Education, and theState of Washington. This publication was developedwith funding from the U.S. Department of Education,Office of Postsecondary Education (grant#P33A990042). However, the contents do notnecessarily represent the policy of the Department ofEducation, and you should not assume theirendorsement. For more information, to be placed onthe mailing list, or to request materials in an alternativeformat, contact:
DO-ITUniversity of WashingtonBox 355670Seattle, WA [email protected]://www.zvashington.eduldoitl206-221-4171 (FAX)206-685-DOIT (3648) (voice /TTY)888-972-DOIT (3648) (voice /TTY) WA, outside Seattle509-328-9331 (voice/ TTY) SpokaneDirector: Sheryl Burgstahler, Ph.D.
Copyright © 2002, 2001, Sheryl Burgstahler.Permission is granted to copy these materials foreducational, noncommercial purposes provided thesource is acknowledged.
35 7
University of WashingtonCollege of EngineeringComputing & CommunicationsCollege of Education
8/22/02
130101IT
Effective Communication: Faculty and Studentswith Disabilities
Communication between faculty and studentswith disabilities can directly affect their level ofsuccess. If interactions are ineffective, studentperformance is hampered. There is still a greatdeal of stigma associated with speech disabilitiesand a misconception that intelligence is somehowcorrelated with clarity of speech.
Some students might hear and understandeverything that's happening in your classroom,but their contribution is dramatically limitedbecause they cannot participate through speech.For example, some students who have CerebralPalsy or certain types of brain injuries, mayexperience difficulties in making their ideas clearthrough speech. Sometimes only close friends andfamily members can understand their speech.People who have speech impairments may choosenot to use their own voices if they expect they willnot be understood. Some individuals with speechimpairments use computer-based communicationsystems that allow them to communicate with asynthesized voice. Oral exams, oral presentations,and group work may present difficulties ifstudents are not accommodated properly.
Although most of the origins of communication-related disabilities are speech, language, orhearing impairments, there are other reasons astudent might have difficulty communicating. Astudent with significant phobia or anxietydisorder may take an extended amount of time tobegin speaking in public. The same student mightalso have a great deal of difficulty answering aquestion posed to him in a small group situation.Some students who have chronic medicalconditions such as asthma or cancer may simplyneed extra time to express themselves verbally.Side effects of medication or difficulties breathingcan impact spontaneity in speaking. Evenstudents without diagnosed disabilities may beshy or unwilling to participate verbally in classeven if they are paying attention and following allverbally-presented information. Accommodationstrategies may be useful for students withdifferent abilities and disabilities. Most accommo-
dation strategies can be integrated into how youdesign your courses but some are tailored tospecifically meet an individual's needs.
Accommodation StrategiesIt is important for instructors to be aware that allforms of communication in class may presentminor or major barriers to students with a rangeof disabilities. Applying these strategies helps allstudents learn because it reinforces knowledgeand skills using different methods. This sectionincludes suggestions that facilitate generalclassroom communication.
Below are some general strategies that mayminimize the effect of a communication-relateddisability of a student in your class. They arefollowed by details regarding specific accommo-dations.
Add a statement to your syllabus invitingstudents who have disabilities to discuss theirneeds and accommodation strategies withyou. Read the statement out loud in casestudents have problems with print format.Repeat the statement during the first twoweeks.
Ask a student who has identified himself ashaving a specific disability to share with youwhat strategies have worked and whataccommodations will be useful to him in yourclass. Use the disability support servicesavailable on campus.
If you plan to lecture or use primarily auditorydelivery, ensure you use adequate visualsupport such as overhead transparencies or acomputer-based projection system. Provideprinted handouts with key content.
Select course materials and media early so thatif captioning or alternate formats are required,they can be procured in a timely manner.
358
If your classroom activities involve verbalparticipation, ensure alternatives or supportfor students who have difficulty speaking.Examples are provided in the subsectionsbelow.
Use multiple or alternative methods forevaluating student achievement. Allow fordifferent ways of testing or assignmentcompletion (written, projects, demonstrations,in-class participation).
Sign Language and Oral InterpretersOne of the most visible types of accommodationsfor a student with communication-relateddisability is the presence of an interpreter at thefront of the classroom. A professional interpreteris trained to translate spoken English (and otherlanguages) into sign language. If the studentcannot speak, the interpreter will also reverseinterpret or voice what the student signs. If thestudent does not know sign language but needs tobe able to lipread consistently, an oral interpreteris used. Oral interpreters are trained professionalswho understand which words are visible on thelips and can make spoken language moreaccessible to a lipreading deaf student. Sometimesoral interpreters also fingerspell or point to helpthe student follow conversations. Sign languageinterpreters often work in pairs so that they cantake turns to prevent physical and mental fatigue.Interpreters are not allowed to add or changeanything they interpret and sometimes must askthe instructor for clarification or repetition. Usingunfamiliar jargon may often cause an interpreterto ask for information that the student (who ismore familiar with the content) might not haveasked. Be aware of the difference between theinterpreter asking and the student asking forinformation. Normal pacing of presentedmaterials can be challenging when passages areread out loud, the speaker speaks very quickly, ormany technical terms are used. Discuss with thedisabled student services office options fortraining and orientation using interpreters. It isalso recommended to take time before thepresentation to discuss issues with the interpretersthemselves.
Captioning MediaWhen showing films or videos, it is important touse a captioned version that has subtitles whichdisplay all information presented verbally. If youare not able to get a captioned version of themedia, it might be necessary to provide atranscript or to use a sign language interpreterduring the presentation. Students who are deaf,hard of hearing, or who have difficulty processingspoken language might need extra time to processthis information because they cannot watch thevideo / film and also read the text or follow theinterpretation at the same time. Captioning hasthe advantage of presenting both video and texttogether. Students who are learning Englishbecause they have another first language alsobenefit from seeing the English subtitles whilehearing the audio.
Real-time CaptioningCourt reporting techniques have been adapted toclassroom use so that people who rely on text tocommunicate have instant access to the spokenword. A trained professional sits with equipmentto enter what is spoken and translates it to acomputer monitor for the student. Sometimesthese systems also provide a notetaking service bygiving the student a diskette or electronic versionof the presentation or group discussion. Thesesystems are particularly useful for students whodo not follow aurally but for whom readingprinted English is a strength.
Amplification, Headphones, and AssistiveListening DevicesIn large lecture halls a microphone and normalamplification might assist students who needlouder sound but do not use personal listeningdevices. When any of these methods are used, it isimportant that the person with the hand-held orlapel microphone repeat or rephrase questionsposed and comments made by people who are notusing the microphone. If a student is using anytype of headphone or hearing aid that is receivingsound from the microphone none of the roomnoise, including comments, will be accessible.People who have difficulty processing sounds,because of hearing loss or learning disabilities,may benefit from using headphones which
359
.k*Wzas ,,,;ftwmwtamv,
ft)directly process sound to the ears and block outenvironmental noise.
People who already have hearing aids may benefitfrom assistive listening devices such as FMsystems, Infrared transmissions, and loops. Thesedevices are designed to bring sound to the hearingaid from a transmitted location directly.Instructors can help these students by repeatingquestions or comments from the audience toensure full access to the discussion.
Notetakers and Copying NotesFor some students, listening requires all theirenergy. Intense concentration is needed to followthe sign language interpreter, to lipread theinstructor, or to process what is being heard.These students may often be unable to write notesand still maintain attention to the spokeninformation. It is important for the student withdisabilities to have access to notes as a means tolearn in addition to access to classroom discus-sion. Providing accommodations such as a signlanguage interpreter or FM system will notreplace the need for notes in the same class.Student notetakers are often recruited and trainedto provide the student who has a disability withnotes that reflect what was taught in class. If astudent notetaker is not made available,sometimes copies of lecture notes can be madewith the agreement of the instructor.
Visual Aids, Visual Reinforcements, and VisualWarning SystemsThe use of visual information is a benefit tostudents with auditory processing difficulties.Visual examples, icons, diagrams, charts, andillustrations can reinforce information deliveredverbally. Since, in most classes, a great deal ofinformation is presented verbally, it is helpful forinstructors to make references, images, orinformation available outside the class thatreinforces what was taught verbally. This can bedone with printed materials or on a Web page. Forstudents who cannot hear, it is also important thatany auditory warning signals for fire, smoke, orother purposes are available in a visual form(using a strobe light). This is especially importantfor students working in isolated locations, labs,study rooms, or audio video/ computer workareas.
Written Assignments, Written Exams,Alternative Lab WorkMost students with speech disabilities cancomplete required homework as assigned. Whenan accommodation is arranged, it usually adjustshow the homework is to be done and not "what"is to be done. Sometimes an assignment needs tobe created or replaced if the original is not feasiblefor a student with a specific disability. Forexample, a student who was expected to make anoral presentation might be allowed to use aninterpreter or submit a written assignment; anexam that is normally given orally could bearranged in writing; work that is normally donewith headphones or in a lab situation might bedone in writing or with technology or interpretersupport. Make sure that assignments assess thestudents' abilities and knowledge, not theirhearing and speech. All students should beassessed fairly.
Electronic Mail and Written CommunicationClassroom comments and student questions canbe done by e-mail or handwritten notes if verbalcommunication in class is difficult. This isespecially useful if anxiety or voice production isa problem. The use of electronic mail allows thestudent more time and prevents the immediateproblem of speaking out loud in public duringclass.
Communication Assistance, Peer Support, andExtended TimeA third party might be available or useful toprovide support. This person might be someonetrained to interpret a speech pattern, read acommunication board, or help a person makewords more clear. Sometimes a disabled studentmay benefit from a peer or fellow studentproviding this support, but only with prioragreement and coordination between bothstudents. Never put students on the spot or breechconfidentiality by identifying a disabled studentin need of support.
Extended time is often needed for communicatingorally or in writing with or without the aid ofcommunication devices. Even using an interpretermay require more time due to a lag between the
360
reception of the original language and thetranslation to the output language. Extended timein class, for assignments or exams, should bearranged through the disabled students serviceson campus.
Seating, Pacing, and AlternativeArrangementsMost students who have a hearing impairmentwill want to sit close enough to lipread theinstructors and close to interpreters or notetakers.This is usually, but not always, near the front ofthe room. In situations with circles or non-traditional seating arrangements, the student mayhave to sit across from the instructor and have theinterpreter or real-time captioner sit in the middle.Students with other learning needs may prefer tosit near a door, away from windows that bring inoutside noise, or near the instructor. A studentusing an assistant may need extra seating for thesecond person and a student using technical aidsmay need to sit near power outlets or close to aspecific piece of equipment.
Consider also, the pacing of your sessions.Although it might be difficult to change theoverall pacing of a course, consider the competi-tion for providing quick answers in class. Ifpossible, allow for quiet pauses, thinking, andslower paced answers within class time.Sometimes just slowing the pace slightly canfacilitate the participation of a student with acommunication disability. Alternatively, considerproviding smaller groups, seminars, and one-to-one opportunities so that the benefits ofinteraction are not lost for the student who cannotparticipate in large classes. Following theseguidelines will ensure that students withcommunication difficulties have equal access toinformation and self-expression.
3 61
Grants and gifts fund DO-IT publications,videotapes, and programs to support theacademic and career success of people withdisabilities. Contribute today by sending a checkto DO-IT, Box 355670, University of Washington,Seattle, WA 98195-5670.
Your gift is tax deductible as specified in IRSregulations. Pursuant to RCW 19.09, the University ofWashington is registered as a charitable organizationwith the Secretary of State, State of Washington. Formore information, call the Office of the Secretary ofState, 800-322-4483.
About DO-ITDO-IT (Disabilities, Opportunities, Internetwork-ing, and Technology) serves to increase thesuccessful participation of individuals withdisabilities in challenging academic programs andcareers. Primary funding for DO-IT is providedby the National Science Foundation, the State ofWashington, and U.S. Department of Education.For more information, to be placed on the DO-ITmailing list, or to request materials in an alternateformat, contact:
DO-ITUniversity of WashingtonBox 355670Seattle, WA [email protected]://www.washington.edu/doit/206-221-4171 (FAX)206-685-DOIT (3648) (voice/ TTY)888-972-DOIT (3648) (voice / TTY) WA, outsideSeattle509-328-9331 (voice /TTY) SpokaneDirector: Sheryl Burgstahler, Ph.D.
Copyright © 2002, University of Washington.Permission is granted to copy these materials foreducational, non-commercial purposes provided thesource is acknowledged.
11:104001111r
University of WashingtonCollege of EngineeringComputing & CommunicationsCollege of Education
9/5/02
1:01:111
Real Connections: Making Distance LearningAccessible to Everyone
By Sheryl Burgstahler, Ph. D.
Distance learning has been around for a longtime. For hundreds of years instructors havetaught students across great distances viacorrespondence courses using printedmaterials. The early days of televisionwitnessed the introduction of televisedcourses. Today, in a specially equippedfacility, an instructor can teach severalclassrooms full of students brought togetherthrough interactive television. Early on-linecourses using electronic mail were rapidlyfollowed by Web-based instruction. Today, thelines are blurred between different types ofdistance learning courses as multiple modesof delivery are employed in a single course.For example, a class "library" could be a Website; class discussions could take place usingelectronic mail; some course content could bedelivered using printed materials andtelevision; and the final activity could be aplace-bound proctored exam.
Increasing access to more students is acommon reason given for providing instruc-tion in a distance learning format. However,these access arguments usually focus onpeople separated by distance and time andrarely include consideration of students withdisabilities. In fact, the design of manydistance learning courses erects barriers to thefull participation of students and instructorswith some types of disabilities.
Assuring that individuals with disabilities canparticipate in distance learning courses can beargued on ethical grounds. Many peoplesimply consider it to be the right thing to do.Others are more responsive to legal mandates.The Americans with Disabilities Act (ADA) of1990 requires that people with disabilities
have equal access to public programs andservices. According to this law, no otherwisequalified individuals shall, solely by reason oftheir disabilities, be excluded from theparticipation in, be denied the benefits of, orbe subjected to discrimination in theseprograms. The ADA does not specificallymention distance learning courses. However,the United States Department of Justiceclarified that the ADA applies to Internet-based programs and services by stating,"Covered entities that use the Internet forcommunications regarding their programs,goods, or services must be prepared to offerthose communications through accessiblemeans as well" (ADA Accessibility, 1996).Clearly, distance learning programs mustmake their offerings available to qualifiedpeople with disabilities.
The following paragraphs discuss accessissues and present design considerations forassuring that a course is accessible topotential instructors and students with a widerange of disabilities. The field of universaldesign provides a framework for thisdiscussion.
Access BarriersThousands of specialized hardware andsoftware products available today allowindividuals with a wide range of abilities anddisabilities to productively use computingand networking technologies (Closing theGap, 2001). However, assistive technologyalone does not remove all access barriers.Described below are examples of accesschallenges faced by students and instructorsin typical distance learning courses.
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BlindnessA student or instructor who is blind may usea computer equipped with screen readersoftware and a speech synthesizer. Basically,this system reads with a synthesized voicewhatever text appears on the screen. He mayuse a Braille refreshable display that printsscreen text line by line. He can use a text-onlybrowser to navigate the World Wide Web orsimply turn off the graphics-loading featureof a multimedia Web browser. He cannotinterpret graphics (including photographs,drawing and image maps) unless textalternatives are provided. Printed materials,videotapes, televised presentations, overheadtransparencies, and other visual materials alsocreate access challenges for him. Thesebarriers can be overcome with alternativemedia such as audiotapes, Braille printouts,electronic text, tactile drawings, and auraldescriptions.
Other Visual ImpairmentsA student or instructor who has limited visioncan use special software to enlarge screenimages. He may see only a small portion of aWeb page at a time. Consequently, he caneasily become confused when Web pages arecluttered and when the page layout changesfrom page to page. Standard printed materialsmay also be inaccessible to him; he mayrequire large print or electronic text. Individu-
als who are colorblind cannot successfullynavigate Web pages or understand contentwhen distinguishing between colors isrequired.
Specific Learning DisabilitiesSome specific learning disabilities impact theability to read, write, and process information.A student with a learning disability may useaudiotaped books. To help her read textefficiently, she may also use a speech outputand/or a screen enlargement system similarto those used by people with visual impair-ments. She may have difficulty understandingWeb sites when the information is clutteredand when the screen layout changes from onepage to the next.
Mobility ImpairmentsA student or instructor with a mobilityimpairment may not be able to move hishands; he may use an alternative keyboardand mouse or speech input to gain access toInternet-based course materials and commu-nication tools. Another student or instructormay be able to use standard input devices,but lack the fine motor skills required to selectsmall buttons on the screen. If his inputmethod is slow, a person with a mobilityimpairment may not be able to effectivelyparticipate in real-time "chat" communica-tions. If any place-bound meetings arerequired in a distance learning course, aparticipant with a mobility impairment mayrequire that the location be wheelchair-accessible.
Hearing ImpairmentsMost Internet resources are accessible topeople with hearing impairments becausethese resources do not require the ability tohear. However, when Web sites include audiooutput without providing text captioning ortranscription, a student who is deaf is deniedaccess to the information. Course videotapes
363
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that are not captioned are also inaccessible tothis student. He may also be unable toparticipate in a telephone conference orvideoconference unless accommodations (e.g.,sign language interpreters) are provided forthat part of a distance learning course.
Speech ImpairmentsA student with a speech impairment may notbe able to effectively participate in interactivetelephone conferences or videoconferences.However, modes of participation that do notrequire the ability to speak, such as electronicmail, are fully accessible.
Seizure DisordersSome attention-grabbing features of Webpages include flickers. Flickers at certain rates(often between 2 to 55 hertz) can induceseizures for people who are susceptible tothem.
Universal DesignVisual, hearing, mobility, speech, and learningdisabilities can impact the participation ofpotential students and instructors in adistance learning class. Planning for access asthe course is being developed is much easierthan creating accommodation strategies oncea person with a disability enrolls in the courseor applies to teach it. Simple steps can be
taken to assure that the course is accessible toparticipants with a wide range of abilities anddisabilities. People without disabilities alsobenefit when universal design principles areapplied as a course is being developed.
"Universal design" is defined by the Centerfor Universal Design at North Carolina StateUniversity as "the design of products andenvironments to be usable by all people, tothe greatest extent possible, without the needfor adaptation or specialized design." (http:/ /www.design.ncsu.edu/ cud /univ_design/ud.htm) At this Center, a group of productdevelopers, architects, environmentaldesigners, and engineers established a set ofprinciples of universal design to apply in thedesign of products, environments, andcommunication and other electronic systems.General principles include: the design isuseful and marketable to people with diverseabilities; the design accommodates a widerange of individual preferences and abilities;the design communicates necessary informa-tion effectively to the user, regardless ofambient conditions or the user's sensoryabilities; the design can be used efficientlyand comfortably, and with a minimum offatigue; and appropriate size and space isprovided for approach, reach, manipulation,and use regardless of user's body size,posture, or mobility.
When designers apply these principles, theirproducts meet the needs of potential userswith a wide variety of characteristics.Disability is just one of many characteristicsthat an individual might possess. Othersinclude height, age, race, native language,ethnicity, and gender. All of the potentialcharacteristics of participants should beconsidered when developing a distancelearning course. Just as architects designbuildings used by everyone, including thosewho use wheelchairs, distance learning
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designers should create learning environ-ments that allow all potential students andinstructors to access course content and fullyparticipate in activities.
The next sections of this publication provideexamples of strategies for making distancelearning courses accessible to everyone. Besure to include a statement on all programpromotional materials about how to obtainmaterials in alternate format and how toobtain disability-related accommodations.
On-Site InstructionThe interactive video sessions, proctoredexaminations, and retreats for students insome distance learning courses require place-bound meetings. In these cases, the facilityshould be wheelchair accessible, the furnitureshould be flexible enough to accommodatewheelchair-users, and accessible restroomsand parking should be available nearby.Standard disability-related accommodations,such as sign language interpreters, should beprovided when requested. Instructors shouldspeak clearly; face students when speaking (tofacilitate lipreading); and read aloud anddescribe text and other visual materials (forthose who cannot see them).
Internet-based CommunicationSome distance learning programs employreal-time chat communication in their courses.
In this case, students communicate synchro-nously (at the same time), as compared toasynchronously (not necessarily at the sametime). Besides providing scheduling chal-lenges, synchronous communication isdifficult or impossible for someone whocannot communicate quickly. For example,someone with a learning disability who takesa long time to compose her thoughts orsomeone with Cerebral Palsy whose inputmethod is slow may not be fully included inthe discussion. Instructors who choose to usethis type of tool should provide an alternate,equivalent method of communication (e.g., e-mail) for those who cannot fully participateusing synchronous communication methods.
Text-based, asynchronous resources such aselectronic mail, bulletin boards, and listservdistribution lists generally erect no specialbarriers for students with disabilities. If aprerequisite to a course is for students to haveaccess to electronic mail, individuals withdisabilities can choose an accessiblee-mail program to use. A student whorequires assistive technology to access e-mailwill have resolved any basic system accessissues before enrolling in the course. His owncomputer system will provide whateveraccommodations he needs. E-mail communi-cation between individual students, courseadministration staff, the instructor, guestspeakers, and other students is accessible toall parties, regardless of disability.
Web PagesApplying universal design principles to thedesign of Web pages makes them accessible toindividuals with a wide range of disabilities.In 1999, guidelines for making Web pagesaccessible were developed by the WebAccessibility Initiative (WAI) of the WorldWide Web Consortium (W3C). W3C, anindustry group that was founded in 1994 todevelop common protocols that enhance
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interoperability and guide the evolution of theWeb, is committed to assuring that the WorldWide Web is fully accessible to people withdisabilities. More recently, the United StatesArchitectural and Transportation BarriersCompliance Board (Access Board) developedstandards for Web pages of Federal agenciesas mandated by Section 508 of the Rehabilita-tion Act Amendments of 1986. The standardsprovide a model for other organizationsworking to make their Web pages accessibleto the broadest audience.
There are basically two approaches formaking Web page content and navigationaccessible. Certain types of inaccessible dataand features need to be avoided or alternativemethods need to be provided for carrying outthe function or accessing the content providedthrough an inaccessible feature or format. Forexample, a distance learning designer canavoid using a graphic that is inaccessible toindividuals who are blind, or he can create atext alternative for the content that isaccessible to the screen readers used by thosewho are blind. Web pages for a distancelearning class should be tested with a varietyof monitors and computer platforms. Theyshould also be tested using a variety of Webbrowsers, including a text-only browser, suchas Lynx, or a standard browser with thegraphics and sound-loading features turnedoff to simulate the experiences of people withsensory impairments. Testing to see if allfunctions at a Web site can be accessed using akeyboard alone is also a good accessibilitytest. Special programs (e.g., A-Prompt, Bobby,WAVE) are available to test Web pages foraccessibility.
If you are using development tools, such asBlackboard or WebCT, be sure to use the
upaccessibility features to design an accessiblecourse.
Printed MaterialsStudents who are blind or who have specificlearning disabilities that affect their ability toread may require that printed materials beconverted into Braille, large print, audiotape,or electronic formats. Making the text ofprinted materials available on-line mayprovide the best solution for students whocannot read standard printed materials.
Video PresentationsIdeally, whenever a videotape or televisedpresentation is used in a distance learningcourse, captioning should be provided forthose who have hearing impairments andaudio description (that describes aurally thevisual content) should be provided for thosewho are blind. If the publisher does not makethese options available, the distance learningprogram should have a system in place toaccommodate students who have sensoryimpairments. For example, the institutioncould hire someone local to the student todescribe the visual material to a blind studentor to sign audio material for a student who isdeaf. Real-time captioning (developed at thetime of the presentation) or sign languageinterpreting should be provided whenrequested by participants in videoconferenceswho are deaf.
Telephone ConferencesSometimes, on-line courses include telephoneconferencing opportunities for discussion insmall groups. This mode of communicationcreates scheduling challenges for everyone. Itis also inaccessible to a student who is deaf.Instructors who use telephone conferencingfor small group discussions should allowalternative communication (e.g., e-mail) thatis accessible to everyone in a specific group.Or, a student who is deaf might be able toparticipate in a telephone conference by usingthe Telecommunications Relay Service (TRS),
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where an operator types what the speakerssay for the deaf student to view on his texttelephone (TTY) and translates his printedinput into speech, however this system mightbe too slow to allow participation in livelyconversations. Another accommodationinvolves setting up a private chat room on theWeb. A transcriptionist types the conversationfor the deaf student to view. The student canalso type his contributions into the chat roomand they can be voiced by someone in thegroup who is monitoring the chat room.Various options should be discussed with thestudent who has a need for an accommoda-tion.
Benefits of Accessible Design forPeople without DisabilitiesPeople without disabilities may havetemporary and/ or situational limitations thatare similar to the limitations imposed bydisabilities. For example, people who cannotaccess graphics due to computer systemlimitations are in a similar situation asstudents who are blind. A noisy environmentthat prohibits the use of audio featuresimposes constraints similar to those faced bystudents with hearing impairments. Those forwhom English is a second language experi-ence reading difficulties similar to thoseexperienced by people with some types oflearning disabilities. Individuals usingmonochrome monitors face limitations likethose who are colorblind. People who need tooperate a computer but whose hands areoccupied with other activities face challengessimilar to those who use a hands-free inputmethod because of a disability.
Applying universal design principles assistsboth people with and people withoutdisabilities. For example, using clear andsimple language and navigational mecha-nisms on Web pages facilitates use by thosewhose native language is not the one in which
the course is taught as well as people withvisual and learning disabilities. People whohave turned off support for images on theirbrowsers in order to maximize access speedbenefit when multimedia features providetext alternatives for the content, as do peoplewho are blind. Similarly, people who cannotview the screen because they must attend toother tasks benefit from speech outputsystems that are often used by people who areblind. Captions provided on videotapes andvideo clips assist people who work in noisy ornoiseless surroundings and people for whomEnglish is a second language along withpeople who have hearing impairments.Making sure that information conveyed withcolor is also available without color benefitsthose using monochrome monitors inaddition to those who are colorblind.Providing multiple formats of informationalso addresses differences in learning styles.
Getting StartedBe proactive in making distance learningcourses accessible. Don't wait until someonewith a disability enrolls to address accessibil-ity issues; consider them from the start!
Think about the wide range of abilities anddisabilities potential students might have.In promotional publications includeinformation on how to request accommo-dations and publications in alternativeformat.Make sure media can be accessed usingsight or hearing alone.Arrange accessible facilities for any on-siteinstruction.Be prepared to offer additional accommo-dations as requested.
ConclusionDistance learning courses are designed toreach out to students from anywhere. Ifuniversal design principles are used in
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creating these classes, they will be accessibleto any students who enroll in them and anyinstructors who are hired to teach them.Designed correctly, distance learning optionscreate learning opportunities for studentswith a broad range of abilities and disabilities.Designed poorly, they erect new barriers toequal participation in academics and careers.Employing universal design principles canbring us closer to making learning accessibleto anyone, anywhere, at any time.
ResourcesThe following resources are useful to thosewho wish to research this topic further.
Americans with Disabilities Act of 1990http:11www.usdoj.govIcrtladaladahornl.htin
ADA accessibility requirements apply toInternet Web pages. (1996). The Law Reporter,10(6), 1053-1084.
A-Prompthttp:Ilaprompt.snow.utoronto.cal
Blackboardhttpillwww.Blackboard.corn1
Bobbyhttp:fiwww.cast.orglbobby
Captioned Media Programhttp:11www.cfv.orgl
Center for Applied Special Technology(CAST)httpl Iwww.cast.orgludll
The Center for Universal DesignhttplIwww.design.ncsu.edulcudl
Closing the Gap 2001 Resource Directoryhttpl Iwww.closingthegap.coml
DO-IThttp:llwww.washington.eduldoitl
EASI (Equal Access to Software and Informa-tion)http:ilwww.rit.eduleasil
International Center for Disability Resourceson the Internethttp:11www.icdri.orgl
National Center for Accessible Media(NCAM)httpilIncam.wgbh.orgl
Recordings for the Blind and Dyslexichttp:11www.rfbd.orgl
Section 508 Standards of the Access Boardhttp:11www.access-board.govlsec5081508standards.htm
Trace Research and Development Centerhttpl Iwww.trace.wisc.edulworldl
Vanderheiden, G.C. (1990). Thirty-somethingmillion: Should they be exceptions? HumanFactors, 32(4), 383-396.http:11www.trace.wisc.eduldocs130_soinel30_sorne.htm
WAVE (Web Accessibility Versatile Evaluator)http:11www.temple.edulinst_disabilitieslpiatlwavel
Web Accessibility Initiative, World Wide WebConsortiumhttp:11www.w3.orgIWAII
WebABLEhttplIwww.webable.conil
WebCThttpillwww.WebCT.coinl
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To locate technical assistance centers in yourstate or region, consult http://wzvw.resna.orgltaproject/at/statecontacts.html or http:1/www.adata.orgldbtac.html, respectively.
Grants and gifts fund DO-IT publications,videotapes, and programs to support theacademic and career success of people withdisabilities. Contribute today by sending a checkto DO-IT, Box 355670, University of Washington,Seattle, WA 98195-5670.
Your gift is tax deductible as specified in IRSregulations. Pursuant to RCW 19.09, the University ofWashington is registered as a charitable organizationwith the Secretary of State, State of Washington. Formore information, call the Office of the Secretary ofState, 800-322-4483.
About DO-ITThe University of Washington helps individu-als with disabilities transition to college andcareers through DO-IT (Disabilities, Opportu-nities, Internetworking, and Technology).Primary funding for the DO-IT project isprovided by the National Science Foundation,the U.S. Department of Education, and theState of Washington. This publication wasdeveloped with funding from the U.S.Department of Education, Office of Postsec-ondary Education (grant #P33A990042) andthe National Science Foundation (grant#9800324). However, the contents do notnecessarily represent the policy of Federalgovernment, and you should not assume theirendorsement. For more information, to beplaced on the mailing list, or to requestmaterials in an alternate format, contact:
DO-ITUniversity of WashingtonBox 355670Seattle, WA 98195-5670
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[email protected]://www.washington.eduldoitl206-221-4171 (FAX)206-685-DOIT (3648) (voice /TTY)888-972-DOIT (3648) (voice/TTY) WA,outside Seattle509-328-9331 (voice /TTY) SpokaneDirector: Sheryl Burgstahler, Ph.D.
Copyright Ci 2002, 2001, Sheryl Burgstahler.Permission is granted to copy these materialsfor educational, noncommercial purposesprovided the source is acknowledged.
ONO, -II T
University of WashingtonCollege of EngineeringComputing & CommunicationsCollege of Education
8/22/02
COO -
World Wide Access: Accessible Web Design
By Dan Comden and Sheryl Burgstahler
The World Wide Web has rapidly become thedominant Internet tool, combining hypertextand multimedia to provide a network ofeducational, governmental, and commercialresources. Much of its power comes from thefact that it presents information in a variety offormats while it also organizes that informa-tion through hypertext links. Because of themultimedia nature of the Web combined withthe poor design of some Web sites, manyInternet surfers cannot access the full range ofresources this revolutionary tool provides.Some visitors:
Cannot see graphics because of visualimpairments.Cannot hear audio because of hearingimpairments.Use slow Internet connections andmodems or equipment that cannot easilydownload large files.Have difficulty navigating sites that arepoorly organized with unclear directionsbecause they have learning disabilities,speak English as a second language, or areyounger than the average user.
People use a variety of technologies to accessthe Web. For example, a person who is blindmay use a speech output system that readsaloud text presented on the screen. A personwith a mobility impairment may be unable touse a mouse and may rely on the keyboard forWeb browsing. To create resources that can beused by the widest spectrum of potentialvisitors rather than an idealized "average,"Web page designers should apply "universaldesign" principles. This requires that they
gionsider the needs of individuals with'Inisabilities, older persons, people for whom
English is a second language, and those usingoutdated hardware and software.
The Americans with Disabilities Act (ADA) of1990 requires that U.S. programs and servicesbe accessible to individuals with disabilities.A 1996 Department of Justice ruling (httpillwww.usdoj.govIcrt/foialcltr204.txt) makes itclear that ADA accessibility requirementsapply to Internet resources.
Accessibility GuidelinesThe World Wide Web Consortium (W3C)develops and maintains the protocols used onthe Web to insure interoperability to promoteuniversal access. The W3C's Web AccessibilityInitiative (WAI) has proposed guidelines forall Web authors. As Tim Berners-Lee, Directorof the W3C puts it:
"The power of the Web is in itsuniversality. Access by everyone regard-less of disability is an essential aspect."
In 2001 the U.S. Architectural and Transporta-tion Barriers Compliance Board (AccessBoard) developed accessibility requirementsfor Web pages of federal agencies. The list ofguidelines for accessibility provides a goodmodel even for organizations that are notrequired to comply.
Many agencies and organizations have morethan one person who develop Web content.Building Web content that is consistent,accessible, and usable can be a challenge forWeb development teams. To ensure organiza-tion-wide development of accessible Webpages, consider adopting standards orguidelines that are useful and well explained.These may be as complex as constructing a setof guidelines from scratch, or as simple asreferring to the W3C Web Content Accessibil-ity Guidelines or Access Board standards.
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Disseminate information about the standardsto all Web page developers in the organiza-tion and provide resources, training, andtechnical support on an ongoing basis.
Getting StartedThe following suggestions will help you getstarted designing accessible Web pages. Theyare based on the WAI guidelines and theSection 508 standards for Web content thatcan be located by referring to the resourcesection at the end of this publication.
General Page DesignDesigning a well-organized Web site helpsvisitors navigate through the informationpresented.
Maintain a simple, consistent pagelayout throughout your site.A consistent design and look makes iteasier for visitors to locate the specificinformation they seek. For example, afeature presented on every page, such as astandard navigation menu or logo for thesite should always appear in the sameplace. A clear, consistent presentation willespecially assist people with visualimpairments or learning disabilities whohave difficulty using disorganizednavigation schemes.
Keep backgrounds simple. Make surethere is enough contrast.People with low vision or colorblindness,or those using black and white monitors,can have difficulty reading information atsites with busy backgrounds and darkcolors. Some background images andcolors obscure text and make readingdifficult. Make sure that there is enoughcontrast between your text and thebackground of the page. Choose back-ground, text, and link colors carefully, andalways test your site by viewing it at
different resolutions and color depths. Forexample, you can change your monitorsettings to a resolution of 640x480 and 16colors for one test, and change to 1024x768and 24-bit color for another.
Use standard HTML.Hypertext Markup Language (HTML) isthe standard code used to create Web sites.HTML was designed to be a universalformat outside the bounds of proprietarysoftware and computer operating systems.The code works via tags that tell a Webbrowser where to find and how to displayinformation. While nonstandard tags exist,using standard HTML as defined by theW3C will ensure that your content can beaccessed by all browsers used by visitorsto your site. Avoid tags, features, andplug-ins that are available to only onebrand or version of a browser.
Caption video and transcribe otheraudio.Multimedia formats that include audio canpresent barriers to people with hearingimpairments as well as to people with lesssophisticated computer systems. Providecaptions and transcriptions for theseresources so visitors who cannot hear havean alternative method for accessing theinformation. MAGPie from the NationalCenter for Accessible Media (NCAM) is afree tool that allows developers to addcaptioning to streaming content.
Make links descriptive so that they areunderstood out of context.Visitors who use screen reading softwarecan adjust their software to read only thelinks on a page. For this reason, linksshould provide enough information whenread out of context. Use a more descriptivephrase than "click here" as a link or nextto a graphic used as a link. For example:
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<A HREF="./about.htm">Clickfor information about our company.will present "Click here" as the link.
However,<A HREF=".about.htm">Informationabout our company. </A>will display "Information about ourcompany." displays descriptive text as thelink.
Include a note about accessibility.Notify site visitors that you are concernedabout accessibility by including a Webaccess symbol on your page (see Resourceslist). Include a statement about accessibil-ity and encourage them to notify you withtheir accessibility concerns. For example,the DO-IT home page includes thefollowing statement:
The DO-IT pages form a living document andare regularly updated. We strive to make themuniversally accessible. You will notice that weminimize the use of graphics and photos, andprovide descriptions of them when they areincluded. Video clips are open-captioned,providing access to users who can't hear theaudio. Suggestions for increasing theaccessibility of these pages are welcome.
Graphical and Audio FeaturesPeople who are blind cannot view thegraphical features of your Web site. Manypeople with visual impairments use speechoutput programs with nonstandard browsers(such as IBM's Home Page Reader or Lynx) orgraphical browsers with the feature that loadsimages turned off. Include text alternatives tomake the content in graphical featuresaccessible. Described below are guidelines forproviding alternative text for various types ofvisual features.
Include appropriate ALT/LONGDESCattributes for graphical elements on yourpage.ALT attributes work with HTML imagetags to give alternative text descriptiveinformation for graphical elements of aWeb page. The alternative text helpsvisitors understand what is on the page ifthey are not viewing the graphic. Thiscould be because they are blind and usinga text-based browser or a graphicalbrowser with the image loading featureturned off. The bold text in the followingexample shows what an ALT attributelooks like in HTML:
<IMG SRC="./doitlogo.large.gif"ALT="DO-IT LOGO">
When a sighted visitor views the page with agraphical browser, he will see a picture of theDO-IT logo. When someone who is blindvisits, his voice output program will readDO-IT LOGO. This gives him a clear idea ofwhat is on the page. In addition, any visitorcoming to the site using a text-based browserwill understand that there is a DO-IT logothere instead of the more ambiguous "image,"the default result when no ALT attribute isused. ALT attributes should be short (less than5 words) since browsers sometimes havedifficulty displaying lengthy ALT text.
When using text to describe complex graphsor charts, or to transcribe sound filescontaining speech or lyrics, summarize theinformation next to the element, or considerusing the LONGDESC attribute whichprovides for more detailed text than ALT.Lengthy descriptions can also be linked to anexternal document or immediately follow thegraphic or sound element.
Use a NULL value for unimportantgraphics.
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Some graphical elements may add nocontent to a page or are used for position-ing and can be bypassed from viewing byusing an ALT attribute with no text. Byusing just two quotation marks with nocontent, you can reduce the amount ofdistracting text when a page is viewedwith graphics capabilities turned off orwith a text-based browser. For example,the HTML for a divider bar could be:
<IMG SRC="./purplebar.gif" ALT=">
Sighted visitors will see the divider bar, whilethose visiting via a text browser will see/hearnothing.
Include descriptive captions or otheroptions for making graphical featuresaccessible.Providing ALT text for an image issufficient for logos and graphics thatcontain little information content.However, if the graphics provide moreextensive information, adding captions isimportant for those who cannot see yourpage because they are using a text-basedbrowser or have turned off the imagedisplay capability of their browser. Thisincludes people who are blind. If you arenot sure how critical a particular image isto the content of a page, temporarilyremove it and consider the impact of itsloss.
Some Web designers make an imageaccessible by placing a hyperlink "D" (fordescription) immediately before or after ancomplex image. This D-link connects toanother page with a detailed description anda link back to the referring page. This methodshould be used with caution as it can addunnecessary navigational complexity to thesite.
Some organizations with graphic-intensiveWeb pages provide a separate text version oftheir site to ensure accessibility. This approachadds maintenance time and complexitybecause two versions of the site must beupdated. It also segregates site visitorsaccording to the type of equipment they useto access the Web. As much as possible,design a single version of your site so that it isaccessible to all visitors.
If you present information in an imageformat, such as a scanned-in image of a pageof a manuscript, be sure to also provide atranscription of the manuscript in a straight-text format. This alternative is useful for manyvisitors, including those with visual impair-ments and those with learning disabilitieswho may have difficulty reading the originaldocument.
Provide audio description and captionsor transcripts of video.If your multimedia resources provided onyour site include video, people who cannot see will be unable to use this informa-tion unless it is provided in an alternativeformat. A text transcription provided withthe video will give a visitor who cannotsee, or who doesn't have the appropriateviewing software, access to the informa-tion in your video clip. Captions andtranscripts also provide access to thecontent for those who cannot hear.
Special FeaturesUse tables sparingly and consideralternatives.Some screen reader programs read fromleft to right, jumbling the meaning ofinformation in frames. Some blind visitorscan interpret frame-based information, butit is best to look for other ways to presentthe information to ensure that visitors withvisual impairments can reach your data.
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Evaluate whether frames are trulynecessary at your site. When frames areused, ensure that frames are labeled withthe TITLE attribute, provide a textalternative with NOFRAMES, and use theTARGET = "_top" attribute to ensureuseful Uniform Resource Location (URL)addressing is provided for each interiorframe.
Provide alternatives for forms anddatabases.Some combinations of browsers andscreen readers encounter errors withnonstandard or complex forms. Alwaystest forms and databases with a text-basedbrowser. Include an e-mail address andother contact information for those whocannot use your forms or database. Makesure that form elements are labeledaccording to the HTML specification.
Provide alternatives for content inapplets and plug-ins.As future versions of software develop,applets (such as programs created withJavaScriptTM) and plug-ins (such as AdobeAcrobatTM) may provide accessibilityfeatures. However, many of theseprograms are currently not accessible topeople using text-based browsers. Toensure that people with visual and hearingimpairments can access your information,provide the content from these programsin alternative, text-based formats. Whenusing JavaScript, make sure to employ thebuilt-in accessibility features that arewithin the Java Developer's Kit.
Accessibility TestsTest your Web site with a variety of Webprowsers, and always test your pages with at
upast one text-based browser and with multi-media browsers with graphics andsound-loading features turned off. This way
you will see your Web resources from themany perspectives of your users. Also viewthe resources at your site using a variety ofcomputing platforms, monitor sizes, andscreen resolutions. Make sure you can accessall of the features of your Web site with thekeyboard alone, simulating the experience ofWeb users who cannot use a mouse. Make useof accessibility testing software such as A-Prompt, Bobby, and WAVE; they will pointout elements that could be inaccessible. Then,revise your HTML to make your siteaccessible.
ResourcesA-Prompthttp://aprompt.snow.utoronto.cal
Americans with Disabilities Act of 1990http:11www.usdoj.govIcrtladaladahom1.htm
Bobby, CAST (Center for Applied SpecialTechnology)http://www.cast.orglbobbyl
Disabilities, Opportunities, Internetworking,and Technology (DO-IT ) Technology andUniversal Designhttp://www.washington.edu/doit/Brochures1Technology/
EASI (Equal Access to Software and Informa-tion)http://www.isc.rit.eduleasi/
International Center for Disability Resourceson the Internethttp://www.icdri.org/
National Center on Accessible InformationTechnology in Education (AccessIT)http://www.washington.edulaccessitl
National Center for Accessible Media(NCAM) resourceshttp:fincam.wgbh.orgl
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Section 508 Standards of the Access Boardhttp:11www.access-board.govlsec5081508standards.htm
Trace Research and Development Centerhttp:11www.trace.wisc.edul
W3C's Web Accessibility Initiative (WAI)http:11www.w3.orgIWAII
Web Accessibility in Mind (WebAIM)http:11www.webairn.orgl
Web Accessibility Versatile Evaluator (WAVE)http:11www.ternple.edulinst_disabilitieslpiatlwavel
World Wide Access VideotapeAn 11-minute videotape, World Wide Access:Accessible Web Design, introduces accessibleWeb design and may be purchased bysending $25 to DO-IT. You will receive anopen-captioned as well as an open-captionedand audio-described version. Permission isgranted to reproduce DO-IT videotapes foreducational, non-commercial purposes aslong as the source is acknowledged.
Grants and gifts fund DO-IT publications,videotapes, and programs to support theacademic and career success of people withdisabilities. Contribute today by sending a checkto DO-IT, Box 355670, University of Washington,Seattle, WA 98195-5670.
Your gift is tax deductible as specified in IRSregulations. Pursuant to RCW 19.09, the University ofWashington is registered as a charitable organizationwith the Secretary of State, State of Washington. Formore information, call the Office of the Secretary ofState, 800-322-4483.
About DO-ITDO-IT (Disabilities, Opportunities, Internet-working, and Technology) serves to increasethe successful participation of individualswith disabilities in challenging academicprograms and careers, such as those inscience, engineering, mathematics, andtechnology. Primary funding for the DO-ITprogram is provided by the National ScienceFoundation, the State of Washington, and U.S.Department of Education. This publicationwas developed with funding from theNational Science Foundation (grant#9800324). However, the contents do notnecessarily represent the policy of the federalgovernment, and you should not assume theirendorsement. For more information, to beplaced on the DO-IT mailing list, or to requestmaterials in an alternate format, contact:
DO-ITUniversity of WashingtonBox 355670Seattle, WA [email protected]:11www.washington.eduldoitl206-221-4171 (FAX)206-685-DOIT (3648) (voice/TTY)888-972-DOIT (3648) (voice/TTY) WA,outside Seattle509-328-9331 (voice /TTY) SpokaneDirector: Sheryl Burgstahler, Ph.D.
Copyright © 2002, 2001, 1999, 1997, Univer-sity of Washington. Permission is granted tocopy these materials for educational, non-commercial purposes provided the source isacknowledged.
EIHM-117-
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University of WashingtonCollege of EngineeringComputing & CommunicationsCollege of Education
10/14/02
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DO-IT Prof:A Project to Help Postsecondary Educators WorkSuccessfully with Students Who Have Disabilities
DO-IT at the University of Washington has, since1992, worked to increase the success of individualswith disabilities in postsecondary education andemployment. DO-IT, which stands for Disabilities,Opportunities, Internetworking, and Technology,has been recognized for its efforts through severalawards including the 1995 National InformationInfrastructure Award in Education; the 1997 Presi-dential Award for Excellence in Science, Mathemat-ics, and Engineering Mentoring; the 1999 GoldenApple Award for excellence in education; the 2001AHEAD Recognition Award for outstanding workfor students with disabilities; and the 2001 BrightIdeas award.
The DO-IT Prof project applies lessons learned byDO-IT and other researchers and practitionersnationwide to implement a comprehensive profes-sional development program for college faculty andodministrators. It is funded by the U.S. Departmentf Education (grant #P33A990042). "Prof' was
selected as part of the project name to represent twoproject characteristics "professional," the quality ofproject materials and strategies, and "professor," itsprimary target audience.
DO-IT Prof serves to improve the knowledge andskills of postsecondary faculty and administrators inorder to make them better prepared to fully includestudents with disabilities in academic programs ontheir campuses. Responding to the diverse contentand scheduling needs of faculty and administrators,the DO-IT Prof team has created and delivered sixmodels of professional development.
Model 1: A 20-30 minute presentation to introduceparticipants to basic legal issues, accommodationstrategies, and resources specific to their campuses.
Model 2: A 1-2 hour presentation with special focuson providing accommodations to students with avariety of disabilities.
114odel 3: A tailored workshop for more in-depthaining on topics selected for a specific audience.
Model 4: A televised instruction option using aseries of videotapes to deliver on public television.
Model 5: A distance learning "anytime-anywhere"course that provides lessons and discussion deliv-ered via electronic mail.
Model 6: Self-paced, Web-based instruction in TheFaculty Room at http://www.washington.edu/doitlFaculty/.
The DO-IT Prof team includes faculty, disabledstudent services staff, and administrators at institu-tions of higher education in 23 states. The nation-wide recruitment process was highly competitive,attracting more than one hundred applications. DO-IT's Academic Advisory Board selected applicantsthat had the potential to contribute to project effortsand to create a team with diverse characteristics.
Project partners include representatives fromAHEAD (Association on Higher Education andDisability), the National Center for the Study ofPostsecondary Educational Supports, the HEATHResource Center, and WAPED (Washington Associa-tion on Postsecondary Education and Disability).
Project team members chose institutional partners intheir states. If a team member is from a four-yearinstitution, the partner school is a community ortechnical college; if the team member is from acommunity or technical college, the partner school isa four-year school.
Project team members participated in three-daycollaborative meetings in Seattle in 2000 and 2001.Before the first meeting, team members conductedfocus groups with students who have disabilities,teaching assistants, and faculty members. At theworking meetings, team members discussed facultyand administrator support issues and strategies.They developed professional development materials,data collection plans, and timelines for their homeinstitutions.
Each team member and partner campus is deliveringprofessional development programs, disseminatingmaterials, providing technical assistance to facultyand administrators, and institutionalizing successfulstrategies in their schools. Discussion and coordina-
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tion of DO-IT Prof activities take place year-roundon an interactive Internet discussion list.
Completion of this project will result in faculty andadministrators being better prepared to fully includestudents with disabilities on their campuses andcontribute to systemic change within postsecondaryinstitutions across the nation. Ultimately, this projectwill result in greater postsecondary educationalopportunities for individuals with disabilities.
The Faculty RoomCampuses nationwide are encouraged to link to TheFaculty Room at httpillwww.washington.edu/doit/Faculty! and refer faculty and administrators there tolearn how to accommodate students with disabilitiesin their on-campus and distance learning courses,field experiences, and international studies pro-grams. Useful training videotapes and materials canalso be purchased from the DO-IT office; request theDO-IT Publications and Resources publication formore information. All project materials, includingon-line resources, videotapes, and printed materials,are offered in formats that are readily accessible byindividuals with disabilities. Permission to copy andfurther distribute project products is granted fornoncommercial, educational purposes.
DO-IT Prof StaffProject staff at the University of Washington are:
Sheryl Burgstahler, Ph.D., [email protected]
Nancy Rickerson, Research [email protected]
Christina deMille, Program [email protected]
Deb Cronheim, Publication/Research CoordinatorTracy Jirikowic, Research ConsultantMarvin Crippen, Technology SpecialistTanis Doe, Ph.D., External EvaluatorGale Devens, Publications Assistant
DO-IT Prof TeamMembers of the project team and their partnerinstitutions are:
Carol AchzigerComputer Access Center CoordinatorArapahoe Community CollegeLittleton, [email protected]
Partner: University of Northern ColoradoGreeley, Colorado
Victoria Amey-FlippinCoordinator/HELP OfficeNortheastern Illinois UniversityChicago, [email protected]: naktnn CollpgpDes Plaines, Illinois
Alice AndersonCoordinator, Technology Access ProgramDivision of Information Technology (DoIT)University of [email protected]: Madison Area Technical UniversityMadison, Wisconsin
Patricia BungeLearning Disabilities Specialist / CounselorGuilford Technical Community CollegeJamestown, North [email protected]: North Carolina Agricultural and TechnicalState UniversityGreensboro, North Carolina
Deborah Casey-PowellDean of StudentsSouth UniversityWest Palm Beach, [email protected]: Santa Fe Community CollegeGainesville, Florida
Rosemary Coffman, Ph.D., C.R.C.Counselor, Students with DisabilitiesLee CollegeBaytown, [email protected]: Rice UniversityHouston, Texas
Jill DouglassSpecial Services DirectorSanta Fe Community CollegeSanta Fe, New [email protected]: College of Santa FeSanta Fe, New Mexico
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Mary Ann FerkisInstructional Accommodations Specialist, AdaptiveProgramsPurdue UniversityWest Lafayette, [email protected]: Ivy Tech State CollegeBloomington, Indiana
Pam GriffinCoordinator, General Disability ServicesUniversity of Minnesota, DuluthDuluth, [email protected]: Fond De Lac Tribal and CommunityCollegeCloquet, Minnesota
Beverly Boone HarrisCoordinator, Supporting Students through Disabil-ity Services (SSDS)Norfolk State UniversityNorfolk, [email protected]: New River Community College
Dublin, Virginia
Nancy HartManager, Disability ServicesLane Community CollegeEugene, [email protected]: Western Oregon UniversityMonmouth, Oregon
Elaine HighLearning Disabilities Specialist-Resource Center for Persons with DisabilitiesMichigan State UniversityEast Lansing, [email protected]: North Central Michigan CollegePetoskey, Michigan
Alison McCarthy IonvannaCoordinator of Disability ServicesTunxis Community CollegeFarmington, [email protected]: Southern Connecticut State Universityew Haven, Connecticut
Richard JonesAssistant Director, Disability Resources for StudentsArizona State UniversityTempe, [email protected]: South Mountain Community CollegePhoenix, Arizona
Jana Long, M.R.C., C.R.C.Coordinator of Disability Support ServicesSouthwest Missouri State UniversitySpringfield, [email protected]: St. Louis Community CollegeSt. Louis, Missouri
Ralph McFarlandDirector, Student Disability Resource CenterHumboldt StateArcata, [email protected]: College of the RedwoodsEureka, California
Richard Radtke, Ph.D.ProfessorUniversity of Hawaii at ManoaHonolulu, [email protected]: Leeward Community CollegePearl City, Hawaii
Lisa Badia RhineDirector, Office for Students with DisabilitiesUniversity of DaytonDayton, [email protected]: Sinclair Community CollegeDayton, Ohio
Patricia RichterCoordinator, Services for Americans withDisabilitiesOffice of Human DiversityKutztown University of PennsylvaniaKutztown, [email protected]: Thaddeus Stevens College of Technology.Lancaster, Pennsylvania
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Vicki RothAssistant DeanUniversity of RochesterRochester, New [email protected]: Finger Lakes Community CollegeCanadaigua, New York
Al SoumaDirector, Disability Support ServicesSeattle Central Community CollegeSeattle, [email protected]: Gonzaga UniversitySpokane, Washington
Chrystal StanleyCoordinator, Student Disability ServicesDrake UniversityDes Moines, [email protected]: Des Moines Area Community CollegeAnkeny, Iowa
Marcia WiedefeldCoordinator of Disability Support ServicesLoyola College in [email protected]: Community College of Baltimore CountyDundalk, Maryland
DO-IT Prof Project PartnersThe following organizations support DO-IT Prof:
AHEAD (Association on Higher Education andDisability), represented by Carol De Souza, StephanSmith, past and current Executive Director, respec-tivelyhttp://www.ahead.orgl
National Center for the Study of PostsecondaryEducational Supports, University of Hawaii atManoa, represented by Robert Stodden, Directorh ttp:11www.rrtc.hawaii.edul
WAPED (Washington Association on PostsecondaryEducation and Disability), represented by DyaneHaynes, past President
Model Demonstration ProjectsDO-IT Prof is one of 22 Model DemonstrationProjects to Ensure Students with Disabilities Receive
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a Quality Higher Education. Funded by the Office ofPostsecondary Education of the U.S. Department ofEducation, their purpose is to develop innovative,effective, and efficient teaching methods to enhancethe skills and abilities of postsecondary faculty andadministrators in working with students who havedisabilities. Links to all of the projects can be foundat http:llwww.ed.gov/offices/OPE/disabilities/index.html.
About DO-ITThe National Science Foundation, the U.S. Depart-ment of Education, and the State of Washingtonprovide primary funding for the DO-IT project. Thispublication was developed with funding from theU.S. Department of Education, Office ofPostsecondary Education (grant #P33A990042).However, the contents do not necessarily representthe policy of the Department of Education, and youshould not assume their endorsement. Of the$732,097 required to complete the 3-year DO-IT Profproject, $677,868 (93%) are federal funds and $54,229(7%) are from non-federal sources.
For more information, to be placed on the mailinglist, or to request materials in an alternative format,contact:
DO-ITUniversity of WashingtonBox 355670Seattle, Washington [email protected]://www.washington.edu/doit/The Faculty Room://ttp:I/www.washington.edu/doitlFaculty/206-221-4171 (FAX)206-685-DOIT (voice/ TTY)888-972-DOIT (voice/ TTY) WA, outside Seattle509-328-9331 (voice /TTY) SpokaneDirector: Sheryl Burgstahler, Ph.D.
Copyright © 2002, 2001, 2000, University of Wash-ington. Permission is granted to copy these materi-als for educational, non-commercial purposesprovided the source is acknowledged.
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University of WashingtonComputing & CommunicationsCollege of EngineeringCollege of Education
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Academic Accommodations for Students withPsychiatric Disabilities
By Alfred Souma, Nancy Rickerson, and Sheryl Burgstahler
More than 400,000 students enrolled in Americanpostsecondary institutions report having adisability (Lewis, Farris, & Greene, August 1999).Of that total population, over 33,000 report havinga mental illness. Recent increases in the size of thisgroup are due in part to improved medicationsthat result in symptoms mild enough for them toenjoy the benefits and meet the challenges ofpostsecondary education (Weiner & Wiener, 1996).Students with psychiatric disabilities are entitledto reasonable academic accommodations asprovided by the American Disabilities Act (ADA)of 1990. Providing effective accommodationsallows students equal access to academic coursesand activities. Their presence also contributes tothe diversity of the student population.
What is a Psychiatric Disability?Persons with a "psychiatric disability" have adiagnosable mental illness causing severedisturbances in thinking, feeling, relating, and /orfunctional behaviors that results in a substantiallydiminished capacity to cope with daily lifedemands.
A psychiatric disability is a hidden disability; it israrely apparent to others. However, students witha psychiatric disability may experience symptomsthat interfere with their educational goals, whichmay include, yet are not limited to:
Heightened anxieties, fears, suspicions, orblaming othersMarked personality change over timeConfused or disorganized thinking; strange orgrandiose ideasDifficulty concentrating, making decisions, orremembering thingsExtreme highs and/or lows in moodDenial of obvious problems and/ or a strongresistance to offers of helpThinking or talking about suicide
Psychiatric DiagnosesA student with a psychiatric disability may haveone or more of the following psychiatricdiagnoses (American Psychiatric Association,1994).
Depression. This is a mood disorder that canbegin at any age. Major depression may becharacterized by a depressed mood most of eachday, a lack of pleasure in previously enjoyedactivities, thoughts of suicide, insomnia, andconsistent feelings of worthlessness or guilt.
Bipolar Affective Disorder (BAD, previouslycalled Manic Depressive Disorder). BAD is amood disorder with revolving periods of maniaand depression. In the manic phase, a personmight experience inflated self-esteem, high workand creative productivity and decreased need tosleep. In the depressed phase, the person wouldexperience the symptoms of depression (seeabove).
Borderline Personality Disorder (BPD). BPD is apersonality disorder which includes both mooddisorder and thought disorder symptoms. Thisdiagnosis has both biological and environmentaldeterminants. Individuals diagnosed with BPDmay have experienced childhood abuse andfamily dysfunction. They may experience moodfluctuations, insecurities and mistrust, distortionof perceptions, dissociations, and difficulty withinterpersonal relationships and limited copingskills.
Schizophrenia. This is a thought disorder that cancause a person to experience difficulty withactivities of daily living and may experiencedelusions, hallucinations and paranoia. Schizo-phrenic individuals typically demonstrateconcrete thought processing and appreciatestructure and routines.
Anxiety Disorders. These are mood disorders inwhich the individual responds to thoughts,situations, environments and /or people with fearand anxiety. Anxiety symptoms can disrupt aperson's ability to concentrate and focus on tasksat hand. Symptoms may be in response to real orimagined fears. Specific anxiety disorders includeGeneralized Anxiety Disorder, Obsessive-Compulsive Disorder, Panic Disorder, Social and
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Specific Phobias, and Post Traumatic StressDisorder.
The following conditions are behavior orpersonality disorders excluded from coverageunder the ADA: transvestitism, transsexualism,pedophilia, voyeurism, gender identity disorders,compulsive gambling, kleptomania, andpyromania (Black lock, 2001).
Functional LimitationsThe following functional limitations related topsychiatric disabilities may affect academicperformance and may require accommodations(Center for Psychiatric Rehabilitation, 1997).
Difficulty with medication side effects: sideeffects of psychiatric medications that affectacademic performance include drowsiness,fatigue, dry mouth and thirst, blurred vision,hand tremors, slowed response time, anddifficulty initiating interpersonal contact.Screening out environmental stimuli: aninability to block out sounds, sights, or odorsthat interfere with focusing on tasks. Limitedability to tolerate noise and crowds.Sustaining concentration: restlessness,shortened attention span, distraction, anddifficulty understanding or rememberingverbal directions.Maintaining stamina: difficulty sustainingenough energy to spend a whole day of classeson campus; combating drowsiness due tomedications.Handling time pressures and multiple tasks:difficulty managing assignments, prioritizingtasks and meeting deadlines. Inability tomulti-task work.Interacting with others: difficulty gettingalong, fitting in, contributing to group work,and reading social cues.Fear of authority figures: difficulty approach-ing instructors or TA's.Responding to negative feedback: difficultyunderstanding and correctly interpretingcriticism or poor grades. May not be able toseparate person from task (personalization ordefensiveness due to low self-esteem).Responding to change: difficulty coping with
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unexpected changes in coursework, such aschanges in the assignments, due dates orinstructors. Limited ability to tolerateinterruptions.Severe test anxiety: such that the individual isrendered emotionally and physically unable totake the exam.
Instructional StrategiesStudents with a history of psychiatric disabilitiescan be intelligent, sensitive, creative andinteresting. You can employ strategies that willpromote their success in your class. For example:
Address a variety of learning styles (e.g.auditory, visual, kinesthetic, experiential, orcombination of styles).Incorporate experiential learning activities.Be prepared to set behavioral expectations forall students in your class.Embrace diversity to include people withpsychiatric disabilities.
Reasonable AccommodationsSome students with psychiatric disabilities mayrequire accommodations to allow them equalaccess to classes, programs and coursework. Anaccommodation is the removal of a barrier to fullparticipation and learning. The emphasis is onaccess, not on outcome. This is done by providingthe student with a disability equal access to thecontent and activities of a course.
Each student with a disability is encouraged toregister with the office that supports studentswith disabilities in order to receive accommoda-tions. Personnel from this office typically sendinstructors a letter documenting specificaccommodations required for the student with thedisability. It is the responsibility of the instructorto provide the accommodations. It is the student'sresponsibility to fulfill the academic requirementsof the course. The best solutions result when theinstructor, student, and disability support serviceprofessional work cooperatively. Meeting as agroup may facilitate problem-solving alternatives.Respecting the privacy of the student by notdiscussing his/her disability or accommodationswith others outside of this meeting is essential.Review accommodations periodically with the
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student to assess effectiveness and adjust tochanging needs.
The following are typical classroom, exam, andassignment accommodations that may berecommended by the disabled student serviceprofessional for a student with a psychiatricdisability.
Classroom AccommodationsPreferential seating, especially near the door toallow leaving class for breaks.Assigned classmate as volunteer assistant.Beverages permitted in class.Prearranged or frequent breaks.Tape recorder use.Notetaker or photocopy of another's notes.Early availability of syllabus and textbooks.Availability of course materials (lectures,handouts) on disk.Private feedback on academic performance.
Examination AccommodationsExams in alternate format (e.g., from multiplechoice to essay; oral, presentation, role-play, orportfolio).Use of adaptive computer software (e.g.Optical Character Recognition, allowingscanned text to be read aloud by thecomputer's sound card; or speech recognitionfor converting the spoken word to printedword on the computer screen).Extended time for test taking.Exams individually proctored, including in thehospital.Exam in a separate, quiet and non-distractingroom.Increased frequency of exams.
Assignment AccommodationsSubstitute assignments in specific circum-stances.Advance notice of assignments.Permission to submit assignments handwrit-ten rather than typed.Written assignments in lieu of oral presenta-tions, or vice versa.Assignments completed in dramatic formats(e.g. demonstration, role-play, and sculpture).
Assignment assistance during hospitalization.Extended time to complete assignments.
Not all requested accommodations are "reason-able." An accommodation is not reasonable if:
Making the accommodation or having theindividual involved in the activity poses adirect threat to the health or safety of others.Making the accommodation means making asubstantial change in an essential element ofthe curriculum.Making the accommodation would require asubstantial alteration in the manner in whicheducational opportunities are provided, suchthat the course objectives are altered.Making the accommodation would impose anundue financial or administrative burden tothe institution.
ReferencesAmerican Psychiatric Association (1994).Diagnostic and statistical manual ofmental disorders (41h Ed). Washington DC:American Psychiatric Association. Available:http:/lwww.psych.org/
Black lock, B. (2001). Best practices in disabilitysupport services:Welcoming, identifying and accommodatingstudents with psychological disabilities. Presentedat the National Association of Student PersonnelAssociation conference, March 2001.
Center for Psychiatric Rehabilitation (1997).Boston University. Available at:http://software.bu.edu/SARPSYCH/educa-func.html
Lewis, L., Farris, E. & Greene (August 1999). Aninstitutional perspective onstudents with disabilities in postsecondaryeducation. National Center for EducationalStatistics Statistical Analysis Report,. iii-v. U.S.Department of Education.
Weiner, E., & Wiener, J. (1996). Concerns andneeds of university students withpsychiatric disabilities. Journal of PostsecondaryEducation and Disability, 12(1), 2-8.
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ResourcesDO-IT has created a videotape, Building the Team:Faculty, Staff and Students Working Together, thatfeatures postsecondary faculty and administratorsand students with disabilities sharing usefulinformation and experiences about how toeffectively accommodate students with diSabili-ties. To order this videotape, which is captionedand audio described, send $25 to DO-IT. You mayalso find the following resources useful as youexplore this topic further.
American Academy of Psychiatry and the Lawhttp://www.emory.edu/AAPLI
American Psychological Associationhttp://www.apa.org/
Anxiety Disorder Association of America (ADAA)http://www.adaa.org/
The Faculty Room, DO-IThttp:fiwww.washington.edu/doit/Faculty/Strategies/Disability/Psych/
Mental Healthhttp:fiwww.mentalhealth.conil
National Mental Health AssociationhttP://www.nrnha.org/index.cfin/
National Alliance for the Mentally Ill (NAMI)http://www.nami.org/
National Institute of Mental Health (NIMH)http://www.nimh.nih.govl
Grants and gifts fund DO-IT publications, videotapes,and programs to support the academic and careersuccess of people with disabilities. Contribute today bysending a check to DO-IT, Box 355670, University ofWashington, Seattle, WA 98195-5670.
Your gift is tax deductible as specified in IRS rmlations.Pursuant to RCW 19.09, the University of Washington isregistered as a charitable organization with the Secretary ofState, State of Washington. For more information, call theOffice of the Secretary of State, 800-322-4483.
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About DO-ITThe University of Washington helps individuals withdisabilities transition to college and careers throughDO-IT (Disabilities, Opportunities, Internetworking,and Technology). Primary funding for the DO-ITproject is provided by the National Science Foundation,the U.S. Department of Education, and the State ofWashington. This publication was developed withfunding from the U.S. Department of Education, Officeof Postsecondary Education (grant# P33A990042).However, the contents do not necessarily represent thepolicy of the Department of Education, and you shouldnot assume their endorsement. For more information,to be placed on the mailing list, or to request materialsin an alternative format, contact:
DO-ITUniversity of WashingtonBox 3556703737 Brooklyn Ave. N. E.Seattle, WA [email protected]://www.zvashington.edu/doitl206-221-4171 (FAX)206-685-DOIT (3648) (voice/TTY)888-972-DOIT (3648) (voice/TTY) WA, outside Seattle509-328-9331 (voice/TTY) SpokaneDirector: Sheryl Burgstahler, Ph.D.
Copyright © 2002, 2001, University of Washington.Permission is granted to copy these materials foreducational, noncommercial purposes provided thesource is acknowledged.
ICINGIT
University of WashingtonCollege of EngineeringComputing & CommunicationsCollege of Education
8/22/02
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Working Together: People with Disabilitiesand Computer Technology
By Sheryl Burgstahler, Ph.D.
People with disabilities meet barriers of alltypes. However, technology is helping to lowermany of these barriers. By using computingtechnology for tasks such as reading andwriting documents, communicating with others,and searching for information on the Internet,students and employees with disabilities arecapable of handling a wider range of activitiesindependently. Still, people with disabilities facea variety of barriers to computer use. Thesebarriers can be grouped into three functionalcategories: barriers to providing computerinput, interpreting output, and readingsupporting documentation. Hardware andsoftware tools (known as adaptive or assistivetechnologies) have been developed to providefunctional alternatives to these standard
ilkoperations. Specific products, and approachesIpto using them, are described below.
Mobility ImpairmentsSome wheelchairs may not fit under standardheight computer tables and some computerusers do not have enough use of their handsand arms to operate a standard keyboard ormouse.
InputEquipment which provides flexibility in thepositioning of monitors, keyboards, documenta-tion, and tabletops is useful for manyindividuals with disabilities. Plugging allcomputer components into power outlet stripswith accessible on/off switches makes itpossible for some individuals to turn equipmenton and off independently.
Some technology assists individuals with littleor no use of their hands in using a standard
keyboard. Individuals who have use of onefinger, or have access to a mouth- or head-stickor some other pointing device, can control the
computer by pressing keys with the pointingdevice. Software utilities can create "stickykeys" that electronically latch the SHIFT,CONTROL, and other keys to allow sequentialkeystrokes to input commands that normallyrequire two or more keys to be pressedsimultaneously. The key repeat function can bedisabled for those who cannot release a keyquickly enough to avoid multiple selections.Keyboard guards (solid templates with holesover each key to assist precise selection) can beused by those with limited fine motor control.
Sometimes repositioning the keyboard andmonitor can enhance accessibility. For example,mounting keyboards perpendicular to tables orwheelchair trays at head-height can assistindividuals with limited mobility who usepointing devices to press keys. Other simplehardware modifications can assist individualswith mobility impairments. For instance, diskguides can assist with inserting and removingdiskettes; a dedicated hard disk and/orcomputer network access can eliminate orreduce the necessity to do so.
For individuals who need to operate thecomputer with one hand, left- and right-handedkeyboards are available. They provide moreefficient key arrangements than standardkeyboards designed for two-handed users.
Some hardware modifications completelyreplace the keyboard and /or mouse forindividuals who cannot operate these standarddevices. Expanded keyboards (larger keysspaced far apart) can replace standardkeyboards for those with limited fine motorcontrol. Mini-keyboards provide access to thosewho have fine motor control but lack a range ofmotion great enough to use a standardkeyboard. Track balls and specialized inputdevices can replace mice.
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For those with more severe mobility impair-ments keyboard emulation is available,including scanning and Morse code input. Ineach case, special switches make use of at leastone muscle over which the individual hasvoluntary control (e.g., head, finger, knee,mouth). In scanning input, lights or cursorsscan letters and symbols displayed on computerscreens or external devices. To make selections,individuals use switches activated by move-ment of the head, finger, foot, breath, etc.Hundreds of switches tailor input devices toindividual needs. In Morse code input, usersinput Morse code by activating switches (e.g., asip-and-puff switch registers dot with a sip anddash with a puff). Special adaptive hardwareand software translate Morse code into a formthat computers understand so that standardsoftware can be used.
Speech input provides another option forindividuals with disabilities. Speech recognitionsystems allow users to control computers byspeaking words and letters. A particular systemis "trained" to recognize specific voices.
Special software can further aid those withmobility impairments. Abbreviation expansion(macro) and word prediction software canreduce input demands for commonly used textand keyboard commands. For example, wordprediction software anticipates entire wordsafter several keystrokes and increases inputspeed.
OutputScreen output does not present a challenge, butindividuals with mobility impairments whohave difficulty obtaining output from printersmay need assistance from others.
DocumentationOn-screen help can provide efficient access touser guides for individuals who are unable toturn pages in books.
BlindnessIndividuals who are blind cannot access visual
material presented on the computer screen or inprinted materials.
InputMost individuals who are blind use standardkeyboards, however, Braille input devices areavailable. Braille key labels can assist withkeyboard use.
OutputSpeech output systems can be used to readscreen text to blind computer users. Specialsoftware programs (called screen readers)"read" computer screens and speech synthesiz-ers "speak" the text. The availability ofearphones for individuals using speech outputsystems can reduce the distractions for othersnearby.
Refreshable Braille displays allow line-by-linetranslation of screen text into Braille on adisplay area where vertical pins move intoBraille configurations as screen text is scanned.Braille displays can be read quickly by thosewith advanced Braille skills, are good fordetailed editing (e.g., programming and finalediting of papers), and do not disrupt others inwork areas because they are quiet. Brailleprinters provide "hard copy" output for blindusers.
DocumentationScanners with optical character recognition canread printed material and store it electronicallyon computers, where it can be read usingspeech synthesis or printed using Brailletranslation software and Braille printers. Suchsystems provide independent access to journals,syllabi, and homework assignments for blindstudents. Some hardware and software vendorsalso provide Braille or ASCII versions of theirdocumentation to support computer users whoare blind.
Low VisionFor some people with visual impairments thestandard size of letters on the screen or printedin documents are too small for them to read.
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eSome people cannot distinguish one color fromanother.
InputMost individuals who have visual impairmentscan use standard keyboards, but large printkeytop labels are sometimes useful.
OutputSpecial equipment for individuals who arevisually impaired can modify display or printeroutput. Computer-generated symbols, both textand graphics, can be enlarged on the monitor orprinter, thereby allowing individuals with lowvision to use standard word processing,spreadsheet, electronic mail, and other softwareapplications. For individuals with some visualimpairments, the ability to adjust the color ofthe monitor or change the foreground andbackground colors is also of value. For example,special software can reverse the screen fromblack on white to white on black for people who
aare light sensitive. Anti-glare screens can makeWscreens easier to read. Voice output systems are
also used by people with low vision.
DocumentationScanners with optical character recognition canread printed material and store it electronicallyon computers, where it can be read usingspeech synthesis or printed in large print. Somehardware and software vendors also providelarge print or ASCII versions of their documen-tation.
Hearing and/or Speech ImpairmentsSpeech and hearing disorders alone do notgenerally interfere with computer use.However, advanced speech synthesizers areclose enough to human quality to act assubstitute voices and thus provide a compensa-tory tool for students who cannot communicateverbally. Students with portable systems canparticipate in class discussions once adapted
dillomputers provide them with intelligible'speaking voices. Word processing and
educational software may also help hearingimpaired students develop writing skills.
InputStudents with hearing and / or speech impair-ments typically use a standard keyboard andmouse.
OutputAlternatives to audio output can assist thehearing-impaired computer user. For example,if the sound volume is turned to zero, acomputer may flash the menu bar when audiooutput is normally used.
DocumentationIndividuals with hearing and /or speechimpairments typically do not have difficultyusing standard written or on-screen documenta-tion.
Specific Learning DisabilitiesEducational software where the computerprovides multi-sensory experiences, interaction,positive reinforcement, individualizedinstruction, and repetition can be useful in skillbuilding. Some students with learningdisabilities who have difficulty processingwritten information can also benefit fromcompleting writing assignments, tutoriallessons, and drill-and-practice work with theaid of computers. For example, a standard wordprocessor can be a valuable tool for individualswith dysgraphia, an inability to producehandwriting reliably.
InputQuiet work areas and ear protectors may makecomputer input easier for individuals withlearning disabilities who are hyper-sensitive tobackground noise.
Software that aids in efficient and accurateinput can also assist. Some people cancompensate for high rates of input errors byusing spell checkers, thesauruses, and grammarcheckers. In addition, word predictionprograms (software that predicts whole wordsfrom fragments) have been used successfully bystudents with learning disabilities. Similarly,macro software which expands abbreviations
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can reduce the necessity to memorize keyboardcommands and can ease the entry of commonlyused text.
OutputSome learning disabled individuals findadaptive devices designed for those with visualimpairments useful. In particular, large printdisplays, alternative colors on the computerscreen, and voice output can compensate forsome reading problems. People who havedifficulty interpreting visual material canimprove comprehension and the ability toidentify and correct errors when words arespoken or printed in large fonts.
DocumentationSome individuals with learning disabilities findit difficult to read. Computer documentationprovided in electronic forms can be used byenlarged character and voice synthesis devicesto make it accessible to those with readingdifficulties.
Next StepsContinue your exploration of computertechnology for people with disabilities by:
Buying the directory and/or attending theconference of Closing the Gap. To requestinformation, write to P.O. Box 68, Henderson,MN 56044 or call 612-248-3294. Visit theirWeb site at http://www.closingthegap.coml.
Contacting technology assistance centers inyour state (http:I/www.resna.org/ taproject/at/statecontacts.html) or region (http:llwww.adata.orgldbtac.html).
Joining electronic discussion lists andaccessing resources on the Internet. A goodplace to start is DO-IT's publicationDisability-Related Resources on the Internet athttp:llwww.zvashington.edu/doit/Brochures/DRR/
Videotape
A 14-minute videotape, Working Together: Peoplewith Disabilities and Computer Technology may beordered by sending a $25 check to DO-IT.Permission is granted to reproduce DO-ITvideotapes for educational, non-commercialpurposes as long as the source is acknowledged.
Grants and gifts fund DO-IT publications,videotapes, and programs to support theacademic and career success of people withdisabilities. Contribute today by sending a checkto DO-IT, Box 355670, University of Washington,Seattle, WA 98195-5670.
Your gift is tax deductible as specified in IRSregulations. Pursuant to RCW 19.09, the University ofWashington is registered as a charitable organizationwith the Secretary of State, State of Washington. Formore information, call the Office of the Secretary ofState, 800-322-4483.
About DO-ITDO-IT is primarily funded by the NationalScience Foundation, the U.S. Department ofEducation and the State of Washington. Formore information, to be placed on the DO-ITmailing list, or to request materials in an alter-native format, contact:
DO-ITUniversity of WashingtonBox 355670Seattle, WA [email protected]:11www.washington.eduldoitl206-685-DOIT (voice /TTY)888-972-DOIT (voice /TTY) WA, outside Seattle206-221-4171 (FAX)509-328-9331 (voice/TTY) SpokaneDirector: Sheryl Burgstahler, Ph.D.
Copyright © 2002, 2001, 1998, 1994 SherylBurgstahler. Permission is granted to copy thesematerials for non-commercial purposesprovided the source is acknowledged.
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DisabilitiesAj:opportunitiesWinternetworking
Technology
Working Together:Science Teachers andStudents with Disabilities
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ENCID11-
Working Together: Science Teachersand Students with Disabilities
As scientific fields make increasing use of technology, new opportunitiesemerge for people with a variety of abilities. When students with disabilitiesand science teachers form learning partnerships, the possibilities for academic
and career success multiply.Some students with disabilities have conditions that are invisible; some are visible. Since
each person's situation is unique, the best solutions for maximizing participation come aboutwhen the student and teacher work together to develop creative alternatives for challengesfaced by students with disabilities. Such challenges include gaining knowledge and demon-strating knowledge. In most cases, it takes just a little creativity, patience, and common senseto make it possible for everyone to learn and contribute.
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Gaining Knowledge
Many students with disabilities face challenges to gaining knowledge.Examples of specific challenges and accommodations follow.
The student who has difficulty...
...reading standard text or graphics due tovisual impairment
...seeing materials on blackboard or over-head projector due to visual impairment
...reading output from standard equipmentbecause of visual impairment
...hearing presentations and instructions
...hearing multimedia and videotapedpresentations
...participating in class discussions due tohearing or speech impairment
can be accommodated by...
...materials in large print or Braille, on tape,or via computer; enlarged or tactile draw-ings; access to adaptive technology thatprovides enlarged, voice, and/or Brailleoutput.
...binoculars; verbalization of the contentand oral descriptions of all visually dis-played materials.
...interfacing lab equipment with computerand providing large print and/or speechoutput; scientific equipment with Brailleand large print markings.
...FM system; interpreter; printed materials;facing student for lip reading; overheadprojector or blackboard.
...captioned presentations; interpreter.
...electronic communications (e.g., Internet)where the ability to hear or speak is notrequired; portable computer with speechoutitt9
...understanding concepts due to a specificlearning disability
...reading because of a specific learningdisability
...taking notes in class because of mobilityor visual impairment
...operating lab equipment and conductinglab experiments due to mobility impairment
...seeing demonstrations while seated in awheelchair; viewing lab experiments
...completing an assignment or lab becauseof a health impairment
...doing research
...visual, aural, and tactile demonstrationsincorporated into instruction.
...extra time and access to materials via acomputer equipped with speech and largeprint output and Internet access.
...in-class access to a computer with adap-tive technology and a word processor.
...accessible facility; adjustable-height tables;lab partner; scribe; computer-controlled labequipment with alternative input devices(e.g., speech, Morse code, alternative key-board); modified scientific equipment.
...adjustable height tables and flexibleseating arrangements.
...flexible scheduling arrangements.
...information accessible on computer (disk,Internet) with adaptive technology.
Demonstrating Knowledge
Some students with disabilities cannot demonstrate mastery of a subject bywriting, speaking, or by working through a problem in a lab. Many of theaccommodations for gaining knowledge can help the student demonstratemastely of a subject as well. Examples of other accommodations follow.
The student who has difficulty...
...completing and submitting worksheetsand tests because of visual impairment and/or specific learning disability
...completing a test or assignment because ofa disability that affects the speed at which itcan be completed
...completing a test or assignment because ofthe inability to write
can be accommodated by...
...worksheets and tests in large print orBraille, on tape, or via computer; access toadaptive technology that provides enlarged,voice and/or Braille as well as standardprint output.
...extra time or alternative testing arrange-ments.
...in-class access to a computer with alterna-tive input (e.g., Morse code, speech, alterna-tive keyboard) devices.
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Electronic ResourcesTo contact staff, request electronic copies ofDO-IT NEWS, request publications or askquestions about the program, send elec-tronic mail to [email protected] send a message to all DO-IT Scholars,DO-IT Pals, or DO-IT Mentors, send elec-tronic mail to one of the following ad-dresses:[email protected]@u.washington.edumentorsOu.washington.eduTo discuss issues pertaining to individualswith disabilities and their pursuit of sci-ence, engineering, and mathematics (sem)academic programs and careers, subscribeto the doitsem LISTPROC discussion list bysending electronic mail [email protected].
In the message text type "subscribedoitsem" followed by your name.
For information resources related to DO-IT,disabilities, adaptive technology, science,engineering, mathematics, and postsecond-ary education, access the DO-IT WorldWide Web pages atlittplIwww.washingtoit.eduldoit/
VideotapeA I3-minute videotape, Working Together:Science Teachers and Students With Disabilities,may be ordered by sending a $25 check toDO-IT.
Grants and gifts fund DO-IT publications,videotapes, and programs to support theacademic and career success of people withdisabilities. Contribute today by sending acheck to DO-IT, Box 355670, University ofWashington, Seattle, WA 98195-5670.
Your gift is tax deductible as specified in IRSregulations. Pursuant to RCW 19.09, theUniversity of Washington is registered as acharitable organization with the Secretary ofState, State of Washington. For more information,call the Office of the Secretary of State, 800-322-4483.
About DO-ITDO-IT (Disabilities, Opportunities, Internetwork-ing, and Technology) serves to increase the suc-cessful participation of individuals with disabili-ties in challenging academic programs such asthose in science, engineering, mathematics, andtechnology. Primary funding for the DO-ITprogram is provided by the National ScienceFoundation, the State of Washington, and the U.S.Department of Education. Additional grants andgifts have been received from the AOL Founda-tion, the Boeing Company, the Braitmayer Foun-dation, Dynamac Corporation, the Jeld-WenFoundation, Microsoft, Mitsubishi ElectricAmerica Foundation, NASA, NEC Foundation ofAmerica, the Samuel S. Johnson Foundation, theSeattle Foundation, the TelecommunicationsFunding Partnership, Qwest, the U.S. Departmentof Labor, and the Washington State Office ofSuperintendent of Public Instruction. The Univer-sity of Washington also contributes substantialresources to this project. The University of Wash-ington also contributes substantial resources tothis project. This material is based upon worksupported by the National Science Foundationunder Grant Nos. 9255803 and 9550003. Anyquestions, findings, and conclusions or recom-mendations expressed in this material are those ofthe author and do not necessarily reflect theviews of the National Science Foundation. Forfurther information, to be placed on the DO-ITmailing list, or to request materials in alternativeformat, contact:
DO-ITUniversity of WashingtonBox 355670Seattle, WA [email protected]://www.washington.edu/doit/206-221-4171 (FAX)206-685-DOIT (voice / TTY)888-972-DOIT (voice/ TTY) WA, outside Seattle509-328-9331 (voice/TTY) SpokaneDirector: Sheryl Burgstahler, Ph.D.
Copyright © 2002, 1999, 1996, University of Washington.Permission is granted to copy these materials for non-commercial purposes provided the source is acknowledged.
University of WashingtonCollege of Engineering
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DisabilitiesOpportunitiesInternetworkingTechnology
Working Together:Faculty and Studentswith Disabilities
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--I 1 -Le901 isue*Section 504 of the Rehabilitation Actof 1973 and the Americans with Dis-abilities Act of 1990 prohibitdiscrimination against individualswith disabilities.
According to these laws, no otherwisequalified individual with a disabilityshall, solely by reason of his/her dis-ability, be excluded from theparticipation in, be denied the benefitsof, or be subjected to discriminationunder any program or activity of apublic entity.
"Qualified" with respect to post-sec-ondary educational services, means "aperson who meets the academic andtechnical standards requisite to ad-mission or participation in theeducation program or activity, with orwithout reasonable modifications torules, policies or practices; the re-moval of architectural,communication or transportation bar-riers; or the provision of auxiliary aidsand services."
"Person with a disability" means "anyperson who 1) has a physical or men-tal impairment which substantiallylimits one or more major life activities[including walking, seeing, hearing,speaking, breathing, learning, andworking], 2) has a record of such animpairment, or 3) is regarded as hav-ing such an impairment."
Disabilities covered by legislationinclude (but are not limited to) AIDS,Cancer, Cerebral Palsy, Diabetes,Epilepsy, head injuries, hearing im-pairments, specific learningdisabilities, loss of limbs, MultipleSclerosis, Muscular Dystrophy, psy-chiatric disorders, speechimpairments, spinal cord injuries, andvisual impairments.
Working Together:Faculty and Students
Faculty members are encouraged tobe responsive to the pedagogicalneeds of all students. However, stu-dents with disabilities may have someadditional educational needs whichthey should discuss with each facultymember. It is helpful to include astatement on the class syllabus invit-ing students who have disabilities todiscuss academic needs. An exampleof such a statement is "If you have adocumented disability and wish todiscuss academic accommodations,please contact me as soon as pos-sible."
The student with a disability is thebest source of information regardingnecessary accommodations. In post-secondary settings it is the student'sresponsibility to request special ac-commodation if desired, but a facultymember can make a student comfort-able by inquiring about special needs.
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Examples of Academic Accommodations
Disability Accommodations
Low Vision Seating near front of classLarge print handouts, lab signs, and equipment labelsTV monitor connected to microscope to enlarge imagesClass assignments made available in electronic formatComputer equipped to enlarge screen characters and images
Blindness Audio-taped, Brained or electronic-formatted lecture notes,handouts, and textsVerbal descriptions of visual aidsRaised-line drawings and tactile models of graphic materialsBraille lab signs and equipment labels, auditory lab warningsignalsAdaptive lab equipment (e.g., talking thermometers andcalculators, light probes, and tactile timers)Computer with optical character reader, voice output, Braillescreen display and printer output
Hearing Interpreter, real-time captioning, FM system, notetakerImpairment Open or closed-captioned films, use of visual aids
Written assignments, lab instructions, demonstration summariesVisual warning system for lab emergenciesUse of electronic mail for class and private discussions
Learning Notetakers and / or audio-taped class sessions, captioned filmsDisability Extra exam time, alternative testing arrangements
Visual, aural, and tactile instructional demonstrationsComputer with voice output, spellchecker, and grammar checker
Mobility Notetaker / lab assistant; group lab assignmentsImpairment Classrooms, labs, and field trips in accessible locations
Adjustable tables; lab equipment located within reachClass assignments made available in electronic formatComputer equipped with special input device (e.g., voice input,Morse code, alternative keyboard)
Health NotetakerImpairment Flexible attendance requirements and extra exam time
Assignments made available in electronic format; use of email tofacilitate communication
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Campus Resources
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Working Together Faculty and Students with DisabilltiesMeet the Speakers in the Videotape
Dr. Sheryl Burgstahler is an AssistantDirector within Computing & Communica-tions and a Research Assistant Professor inthe College of Education at the Universityof Washington. She directs DO-IT (Disabili-ties, Opportunities, Internetworking, andTechnology), a project to recruit studentswith disabilities into science, engineering,and mathematics academic programs andcareers. She received bachelors and mastersdegrees in mathematics and a Ph.D. inhigher education at the University of Wash-ington. She has published dozens of articleson access to computers and the Internet andelectronic resources for individuals withdisabilities; faculty training; and electroniccommunities.
Dr. Hellmut Golde is Professor Emeritus ofComputer Science and Engineering at theUniversity of Washington. He received hisPh.D. in Electrical Engineering fromStanford University and has taught Electri-cal Engineering and Computer Science atthe University of Washington since 1960.He is interested in the application of adap-tive computer technology for students withdisabilities and is an active participant inthe University of Washington DO-ITproject.
Kevin Berg has had Ceebral Palsy sincebirth. He attends Seattle Pacific Universityand is studying Computer Science. Helives on campus in a dorm; a fellow studentis his personal assistant. His interestsinclude multimedia, telecommunications,
and computer games. Over the Internetnetwork, Kevin communicates with manypeople, including his professors. He uses ahead-stick and special software to enterdouble-key commands on his computer.Upon graduation, Kevin would like to be acomputer programmer.
Karl Booksh is a graduate student andteaching assistant in Chemistry at theUniversity of Washington, expecting tocomplete his Ph.D. soon. He is a member ofthe DO-IT Advisory Board and a mentor tohigh school students with disabilities whoparticipate in the DO-IT program at theUniversity of Washington. Karl received agraduate fellowship from the AmericanChemical Society's Division of AnalyticalChemistry. Karl has no use of his legs andlimited use of his hands as a result of aspinal chord injury. Upon graduation, Karlwould like to teach at a small college.
Dr. Lesley B. Olswang is a Professor in theDepartment of Speech and Hearing Sci-ences at the University of Washington. Shereceived her academic degrees at North-western University, the University of Illi-nois, and the University of Washington.Dr. Olswang is also certified as a Speech /Language Pathologist. Her interests havefocused on children with communicationdisorders who function below the age ofthree. Her research interests include howchildren learn language and how interven-tion might alter the language learningprocess.
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Dr. Gay Lloyd Pinder has been deaffor the past twelve years. She uses signlanguage interpreters to receive infor-mation that is presented orally andvoice.s for herself. She uses a Troro forphone conversations. In her doctoralprogram she was introduced to elec-tronic mail as an alternative for com-municating with hearing professorswho do not know sign language. Elec-tronic mail allows her to communicatewith more people than via TDD be-cause it does not require specializedequipment. She recently completed aPh.D. in Speech and Hearing Sciencesat the University of Washington, with aprimary focus on research. Gay Lloydworks as a communication therapistwith infants and young children withcommunication problems that aresecondary to their motor disabilities,helping them develop the foundationfor communication so they will ulti-mately be able to use augmentativeequipment.
Dr. Wendy (Pava) David has beenblind since the age of eight when sheexperienced an allergic reaction topenicillin. She recently received herPh.D. in Clinical Psychology from theUniversity of Washington. She is em-ployed at the American Lake VeteransAdministration Medical Center, whereshe works primarily with VietnamVeterans who suffer from post-trau-matic stress disorder. Wendy usescomputer systems with speech andBraille output to write notes and re-ports.
Dr. Mark T. Greenberg is a Professor ofPsychology at the University of Washing-ton. He received his B.A. degree from theJohns Hopkins University and his Ph.D.from the University of Virginia. His re-search interests concern the early develop-ment of family relationships, the preventionof violence and delinquency, and the socialdevelopment of children who are deaf andhearing-impaired. He has published morethan 100 scientific articles and books.
About DO-ITDO-IT (Disabilities, Opportunities, Internet-working, and Technology) is primarilyfunded by the National Science Foundation,the U.S. Department of Education, and theState of Washington. Funds for the creationof this videotape were provided by USWEST Communications. For more informa-tion, to be placed on the DO-IT mailing list,or to request materials in alternate format,contact:
DO-ITUniversity of WashingtonBox 355670Seattle, WA [email protected]://www.washington.eduldoitl206-221-4171 (FAX)206-685-DOIT (voice / TTY)888-972-DOIT (voice /TTY) WA509-328-9331 (voice /TTY) Spokane officeDirector: Sheryl Burgstahler, Ph.D.
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EIPCIOIT
Building the Team:Faculty, Staff, and Students Working TogetherEvaluation
We ask that you take time to review the Building the Team training materials,complete this evaluation form, and mail it to us. Your responses to thisevaluation will be used for research purposes. This will include helping usdetermine the value of these materials as well as helping us develop newproducts. The survey will take about 10 minutes to complete. Participation isvoluntary and anonymous and you may choose not to answer every question.Thank you in advance for your feedback.
1. Please indicate your position.Disabled student services director or counselorCollege facultyOther. Please explain
2. Please indicate the type of institution with which you are affiliated.4-year college/university2-year college2-year technical schoolOther:
111 3. Describe your overall impressions of the enclosed materials. Please includewhat you like and dislike, and how the materials could be improved.
4. Which of the following presentation materials will be helpful to you inplanning and delivering presentation(s)? Rate each one on a scale of 0-4where 0=not useful at all and 4=very useful. Indicate NA if not applicableto you.
*
Short Overview PresentationAccommodation StrategiesUniversal Design of InstructionEffective CommunicationInformation AccessAccess to ComputersMaking Computer Labs Accessible to EveryoneUniversal Design of Web PagesReal Connections: Making Distance Learning Accessible to EveryoneScience/Math/Engineering Access
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Accommodating Students with Learning DisabilitiesAccommodating Students with Psychiatric Disabilities
5. Please rate the usefulness of the following types of materials on a scale of0-4 where 0=not useful at all and 4=very useful.
VideotapesOverhead transparency templatesPower Point Slides (available on-line)Camera-ready HandoutsWeb resources (www.washington.edu/doit/Faculty/)
6. Check the following items that are true for you.
I intend to pass these materials on to other individuals or programs.If so, to whom?
I intend to use these materials for purposes other than to prepare ordeliver presentations. Please explain:
I do not intend to use these materials in any way. Please explain:
7. Please suggest additional materials related to postsecondary educationand disability that would be useful to you.
Thank you. Please return completed form to DO-IT, Box 355670, University ofWashington, Seattle, WA 98195-5670.
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College ofEngineering
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