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Technology and Students with DisabilitiesEnsuring Access to the Curriculum

for Students with Disabilities

Sharon TreriseCoordinator of Accessible ITNortheast ADA & IT Center

Employment and Disability Institute www.edi.cornell.edu

Jennifer GroveTRAID Center Director

Southern Tier Independence Center

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Sponsors

• Northeast ADA & IT Center

• Southern Tier Independence Center

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Agenda• Presentation: Setting the Stage

– Accessible IT, AT & UDI• Demonstration & Hands-on experience

– Tools for improving access for students with mobility impairments

– Tools for students with sensory impairments– Tools for students with learning disabilities– Microsoft Windows XP and other free accessibility

tools

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Definitions

• Information Technology (IT)– Accessible IT

• Assistive Technology (AT)• Universal Design

– Universal Design of Instruction (UDI)

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Information Technology (IT) in education includes:

• Instructional Software• Websites• Online Chat• Email• Multimedia• Distance Learning• Electronic Books

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What is Accessible IT?

• IT can be designed to be accessible to all students, including those with disabilities, just as school buildings can be designed or modified to increase access for people with disabilities.

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Accessible IT Examples

• Captioned videos• Accessible web pages• Textbooks in electronic

format• Accessible online course

content• Accessible instructional

software

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Assistive Technology (AT)

• A term used to describe all of the tools, products, and devices, from the simplest to the most complex, that can make a particular function easier or possible to perform.– Mobility, reaching, grasping– Reading, writing– Computer access– Etc.

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Assistive Technology (computer-related)

• Screen reader software• Alternative keyboard• Alternative mouse• Refreshable Braille

display• Text-to-speech software• Word prediction

software• Speech Recognition

software

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How are Assistive Technology and Information Technology (IT) Related?

• Accessible IT is essential for students and instructors who use assistive technologyAn in-accessible electronic environment is like a

building without ramps and elevators. Even if a student has a wheelchair (AT) to use for mobility, he or she will not be able to get to the class.

• Accessible IT may reduce the need for assistive technology

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Universal Design of Instruction

Accessible ITProvided by the Instructor

Common Goal (Learning)

Based on needs of StudentAssistive Technology

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Universal Design of Instruction: Why?• When information is accessible, education is

inclusive, the need for individual accommodations for disability is reduced, and the accommodations that are needed are more likely to function well.

• Result– Increased independence for the student– Lower costs for accommodations– Student is better prepared for college or work

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An Example

• School curricula still designed for students w/o disabilities– Relies primarily on printed text– Creates barriers for students with print-related

disabilities

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Persons with Print-related Disabilities

• Persons who are blind or visually impaired• Persons who have mobility impairments that

limit their ability to hold materials or turn pages• Persons with reading-related cognitive

disabilities (most prevalent)• Other learning styles: e.g. auditory• ESL Students

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How have students with disabilities traditionally accessed print-based materials?

• Books on Tape• Large print version• Assistive technology

– eg. Page turner

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Limitations of Audio Books

• Not searchable (not a suitable format for reference materials)

• Linear (difficult to review or preview content or jump to new topic or chapter)

• Time lag between when requested and when available may be significant

• Single mode of delivery, may not hold attention of listener or match learning style

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Universal Design starts with materials in digital format

Digital formats can be:• Utilized by a wide variety of assistive

technology• Easily converted to alternate accessible

formats (based on the individual’s preferences)

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Digital Formats

Digital Format(Accessible)

Audio (Books on Tape, MP3)Braille

Large PrintWeb Page

Captioned videoE-Text

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Chapter 377 of NYS Laws of 2001

• Effective April, 2002• Schools required to have a plan for providing

curriculum materials in alternative formats at the same time as other students receive them

• Give preference to publishers that provide alternative formats

• Alternative Formats include:– Braille, large print, open and closed captioning, audio, or an

electronic file in an approved format

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NIMAS

• NIMAS (National Instructional Materials Accessibility Standard)

• IDEA 2004: State Education Agency shall…– (i) require the publisher to prepare and, on or before delivery

of the print instructional materials, provide to the National Instructional Materials Access Center electronic files containing the contents of the print instructional materials using the National Instructional Materials Accessibility Standard; or

– (ii) purchase instructional materials from the publisher that are produced in, or may be rendered in, specialized formats.

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Why should schools provide Universally Designed Instructional Materials?

• Give students equitable access to all curriculum materials

• Reduces the need for and thus the total cost of special accommodations– Eg. Personal readers & scribes

• Reduces or eliminates the risk of complaints and potentially costly legal actions

• Students with disabilities can participate more fully; be more independent

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Stations

• AT tools to provide students access to digital materials (information)

• Ways to provide information in accessible formats for students using AT

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To learn more…• Governor’s AT Expo

– May 11, 2006, Empire State Plaza, Albany– www.atexpo2006.com

• Inclusive Schools Conference– May 17-18, Rye Brook, NY– www.systemschange.syr.edu/syspro/conference/

• CAST– www.cast.org

• DO-IT Center, University of Washington– www.washington.edu/doit

• LDOnline– www.ldonline.org