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Selected software for developing and remediating
difficulties in mathematics for adults with learning disabilities, Latest
Developments, Fall 1995, 2-3.
This is a list of software material that
can help students with disabilities and instructors make students more
successful.
Bohman, P. (2000) Universal design and disability access to he web. Internet: http://www.webaim.org/articles/webnet2000
Bohman begins by stressing the need for Internet content to be more accessible
to diverse audiences because in doing so the disabled community will reap
the most benefits. This article reinforces the importance for those
with disabilities to have full accessibility to the Internet. Without
full accessibility persons with disabilities will lose out on a great amount
of information as more and more people use the Internet as their main source
of information dissemination. The author offers sources for some current
solutions of web accessibility. Finally, the issue of universal design
is addressed and the author discusses how more consideration of this concept
will open new avenues to ensure equal access for all.
Burgstahler, S. Comden, D. & Fraser,
B. (1997). Universal access: Designing and evaluating web sites for
accessibility, Choice, 34, 19-22.
This article offers principles for universal
design in evaluating and creating web sites to ensure that Internet
users with disabilities, and from all backgrounds, have equal
access despite
limitations. They talk about general page design, graphical features,
and special features. They begin by offering suggestions for a general
page design. The authors first suggest that Web sites have a clear
and consistent page layout that is very organized throughout. Graphic-intensive
and text based versions of Web sites should be maintained but not constantly
changing in format. Another suggestion is to use backgrounds that
are simple with sufficient contrast. This helps people who have vision
problems. Using standard HTML is also important because it ensures
that the content
of the web site can be accessed by all browsers used by those who visit
the site. Also it is a good idea to use large buttons for easy access
to links on the web page. Then the authors suggest containing a note
in the Web site about accessibility and encouraging users to contact
you with
any concerns about accessibility.
The next suggestions for web pages mentioned
in the article are graphical features that include text alternatives
for those who have vision difficulties. The authors recommend the
following: use short (less than 5 words) descriptive ALT attributes
for all graphical
features on the web page; make embedded links easy to get to by using
image maps called ISMAPS; include descriptive captions for pictures
and transcriptions
of manuscript images (which aids those who speak English as a second
language and those with learning disabilities) in order to provide
alternative methods
of obtaining information; and, make links descriptive in order to aid
someone if they want to use them out of context.
Then the authors offer a list of
tips for including special features in web design. They suggest that
the use of tables should only be used rarely but to use alternative
formats so those
with visual impairments can access data. Web site designers should
consider, and test, alternatives for forms and databases to ensure
equal access for
those who cannot use forms. Finally, the authors mention that Web
site designers should beware of applets and plug-ins to ensure that
those
with vision and hearing impairments can access information.
The authors conclude
by saying that a web page test is important with as many browsers as
possible and then they
offer resources about Web sites. The information offered in this article
is useful for professors who post a lot of course material on the web
for their students.
Chickering, A.W., & Ehrmann, S.C. (1996,
October). Implementing the seven principles: technology as lever. AAHE
Bulletin, pp. 3-6.
The authors outline ways to use information
technologies to advance Chickering's previously described "Seven Principles
for Good Undergraduate Education", arguing that, for these new
technologies to be used to their full potential, they have to be used
in accordance
with the Seven Principles. The Seven Principles and their relationship
to these new technologies are as follows:
- "Good Practice Encourages Contacts
Between Students and Faculty." The use of email, computer
conferencing, etc., allows for more interaction with students and
encourages greater
participation from a wider range of students.
- "Good Practice Develops Reciprocity
and Cooperation Among Students." Computer mediated collaborative
learning, discussion, etc., can strengthen cooperation among students.
- "Good Practice Uses Active Learning
Techniques." New technologies support "apprentice-like
activities",
such as design simulation software, in fields that require the
use of technology.
- "Good Practice Gives Prompt Feedback." New
technologies offer prompt feedback through email, but also through
means such as videotape, and computer based portfolio assessment.
- "Good Practice Emphasizes Time on
Task." New technologies offer easier access to resources,
such as online library databases, and make them available at convenient
hours.
- "Good Practice Communicates High
Expectations." Knowing their work will be "published" on
the web, for example, may encourage students to achieve more.
- "Good Practice Respects Diverse
Talents and Ways of Learning." Students can learn in ways
most effective to them because technology can offer different methods
of
learning (visuals,
print, virtual experiences, etc.)
Day, S.L., and Edwards, B.J. (1996). Assistive
technology for postsecondary students with learning disabilities. Journal
of Learning Disabilities, 29(5), 486-492.
This article discusses issues related to
accommodation strategies involving assistive technology devices (ATD).
The use of these aids for compensatory and remedial purposes is discussed.
The authors talk about how learning disabled students benefit most
from technology that helps compensate for difficulties that their
disability
may pose, thus alleviating some of the frustration and anxiety encountered.
The paucity of research on the effectiveness of certain technologies
for different types of learning disabilities is mentioned.
As
well as briefly describing disability
related legislation, the authors also discuss litigation related to ATD
provision. They note that there have been some out-of court settlements,
but no litigation relating to ATD provision. Actions which could result
in litigation are discussed.
The authors discuss historic barriers to
ATD provision and how some of these barriers have been ameliorated. Current
college and University programs for assistive technology provision are
discussed as well as issues in choosing ATD devices and training students
how to use them. Seven general training strategies applicable to all learning
disabled students are presented.
The information in this article may be
more relevant to institutional-level service provision planning, rather
than
classroom-level curriculum planning. However, the article does promote
a better understanding of why such accommodations are so important for
learning disabled students.
Fichten, C., Barile, M. & Asuncion,
J. (1999). Learning technologies: Students with disabilities in postsecondary
education - Final report to the Office of Learning Technologies. Adaptech
Project - Dawson College - Montreal, Spring 1999, pp. 9-12; 171-174.
This article discusses how computers can
help or deny people with disabilities in the Canadian community. The researchers
in this article deal with issues regarding the use of computers and how
it meets the needs of individuals in postsecondary education with disabilities,
their professors, and other personnel. They did these investigations by
using a bilingual focus group in the Montreal area that consisted of 31
participants. They addressed issues of the effectiveness of computers,
information, and adaptive technologies by postsecondary students with disabilities. They
also used telephone interviews from across the country and mailed questionnaires
to student groups. After all this information was collected, they discovered
a few things: that colleges had more students with disabilities than universities,
that these students use computer technology to help them succeed, and that
service providers are beneficial for students and cost effective for the
university. Additionally, about half of the students surveyed had more
than one disability suggesting the need for workstations to be adaptive. Furthermore,
the high cost of computers was a common issue for students. Most of these
students didn't know about Canada's program to help them obtain a computer
at home, which suggests that there is a need for more outreach work to
help better inform students. This study indicates that students with disabilities
use computers to help them be more successful. The authors make recommendations
for faculty at colleges and universities which include things such as:
asking the student what would help them learn better, asking various personnel
in disability services for better solutions, using outlines on the web,
making web sites universally accessible, and making material presented
in the class accessible on the web. They also give suggestions on how
to make web sites accessible for the hearing impaired and those with learning
disabilities, and how to make written materials available in alternative
formats. This article gives good tips to instructors on how to make
their class more user friendly.
Knox, D.L., Higbee, J.L., Kalivoda, K.S., & Totty,
M.C. (DATE) Serving the diverse needs of students with disabilities
through technology. Unpublished manuscript, the Univ. of GA.
This article provides a wealth of practical
advice on the use and availability of new technologies and their educational
applications. The authors point out that faculty bear most of the responsibility
for making their own classes accessible and argue that the work that goes
into this process should be taken into consideration by administrators
who make decisions on matters such as teaching loads and tenure. The article
examines in detail a number of new technologies and their educational applications,
including the Kurzweil Reading Edge, Screen Reader Software, Braille Computer
Output Devices, Real Time Captioning, and Dictation and Voice Recognition
Software Programs, among others. The detailed descriptions should provide
faculty with a much clearer sense of how these technologies work and how
they could be applied in specific disciplines.
Riviere, A. (1996). Assistive technology: Meeting the needs of
adults with learning disabilities. Academy for Educational Development,
Inc. ERIC Document No. ED401686
The author offers an overview and guide for assistive technology
devices that learning disabled students may use in various settings.
First,
the discussion begins with an overview of various disability laws. Then
ideas are offered to help students with organizational skills, memory,
managing personal information, time management, and staying on
task. Devices
range from simple things such as highlighters to personal data managers
and free-form databases. For learning disabled adults that experience
challenges
with auditory/listening skills, the author offers a separate list of
assistive technologies. Suggestions for technological devices
for visual processing,
math, reading, and written language are given. Then a section titled "Beyond the Basics" covers
suggestions for those with problems in directionality (maps, legends,
street signs, etc). Along with that is a multimedia
and telecommunication/distance learning section. Finally a list of
services and resources targeted toward those making accommodations (teachers
and employers) is given. This article is useful for the learning disabled
in various settings as well as those who work with them and/or provide
services.
Web Accessibility in Mind (WebAIM). Acrobat and PowerPoint accessibility
woes. Internet: http://www.webaim.org/articles/pdfandppt
The high usage of PowerPoint and Acrobat
readers is helpful for many people, but is inaccessible for those who are
blind and/or depend on screen readers. The authors discuss the problems
with these programs and the issues involved in making such files more accessible. They
say that these programs require work from manufacturers to relieve the
imperfections and stress the need for these changes. Nevertheless,
tips are given to help alleviate some of them. This article provides
some information for those who use these technologies frequently.
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