Pete Darragh, a sixth grade teacher at Sidney Glen Elementary School in Port Orchard, ÌÇÐÄÔ´´, was awarded an AccessSTEMÂ minigrant to integrate a large interactive white board, called a , and speakers into his teaching. Mr. Darragh says he applied for the grant as a way to add technology that would "hook" more of his students into learning, including those with learning challenges that result from disabilities.
Students with certain types of visual impairments and/or learning disabilities have difficulty accessing printed content. Students may request textbooks and other printed materials in alternate formats such as large print, Braille, electronic text, and/or audio recordings. Both procurement and in-house creation of these alternate formats are time-consuming. For example, even when publishers provide electronic formats of books, it may take several weeks for a student to obtain the materials.
Dr. Jon Gunderson, Director of IT Accessibility Services at the University of Illinois at Urbana/Campaign, provided a web accessibility training event to postsecondary staff and faculty at the University of Wisconsin–Madison campus. The for Accessible Web Content event shared best practices and reviewed accessibility management and visualization tools used to improve the design and verification of the functional accessibility of web resources. After the event Dr.
My name is Francisco and I'm an instructor in architecture and environmental design. The university where I teach developed a new outdoor courtyard and community space. The planning committee looked for design suggestions that incorporate universal design principles and create a space that is inviting to all students, faculty, staff, and visitors.
Some postsecondary institutions that promote the development and use of accessible websites on their campuses have institutionalized professional development for their faculty and staff. Reviewing what others have done can help campuses replicate successful practices.
Located at Oregon State University, the (CAT) research is focused on solving problems related to accessible public transportation including intra-city and over-the-road-buses, trains, and air travel. Its goal is to make travel seamless, safe and dignified for all.
The training and resource needs of distance learning professionals regarding how to make courses welcoming and accessible to students with disabilities depends on their respective roles. Key stakeholder groups include program administrators, course designers, instructors, and evaluators. Training for these individuals should be tailored to their unique needs and may include content related to access challenges for people with disabilities, legal requirements, accessibility guidelines/standards, design techniques, and resources.
In the United States, foreign language is often a requirement for college graduation. Many college students have disabilities that impact their ability to see, hear, or process language. As a result, these students may struggle with the oral, visual, and processing tasks of learning a foreign language. However, foreign language classes can be made accessible to students with disabilities through careful planning and implementation of innovative teaching methods, such as those included in the following resources:
Tod Harris, a math and computer teacher at Maplewood Middle School in Edmonds, ÌÇÐÄÔ´´, is committed to the universal design of classroom environments. His school serves students with visual impairments from throughout the district in general education classrooms. Some students were having difficulty accessing information projected on an overhead during class lectures and completing tasks in the math computer lab.
Kristie Alexander, a fourth-grade teacher at , is using technology to actively engage all students in her class, including those with learning disabilities, Attention-Deficit/Hyperactivity Disorder (AD/HD), speech impairments, fine motor impairments, and Asperger's Syndrome.