Assistive Technology Consultant Shelley Haven, is a certified Assistive Technology Professional (ATP) and a Rehabilitation Engineering Technologist (RET) with more than 30 years of experience. Haven specializes in learning differences, ADHD & executive functioning. At her website, TECHnology to Unlock POTENTIAL, Havens provides listings of links to a variety of apps. Because many software tools perform … Continue reading A Toolbox of Apps
“Most people assume technology expands opportunities for students with disabilities. While the potential exists, it can be realized only if technology is designed and coded [and utilized] with equal access in mind. Despite years of public-awareness campaigns, legal challenges, and advocacy efforts, many commonly used technologies built or purchased by colleges—email systems, learning-management systems, library … Continue reading Kyle Shachmut on “New Obstacle for Students with Disabilities”
The DO-IT Center has a collection of short, well done videos which cover a wide variety of topics of relevance to students, employers, parents, librarians, IT and DSS staff. The videos focus more on the experience of having a disability than on the law. The DO-IT video library may be found here. DO-IT Video Library. … Continue reading DO-IT Video Resources
Apps continue to level the playing field for individuals with disabilities. One of the greatest things about the ever evolving prevalence of personal technology is that these technologies make disabilities less obvious. The same applications that provide convenience for the general public look the same for people with disabilities. That being said, Megan Totka, Chief … Continue reading Apps Among the Best for People with Disabilities
This post at TILT is a good “plain English” overview of designing accessibly.
Section 508 [of the Rehabilitation Act] requires that web content be equally accessible to people with disabilities – web applications, pages and all attached files; the requirements apply to course-based as well as public-facing pages that we create to support teaching and learning.
While universities are working to ensure that Learning Management Systems provide an overall accessible platform for sharing and creating content, the creating of learning-related documents posted to those LMSs is the responsibility of instructors, and often of peer learners in a classroom.
Laura Thrasher notes this in opening her post for by eduniverse.org:
“In higher education, maintaining a Section 508 compliant web presence is essential. However, many people assume that a website’s accessibility is the programmer’s responsibility. You might be surprised to learn that content can also impact accessibility. People with visual, hearing, motor, or cognitive disabilities need to navigate your website. Also, they need to understand…
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