Jennison V. Asuncion

Access to Educational and Instructional Computer Technologies for Post-Secondary Students with Disabilities: Lessons from Three Empirical Studies.

ABSTRACT Access issues based on three Canadian empirical studies of the use of computer and information technologies by college and university students with physical, sensory, and learning disabilities are presented. Data were obtained between fall 1997 and spring 1999 from: (1) focus groups with students with disabilities (n = 12); (2) structured interviews with students with disabilities (a = 37) and with post‐secondary personnel responsible for providing services to them (n = 30); (3) questionnaires completed by post‐secondary students with disabilities (n= 725). Findings indicate that the overwhelming majority of students with disabilities use computers and the Internet, but that 41 % of them need some type of adaptation to use computers effectively. Key findings emphasize advantages of computer technologies and delineate barriers to full access. Types of computer, information and adaptive technologies used by students with different disabilities are presented and emerging trends are highlighted. The goal is (1) to sensitize educational and instructional technologists, professors and planners involved in the implementation of educational media into post‐secondary education curricula and (2) to demonstrate that designing for accessibility from the outset creates a more equitable learning environment that provides opportunities for all students

What government, agencies, and organizations can do to improve access to computers for postsecondary students with disabilities: recommendations based on Canadian empirical data.

&NA; Computer, information and adaptive computer technologies have the potential to enhance the lives of people with disabilities but also to deny them equality of access to education, jobs, and community life. In a series of three studies we investigated the computer technology needs and concerns of approximately 800 postsecondary students with disabilities. Our data show that the vast majority of college and university students, regardless of sex, age, programme of study, or type of disability, can and do use computer technologies to help them succeed. A variety of government and non‐governmental organizations providc computer supports for postsecondary students with disabilities. Here, we describe key aspects of our findings concerning what these organizations can do to improve the availability of technologies to students with disabilities in postsecondary education and formulate recommendations based on an environmental barriers perspective on disability. Although the research is focused on the experiences of Canadians, many of the findings and recommendations are relevant for other countries. Wie Politik, Behörden und Organisationen behinderten Berufsschülern und Studenten den Zugang zum Computer Erleichtern Können: Empfehlungen auf der Basis von empirischen Daten aus Kanada Computer‐, Informations‐ und adaptive Technologien haben das Potential, das Leben von Menschen mit Behinderungen zu verbessern, aber auch, ihnen die Gleichberechtigung beim Zugang zu Ausbildung, Berufen und sozialem Leben zu verwehren. In einer Reihe von drei Studien haben wir den Bedarf an Computertechnologie und die Probleme von ca. 800 Berufsschülern und Studenten mit Behinderungen untersucht. Unsere Daten zeigen, da&bgr; die gro&bgr;e Mehrheit der Schüler von Fachschulen und Studenten, unabhängig von Geschlecht, Alter, Art der Ausbildung, Art der Behinderung, Computertechnologie benutzen kann und sie auch benutzt, um zum Erfolg zu gelangen. Eine Reihe von politischen und nicht politischen Organisationen bietet Computerunterstützung für Studenten und Berufsschüler mit Behinderungen an. Wir beschreiben im folgenden die wichtigsten Erkenntnisse aus unseren Studien, was derartige Organisationen tun können, um die Verfügbarkeit solcher Technologien für Lernende mit Behinderungen in Studium oder Berufsausbildung zu verbessern, und formulieren Empfehlungen angesichts der Umweltbarrieren für Behinderte. Obwohl diese Untersuchungen auf kanadischen Erfahrungen basieren, sind viele Erkenntnisse und Empfehlungen für andere Länder ebenso relevant. Moyens mis en CEuvre par les Gouvernements, les Agences et les Organisations pour Améliorer LAccès Informatique aux Étudiants Handicapés: Recommandations Fondées sur des Données sur des Données Canadiennes Empiriques Les technologies de linformatique, de la communication et de ladaptation peuvent potentiellement améliorer la vie des personnes handicapées et leur accorder légalité de laccès à léducation, au travail, et à la vie communautaire. Dans une série de trois études, nous avons examiné les besoins et les problèmes liés aux technologies de linformatique chez environ 800 étudiants handicapés dans lenseignement supérieur. Nos résultats montrent que la majorité des étudiants duniversité et décole supérieure, quels que soient le sexe, lâge, le programme détude ou le type de handicap, ont recours aux technologies informatiques pour les aider à réussir. Divers organismes gouvernementaux et non gouvernementaux fournissent les supports informatiques aux étudiants handicapés. Dans cet article, nous décrivons les aspects essentiels de nos résultats concernant les moyens que ces organismes peuvent mettre en œuvre pour améliorer la mise à disposition de ces technologies pour les étudiants handicapés dans lenseignement supérieur et nous donnons des recommandations relatives à laspect pratique de cette mise en oeuvre, en particulier les obstacles environnementaux à franchir. Bien que notre étude soit surtout consacrée à lexpérience des Canadiens, la plupart des résultats et des recommandations peuvent sappliquer aux autres pays. Qué Pueden Hacer los Gobiernos, Agencias y Organizaciones Para Mejorar el Acceso A los Ordenadores de los Estudiantes de Enseñanza Postsecundaria Con Discapacidades: Recomendaciones Basadas en Datos Empíricos Canadienses Los ordenadores, la información y las tecnologías adaptativas pueden mejorar la vida de las personas con discapacidades, pero también pueden impedir su acceso en condiciones de igualdad a la formación, al trabajo y a la vida comunitaria. En una serie de tres estudios examinamos las necesidades de tecnología informática y las inquietudes de unos 800 estudiantes de enseñanza postsecundaria con discapacidades. Nuestros datos demuestran que la gran mayoría de los estudiantes de postsecundaria, independientemente del sexo, la edad, el programa de estudios o el tipo de discapacidad, pueden utilizar, y de hecho utilizan, tecnología informático para conseguir el éxito. Varios gobiernos y organizaciones no gubernamentales facilitan apoyo informático a aquéllos de estos estudiantes que presentan discapacidades. Aquí describimos los aspectos clave de nuestros hallazgos en relación con lo que las mencionadas organizaciones pueden hacer para mejorar el acceso de tales estudiantes a estas tecnologías, y formulamos recomendaciones desde la perspectiva de las barreras ambientales de los discapacitados. Aunque la investigación se centra en las experiencias canadienses, muchos de los hallazgos y recomendaciones pueden aplicarse a otros países. International Journal of Rehabilitation Research 23:191‐199

Multiple Perspectives on the Accessibility of E-Learning in Canadian Colleges and Universities

ABSTRACT An exploratory study identified and compared the views of 77 campus disability service providers, 38 professors, and 45 e-learning professionals from Canadian colleges and universities regarding their experiences with e-learning and its accessibility to students with disabilities. Findings indicate that all groups saw benefit in having someone who makes e-learning accessible to students with disabilities on campus and that problems related to e-learning accessibility were most likely to go to campus disability service providers and least likely to e-learning professionals. Only half of the participants indicated that professors are taught about e-learning accessibility, that there is someone on campus who makes e-learning accessible, that accessibility is a criterion for selecting new types of e-learning, and that their school has e-learning accessibility guidelines or policies. These findings suggest that important e-learning accessibility problems remain. Recommendations for colleges and universities on how to increase e-learning accessibility are provided.

Commentary: Computer technologies and postsecondary students with disabilities: Implications of recent research for rehabilitation psychologists.

Computer and information technologies have the potential both to enhance the lives of people with disabilities as well as to deny them equality of access to education, jobs, and community life. In particular, these new technologies have the potential to enable or to create difficulties for people with disabilities in the new knowledge-based economy. Concerns about these technologies and their accessibility are evolving issues for the next decade. The authors summarize the findings of a 5-year research program that involved over 1,000 participants from postsecondary educational institutions across Canada. They then highlight emerging issues. Finally, they make broad-based recommendations to rehabilitation psychologists.

Dialoguing with developers and suppliers of adaptive computer technologies: Data and recommendations

The authors report on findings on computer technology needs and concerns of 725 Canadian college and university students with a wide range of disabilities. The vast majority of this sample population uses computers and almost half need an adaptation to use computers effectively. The authors provide information about computer technologies used by students with different disabilities, describe adaptations/adaptive computer technologies that students find useful, report issues faced by users and non-users of computers in postsecondary education, and discuss reasons why students are not using needed adaptations/adaptive technology. Based on these findings, the authors provide recommendations for adaptive computer hardware and software developers and vendors.

Enhancing human rights: computer and information technologies with access for all

Inclusion of people with disabilities in the new knowledge-based society can be facilitated by universal design of information and communication technologies (ICTs). This will be a first step in providing the tools to reduce poverty and enhance human rights. Here, we present highlights of the Adaptech Research Networks ten-year corpus of empirical work on education and ICTs for postsecondary learners with disabilities. Consistent with various versions of the social model of disability, recurring findings from our research link the need for availability, affordability and accessibility of both the technological and learning environments and show a clear link to the notions advocated by various versions of the social model of disability. When these three pertinent elements are provided, individuals with disabilities achieve academic success - and obtain jobs - at the same rate as their non-disabled peers.