Sheryl Burgstahler

Automating tactile graphics translation

Access to graphical images (bar charts, diagrams, line graphs, etc.) that are in a tactile form (representation through which content can be accessed by touch) is inadequate for students who are blind and take mathematics, science, and engineering courses. We describe our analysis of the current work practices of tactile graphics specialists who create tactile forms of graphical images. We propose automated means by which to improve the efficiency of current work practices.We describe the implementation of various components of this new automated process, which includes image classification, segmentation, simplification, and layout. We summarize our development of the tactile graphics assistant, which will enable tactile graphics specialists to be more efficient in creating tactile graphics both in batches and individually. We describe our unique team of researchers, practitioners, and student consultants who are blind, all of whom are needed to successfully develop this new way of translating tactile graphics.

Supporting Peer–Peer and Mentor–Protégé Relationships on the Internet

Abstract This study explores whether computer-mediated communication can be used to initiate and sustain peer–peer and mentor–protégé relationships and alleviate barriers to in-person communication faced by individuals with disabilities. It also compares peer–peer and mentor–protégé e-mail interactions. Content of e-mail messages exchanged between high school students with disabilities (49) and adult mentors (35) along with survey and focus group data were analyzed. Results support the electronic community as a favorable environment in which to provide peer and mentor support for high school students with disabilities. Results suggest that peer–peer and mentor–protégé relationships perform similar functions; however, peer–peer relationships are more personal. Conclusions can guide programs that wish to help youth advance their personal, academic, and career goals.

The Role of Technology in Preparing Youth with Disabilities for Postsecondary Education and Employment

Access to electronic and information technology has the potential to promote positive postsecondary academic and career outcomes for students with disabilities. However, this potential will not be realized unless stakeholders assure that all individuals with disabilities have access to technology that promotes positive academic and career outcomes; learn to use technology in ways that contribute to positive outcomes; and experience a seamless transition of availability of technology as they move through educational and career environments. This article explores the role technology can play in helping students with disabilities make successful transitions to postsecondary studies, employment, and adult life. It (a) defines terms, (b) provides examples of electronic and information technologies and their applications in pre-college and postsecondary education and employment, (c) summarizes legal issues that apply to technology access for students with disabilities in pre-college, postsecondary, and employment settings, (d) explores promising practices, and (e) lists topics for future research. Ensuring that all of the educational and employment opportunities that technology provides are accessible to everyone will contribute to the creation of a level playing field, thereby increasing access for people with disabilities to postsecondary education and careers in high-paying jobs and, ultimately, strengthening the economy.

Perceptions of Students with Disabilities Regarding the Value of Technology-Based Support Activities on Postsecondary Education and Employment.

Transitioning from high school to employment or postsecondary education is a critical juncture in any persons life. For students with disabilities, the complexities associated with such pivotal decisions are compounded, increasing the need for transition preparation and ongoing support to develop self-determination, social, academic, and career skills. Although many programs have offered services to students during transition periods, there is little empirical research on the long-term impact of specific support activities, including those that employ computers and the Internet. This article reports the results of a retrospective survey of participants in a technology-based exemplary transition program for college-bound youth. It reports how participants perceive the impact of key components, including technology-enriched summer study and year-round computer and Internet activities, on their self-determination, social, college, and career skills. Recommendations for applications to transition programs as well as future research are provided.

Distance learning: the library’s role in ensuring access to everyone

Federal legislation and increasing support for the full inclusion of all students in precollege education have resulted in higher expectations and increased participation of students with disabilities in academic programs that have prepared them for college studies. As a result, greater numbers of people with disabilities are attending postsecondary academic institutions and participating in distance learning offerings. This article focuses on the role that libraries can play in assuring that all distance learning students and instructors have access to the electronic resources they offer. It can be used to help libraries develop policies, guidelines, and procedures for making their electronic resources accessible to people with disabilities.

Universal Design: Implications for Computing Education

Universal design (UD), a concept that grew from the field of architecture, has recently emerged as a paradigm for designing instructional methods, curriculum, and assessments that are welcoming and accessible to students with a wide range of characteristics, including those related to race, ethnicity, native language, gender, age, and disability. This proactive approach holds promise for more fully including underrepresented groups in computing studies and for decreasing the need, and thus costs, for academic accommodations for students with disabilities. This article summarizes the history and development of UD, references research and practices that support the UD approach, provides examples of the strategies that apply UD to instruction and assessment, and recommends topics for future research. Although the application of UD to teaching and learning is in its infancy, the potential of UD to improve computing instruction should not be ignored. Further research could test the efficacy of specific UD practices in promoting learning in computing fields.

Computer and cell phone access for individuals with mobility impairments: An overview and case studies

Computers, telephones, and assistive technology hold promise for increasing the independence, productivity, and participation of individuals with disabilities in academic, employment, recreation, and other activities. However, to reach this goal, technology must be accessible to, available to, and usable by everyone. The authors of this article share computer and telephone access challenges faced by individuals with neurological and other impairments, assistive technology solutions, issues that impact product adoption and use, needs for new technologies, and recommendations for practitioners and researchers. They highlight the stories of three individuals with neurological/mobility impairments, the technology they have found useful to them, and their recommendations for future product development.

Increasing the Participation of People with Disabilities in Computing Fields

Individuals with disabilities experience a lower level of career success than those who do not have disabilities. They are less likely to complete a postsecondary education and to pursue academic studies in science, technology, engineering, and mathematics (STEM). This segment of the population is underrepresented in information technology professions. Concern for including individuals with disabilities in IT fields is not just a matter of quantity, but of quality as well. Assistive technologies that provide access to computers help open high-tech careers to individuals with disabilities. Efforts to increase the participation of people with disabilities in high-tech careers will ultimately benefit both society and the computing profession.

Web accessibility: A longitudinal study of college and university home pages in the northwestern United States

Purpose. This article reports on a follow-up assessment to Thompson et al. (Proceedings of The First International Conference on Technology-based Learning with Disability, July 19–20, Dayton, Ohio, USA; 2007. pp 127–136), in which higher education home pages were evaluated over a 5-year period on their accessibility to individuals with disabilities. The purpose of this article is to identify trends in web accessibility and long-term impact of outreach and education. Method. Home pages from 127 higher education institutions in the Northwest were evaluated for accessibility three times over a 6-month period in 2004–2005 (Phase I), and again in 2009 (Phase II). Schools in the study were offered varying degrees of training and/or support on web accessibility during Phase I. Pages were evaluated for accessibility using a set of manual checkpoints developed by the researchers. Results. Over the 5-year period reported in this article, significant positive gains in accessibility were revealed on some measures, but accessibility declined on other measures. The areas of improvement are arguably the more basic, easy-to-implement accessibility features, while the area of decline is keyboard accessibility, which is likely associated with the emergence of dynamic new technologies on web pages. Even on those measures where accessibility is improving, it is still strikingly low. In Phase I of the study, institutions that received extensive training and support were more likely than other institutions to show improved accessibility on the measures where institutions improved overall, but were equally or more likely than others to show a decline on measures where institutions showed an overall decline. In Phase II, there was no significant difference between institutions who had received support earlier in the study, and those who had not. Conclusions. Results suggest that growing numbers of higher education institutions in the Northwest are motivated to add basic accessibility features to their home pages, and that outreach and education may have a positive effect on these measures. However, the results also reveal negative trends in accessibility, and outreach and education may not be strong enough to counter the factors that motivate institutions to deploy inaccessible emerging technologies. Further research is warranted toward identifying the motivational factors that are associated with increased and decreased web accessibility, and much additional work is needed to ensure that higher education web pages are accessible to individuals with disabilities.

An alliance to increase the participation of individuals with disabilities in computing careers

The goal of the newly established National Alliance for Access to Computing Careers (AccessComputing) is to increase the representation of people with disabilities in a wide range of computing careers, including those in computer science, information systems, software development, computer engineering, systems management and maintenance, and teaching. The Department of Computer Science and Engineering and DO-IT (Disabilities, Opportunities, Internetworking and Technology) at the University of Washington (UW) lead AccessComputing. partners---Gallaudet University, Microsoft, the NSF Regional Alliances for Persons with Disabilities in STEM (hosted by the University of Southern Maine, New Mexico State University, the University of Wisconsin--Madison, and the UW), and SIGACCESS---and collaborators represent education, industry, government, and professional organizations nationwide. This article shares background information on challenges facing individuals with disabilities with respect to computing careers, objectives of AccessComputing, and activities in which you can participate.