Republication of The Technology-Related Assistance to Individuals with Disabilities Act: Relevance to Individuals with Learning Disabilities and Their Advocates

2020 ◽  
Vol 53 (2) ◽  
pp. 80-91
Author(s):  
Brian R. Bryant ◽  
Penny Crews Seay
Keyword(s):  
Learning Disabilities ◽  
Assistive Technology ◽  
People With Disabilities ◽  
Individuals With Disabilities ◽  
Individuals With Disabilities Act

Assistive technology (AT) was recognized by Congress as a viable need for people with disabilities when it passed the Tech Act in 1988. The legislation, which was reauthorized in 1994, has resulted in numerous programs and services that have helped people with disabilities access and use AT devices. The Tech Act’s implications for people with learning disabilities is discussed in this article.

Web-Based Distance Learning and the Second Digital Divide

2011 ◽  
pp. 83-97 ◽  
Author(s):  
Sheryl Burghstahler
Keyword(s):  
Distance Learning ◽  
Assistive Technology ◽  
Digital Divide ◽  
People With Disabilities ◽  
Individuals With Disabilities ◽  
Web Based ◽  
Learning Programs ◽  
Learning Options

Web-based distance learning programs promise learning options anywhere, anytime, to anyone. However, some individuals with disabilities are locked out of these opportunities when courses are designed in such a way that they are inaccessible to individuals using assistive technology. This chapter provides an overview of access challenges for people with disabilities; suggestions for course developers on creating accessible courses; and suggestions for administrators on developing accessiblity policies, guidelines, and procedures.

Assistive Technology for People with Visual Impairments

1995 ◽  
Vol 26 (4) ◽  
pp. 8-10
Author(s):  
Danielle W. D. O'Korn ◽  
Joe E. Wheaton
Keyword(s):  
Assistive Technology ◽  
Character Recognition ◽  
Optical Character Recognition ◽  
Speech Synthesis ◽  
Visual Impairments ◽  
Individuals With Disabilities ◽  
Individuals With Disabilities Act ◽  
Optical Character ◽  
Printed Text

The Technology-Related Assistance Act for Individuals with Disabilities Act of 1988 states that for some individuals with disabilities, assistive technology is a necessity that enables them to engage in or perform many tasks. An important contribution computers have made to enhancing the lives of individuals who have visual impairments is that they have made printed text accessible to these individuals. Specific computer-related technologies for persons with visual impairments and blindness are presented, including speech synthesis, Braille output devices, optical character recognition, and magnification.

Web-Based Distance Learning and the Second Digital Divide

2008 ◽  
pp. 496-503
Author(s):  
Sheryl Burghstahler
Keyword(s):  
Distance Learning ◽  
Assistive Technology ◽  
Digital Divide ◽  
People With Disabilities ◽  
Individuals With Disabilities ◽  
Web Based ◽  
Learning Programs ◽  
Learning Options

Web-based distance learning programs promise learning options anywhere, anytime, to anyone. However, some individuals with disabilities are locked out of these opportunities when courses are designed in such a way that they are inaccessible to individuals using assistive technology. This chapter provides an overview of access challenges for people with disabilities; suggestions for course developers on creating accessible courses; and suggestions for administrators on developing accessiblity policies, guidelines, and procedures.

Internationale Aspekte der Verankerung inklusiver Unterrichtskonzepte

2015 ◽  
Vol 43 (4) ◽  
pp. 243-253 ◽  
Author(s):  
Frank Häßler ◽  
Michael Burgert ◽  
Jörg Michael Fegert ◽  
Wencke Chodan
Keyword(s):  
Individuals With Disabilities ◽  
Individuals With Disabilities Act

Der Begriff Inklusion (= Einschluss, Dazugehörigkeit) wird geradezu synonym für die gemeinsame Beschulung von Kindern mit und ohne Behinderung des Lernens, der Sprache, des Körpers und/oder der Seele verwendet. Der vorliegende Artikel behandelt den Stand inklusiver Beschulung in Deutschland sowie internationale Entwicklungen wie die Salamanca-Erklärung der UNESCO, den «Individuals with Disabilities Act» (IDEA) der USA sowie den Stand und ausgewählte Fortschritte im europäischen Raum, insbesondere in Großbritannien, Österreich und Russland. Obwohl aus politischer Sicht die Entscheidung für die Inklusion unumkehrbar anmutet, scheint es bisher keine Einigung über den Weg und Zeitrahmen zur Umsetzung zu geben. So liegt der durchschnittliche Anteil der Schüler mit einem sonderpädagogischen Förderbedarf, die in Regelklassen an Regelschulen unterrichtet werden, bei nur 28.2 % (Grundgesamtheit: alle Schüler mit ausgewiesenem Förderbedarf in Deutschland). Hierfür werden Ursachen analysiert und diskutiert. Daneben erscheint als die vorrangige Frage die nach dem Nutzen für die Betroffenen, da die Perspektive der Betroffenen der Maßstab dafür sein sollte, ob Inklusion als gelungen angesehen wird. Diese Frage kann mit hoher Wahrscheinlichkeit nur bezogen auf einzelne Subgruppen von Behinderten valide beantwortet werden kann. Hier besteht noch erheblicher Forschungsbedarf.

Assessing employers’ stigmatizing attitudes toward people with disabilities: A brief report

2021 ◽  
pp. 1-7
Author(s):  
Jill Bezyak ◽  
Kanako Iwanaga ◽  
Erin Moser ◽  
Fong Chan
Keyword(s):  
People With Disabilities ◽  
Assessment Tools ◽  
Negative Attitudes ◽  
Negative Stereotypes ◽  
Individuals With Disabilities ◽  
Marginalized Groups ◽  
Study Results ◽  
Stigmatizing Attitudes ◽  
Areas Of Concern ◽  
Unidimensional Structure

BACKGROUND: People with disabilities are one of the most marginalized groups in society, and having a disability significantly increases the likelihood of unemployment or underemployment. The reluctance to hire individuals with disabilities is significantly influenced by the longstanding, negative stereotypes of people with disabilities. OBJECTIVE: To better understand employers’ negative attitudes toward individuals with disabilities, assessment tools must properly capture factors contributing to this stigma. METHODS: The Employers’ Stigmatizing Attitudes toward People with Disabilities Scale (ESATPD) was validated in the current study. RESULTS: Results of the exploratory factor analysis indicate a strong, unidimensional structure of the scale accounting for 47.14% of the total variance with a sample. The single ESATPD factor was labeled employment stigma. In addition, higher levels of employers’ stigma were related to negative attitudes toward disability, decreased support of recruitment efforts, as well as decreased intentions of hiring people with disabilities. CONCLUSION: Results support the implementation of tailored interventions directed at specific areas of concern for employers and employees in hiring positions.

The Role of the Pediatrician in Implementing the Americans With Disabilities Act: Subject Review

PEDIATRICS ◽  
1996 ◽  
Vol 98 (1) ◽  
pp. 146-148
Author(s):  
Keyword(s):  
American Academy ◽  
Special Needs ◽  
Americans With Disabilities Act ◽  
People With Disabilities ◽  
Reasonable Accommodation ◽  
Individuals With Disabilities ◽  
American Academy Of Pediatrics ◽  
Counseling Adolescents ◽  
Recreational Programs

In this statement, the American Academy of Pediatrics reaffirms the importance of the Americans With Disabilities Act (ADA), which guarantees people with disabilities certain rights to enable them to participate more fully in their communities. Pediatricians need to know about the ADA provisions to be able to educate and counsel their patients and patients' families appropriately. The ADA mandates changes to our environment, including reasonable accommodation to the needs of individuals with disabilities, which has application to schools, hospitals, physician offices, community businesses, and recreational programs. Pediatricians should be a resource to their community by providing information about the ADA and the special needs of their patients, assisting with devising reasonable accommodation, and counseling adolescents about their expanded opportunities under the ADA.

scholarly journals How Could Equality and Data Protection Law Shape AI Fairness for People with Disabilities?

2021 ◽  
Vol 14 (3) ◽  
pp. 1-32
Author(s):  
Reuben Binns ◽  
Reuben Kirkham
Keyword(s):  
Assistive Technology ◽  
Data Protection ◽  
People With Disabilities ◽  
Combining Data ◽  
Data Protection Law

This article examines the concept of ‘AI fairness’ for people with disabilities from the perspective of data protection and equality law. This examination demonstrates that there is a need for a distinctive approach to AI fairness that is fundamentally different to that used for other protected characteristics, due to the different ways in which discrimination and data protection law applies in respect of Disability. We articulate this new agenda for AI fairness for people with disabilities, explaining how combining data protection and equality law creates new opportunities for disabled people's organisations and assistive technology researchers alike to shape the use of AI, as well as to challenge potential harmful uses.

scholarly journals The Perception of Physical Activity and Sports Professionals’ Competence in Working With Individuals With Disabilities in Spain

2021 ◽  
Vol 12 ◽  
Author(s):  
María Gutiérrez-Conejo ◽  
María-Dolores González-Rivera ◽  
Antonio Campos-Izquierdo
Keyword(s):  
Physical Activity ◽  
New Technologies ◽  
Professional Competence ◽  
People With Disabilities ◽  
High Quality ◽  
Individuals With Disabilities ◽  
Knowledge And Skills ◽  
Face To Face ◽  
Perceived Importance ◽  
And Training

The importance of professional competence lies in the effective application of job-oriented knowledge and skills which guarantee one’s successful adaptation to the work. This study analyzes the perception of the importance of physical activity and sports (PAS) professionals’ competence in working with individuals with disabilities in Spain. As a descriptive quantitative study, face-to-face interviews were conducted through a survey to extract the data. The sample consisted of 214 PAS professionals working with people with disabilities. According to the results, the analyzed constituents of professional competence are important for adequate performance (>65%), with the exception of competences of leadership and use of new technologies (<50%). It was also found that the perceived importance of each element of professional competence varies according to age, experience and training. Based on the obtained results, the degree of importance of each constituent of professional competence and its implication for the access of people with disabilities to high-quality physical activity and sports services was determined.

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