scholarly journals Strategic Tool For Students With Disabilities: Creating And Implementing Virtual Learning Environments Without Barriers

2011 ◽  
Vol 8 (9) ◽  
pp. 35-40
Author(s):  
Bob G. Barrett, Jr
Keyword(s):  
Students With Disabilities ◽  
Learning Environments ◽  
Statistical Data ◽  
Turnover Rates ◽  
Academic Institutions ◽  
Employment Practices ◽  
Persons With Disabilities ◽  
Employees With Disabilities ◽  
High Motivation ◽  
The U.S

While some organizations have made strides in employing workers with disabilities as an act of social responsibility, other entities have started to realize the need and value of this untapped human resource (Thakker, 1997). Research has shown that employees with disabilities have low turnover rates, low absenteeism, and high motivation to prove themselves (Fersh & Thomas, 1993). Executives will need to rethink their employment practices in order to compete for employees from the current, shrinking workforce. Further, many employers are looking towards academic institutions for well-qualified employees. The key question here is whether or not our academic institutions and educators are truly prepared to enable, education, and motivate all learners for the changes in the workforce. Specifically, are we able to equip all learners with the necessary technological skills and education to best prepare them for this new workforce outlook? Currently, 54 million Americans with disabilities use information technology (IT) at colleges and universities, which accounts for 20 percent of the population (Oblinger & Ruby, 2004). Unfortunately, statistical data for persons with disabilities is done with a separate survey, which is a part from the U.S. Survey and conducted only every 10 years.

Creating Protective Barriers for Students with Disabilities in E-Learning Environments

2016 ◽  
pp. 1997-2008
Author(s):  
Bob Barrett
Keyword(s):  
Students With Disabilities ◽  
Learning Environments ◽  
People With Disabilities ◽  
Turnover Rates ◽  
Academic Institutions ◽  
Employment Practices ◽  
Barriers To Education ◽  
Employees With Disabilities ◽  
E Learning ◽  
High Motivation

As corporations and organizations continue to make strides in employing people with disabilities, in part, as an act of social responsibility, other entities have started to realize the need and value of this untapped human resource. Studies have shown that employees with disabilities have low turnover rates, low absenteeism, and high motivation to prove themselves. In today's workplace, many organizations will need to rethink their employment practices in order to compete for employees from the current, shrinking workforce. Thus, these employers are now looking towards academic institutions for well-qualified candidates. The key question here is whether academic institutions and educators are prepared to enable, educate, protect, and motivate learners with and without disabilities for changes in the workforce. One way that academia is helping to break down barriers to education is through the incorporation of online learning, or “e-learning.” Whereas barriers to education for people with disabilities have traditionally taken the form of architectural and attitudinal impediments, e-learning may help mitigate such barriers, equalizing the learning environment for all students.

Creating Protective Barriers for Students with Disabilities in E-Learning Environments

2014 ◽  
pp. 222-232
Author(s):  
Bob Barrett
Keyword(s):  
Students With Disabilities ◽  
Learning Environments ◽  
People With Disabilities ◽  
Turnover Rates ◽  
Academic Institutions ◽  
Employment Practices ◽  
Barriers To Education ◽  
Employees With Disabilities ◽  
E Learning ◽  
High Motivation

As corporations and organizations continue to make strides in employing people with disabilities, in part, as an act of social responsibility, other entities have started to realize the need and value of this untapped human resource. Studies have shown that employees with disabilities have low turnover rates, low absenteeism, and high motivation to prove themselves. In today’s workplace, many organizations will need to rethink their employment practices in order to compete for employees from the current, shrinking workforce. Thus, these employers are now looking towards academic institutions for well-qualified candidates. The key question here is whether academic institutions and educators are prepared to enable, educate, protect, and motivate learners with and without disabilities for changes in the workforce. One way that academia is helping to break down barriers to education is through the incorporation of online learning, or “e-learning.” Whereas barriers to education for people with disabilities have traditionally taken the form of architectural and attitudinal impediments, e-learning may help mitigate such barriers, equalizing the learning environment for all students.

Are Educational Administrators Prepared to Meet the Needs of Employees with Disabilities?

2002 ◽  
Vol 21 (3) ◽  
pp. 21-28 ◽  
Author(s):  
Kimberly G. Griffith ◽  
Mark J. Cooper
Keyword(s):  
Students With Disabilities ◽  
Educational Administration ◽  
Americans With Disabilities Act ◽  
Role Model ◽  
Personal Characteristics ◽  
Legal Rights ◽  
Individuals With Disabilities ◽  
Persons With Disabilities ◽  
Educational Administrators ◽  
Employees With Disabilities

Although educational administrators have been aware of the needs of students with disabilities since the 1970s, many are still not familiar with the legal rights of school employees with disabilities. Attitudes toward individuals with disabilities as well as knowledge of the Americans with Disabilities Act (ADA) may be factors that influence the recruitment of qualified persons with disabilities into the education profession. The purpose in conducting this study was to determine the extent of the relationship of administrators' attitudes toward disabilities and their knowledge of the Americans with Disabilities Act. Respondents in the study were currently employed as educational administrators and/or educators completing educational administration certification requirements. Results from the study indicated there was a significant relationship between attitudes toward persons with disabilities, experience with individuals with disabilities, personal characteristics and employment characteristics. Both attitudes and knowledge of the ADA were found to be lower for respondents in educational administration positions. Educators who have disabilities are valuable to our schools. Their presence can influence the perceptions and attitudes of coworkers and students as well as provide a role model for students to live their lives fully integrated into our society. A creative look at inclusion of educators with disabilities in our rural schools may be the answer to our search for competent and caring special education teachers.

scholarly journals “Collect, acquire, analyze, report, and disseminate statistical data related to the science and engineering enterprise…”: The National Center for Science and Engineering Statistics

2021 ◽  
Vol 4 (1) ◽  
pp. 6
Author(s):  
Matthew Fritz
Keyword(s):  
Statistical Data ◽  
The United States ◽  
Science And Engineering ◽  
Persons With Disabilities ◽  
Raising Awareness ◽  
Engineering Statistics ◽  
The Status ◽  
Statistical Agencies ◽  
Engineering Enterprise ◽  
The U.S

The National Center for Science and Engineering Statistics (NCSES) is one of the thirteen principal statistical agencies of the United States and is tasked with providing objective data on the status of the science and engineering enterprise in the U.S. and other countries. NCSES sponsors or co-sponsors data collection on 15 surveys and produces two key publications: Science and Engineering Indicators, and Women, Minorities, and Persons with Disabilities in Science and Engineering. Though policy-neutral, the data and reports produced by NCSES are used by policymakers when making policy decisions regarding STEM education and research funding in the U.S. Given NCSES’s importance to the science and engineering community, raising awareness of NCSES and increasing participation by individuals in STEM fields is an important priority.

scholarly journals Higher Education in Persons with Disabilities: Statistical Analysis

2017 ◽  
Vol 22 (1) ◽  
pp. 150-160 ◽  
Author(s):  
E.V. Arzhanykh
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Statistical Data ◽  
Statistical Research ◽  
Educational Organization ◽  
Persons With Disabilities ◽  
Accessible Information ◽  
The Subject ◽  
Teaching Learning ◽  
Statistical Form

The paper presents statistical research data on teaching/learning in individuals with disabilities enrolled in higher education programmes. The analysis is based on the information drawn from a statistical form VPO-1 “Information on educational organization offering bachelor’s, master’s and specialist programmes in higher education”. The following indicators were analysed: the dynamics of the number of students with disabilities studying at universities; distribution of students according to the level of higher education and the type of their disability; distribution of students according to the chosen profession; and the data collected in the Russian regions. The paper concludes that even though the available statistical data do not allow for a full complex exploration into the subject of higher education in students with disabilities, the scope of the accessible information is reasonably wide.

University of Zululand Library and Inclusive Education: Responding to the Needs of Students with Disabilities

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Dorothy Eneya ◽  
Dennis N. Ocholla ◽  
Bertha Janneke Mostert
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Assistive Technologies ◽  
Equal Access ◽  
Disability Policy ◽  
Library Services ◽  
Access To Information ◽  
Persons With Disabilities ◽  
Education Agenda ◽  
The University

This paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.

Chromatic Image Analysis for Cotton Trash and Color Measurements

1997 ◽  
Vol 67 (12) ◽  
pp. 881-890 ◽  
Author(s):  
Bugao Xu ◽  
Chaoying Fang ◽  
Robin Huang ◽  
Michael D. Watson
Keyword(s):  
Image Analysis ◽  
Motion Control ◽  
Statistical Data ◽  
Vision System ◽  
Ccd Camera ◽  
Spatial Density ◽  
Computer Vision System ◽  
Color Measurements ◽  
The U.S ◽  
Xenon Flash

The U.S. cotton classification system has been undergoing significant changes, moving from human classing to the use of precise instruments. Along with this trend, the current research is an effort to develop a new computer vision system to measure detailed trash and color attributes of raw cotton. The system primarily consists of a color ccd camera, xenon flash light, and customized software. In this paper, we introduce a new trash and spot identification method, multidimension thresholding, and the methods for characterizing size, spatial density, shape, and color of trash and spots present in cotton samples. We report on the trash and color measurements of twelve cotton samples, including statistical data and distribution curves, and we compare the results from this system with those from other instruments such as the Spinlab and Motion Control hvi machines and the Minolta Chroma Meter CR-210. Finally, we investigate the influence of trash and spots on cotton color values.

scholarly journals Wheelchair users, access and exclusion in South African higher education

2017 ◽  
Vol 6 ◽  
Author(s):  
Desire Chiwandire ◽  
Louise Vincent
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
South African ◽  
Ad Hoc ◽  
Persons With Disabilities ◽  
Wheelchair Users ◽  
Staff Members ◽  
Leading Role ◽  
South African Universities ◽  
The Right

Background: South Africa’s Constitution guarantees everyone, including persons with disabilities, the right to education. A variety of laws are in place obliging higher education institutions to provide appropriate physical access to education sites for all. In practice, however, many buildings remain inaccessible to people with physical disabilities.Objectives: To describe what measures South African universities are taking to make their built environments more accessible to students with diverse types of disabilities, and to assess the adequacy of such measures.Method: We conducted semi-structured in-depth face-to-face interviews with disability unit staff members (DUSMs) based at 10 different public universities in South Africa.Results: Challenges with promoting higher education accessibility for wheelchair users include the preservation and heritage justification for failing to modify older buildings, ad hoc approaches to creating accessible environments and failure to address access to toilets, libraries and transport facilities for wheelchair users.Conclusion: South African universities are still not places where all students are equally able to integrate socially. DUSMs know what ought to be done to make campuses more accessible and welcoming to students with disabilities and should be empowered to play a leading role in sensitising non-disabled members of universities, to create greater awareness of, and appreciation for, the multiple ways in which wheelchair user students continue to be excluded from full participation in university life. South African universities need to adopt a systemic approach to inclusion, which fosters an understanding of inclusion as a fundamental right rather than as a luxury.

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