scholarly journals How Accessible the University Websites in Indonesia for People with Disabilities?

2020 ◽  
Vol 7 (2) ◽  
pp. 164-169
Author(s):  
Fitri Dwi Arini
Keyword(s):  
Students With Disabilities ◽  
Quantitative Research ◽  
People With Disabilities ◽  
International Standards ◽  
Academic Needs ◽  
University Websites ◽  
Online Evaluation ◽  
Wcag 2.0 ◽  
The World ◽  
The University

Website in higher education utilized for many purposes such as providing learning resources, information, and news related to student’s academic needs. For this purpose, university websites must be accessible for all users including students with disabilities. This article describes a study conducted to evaluate the accessibility of university websites for people with disabilities in Indonesia. The accessibility evaluation focused on compliance with the most recent international standards provides by The World Wide Web Consortium (W3C) called WCAG 2.0. A quantitative research would be utilized in this study using website accessibility online evaluation tools namely, Achecker. This study comprises the analysis of accessibility of 20 websites from top-ranked universities in Indonesia based on webometrics ranking. The result of this study showed that 95% of the university websites examined carried problems in conformity with WCAG 2.0 Level AAA.

The center for research and education on accessible technology and experiences (CREATE)

2021 ◽  
pp. 1-3
Author(s):  
Jennifer Mankoff ◽  
Jacob O. Wobbrock
Keyword(s):  
People With Disabilities ◽  
Interactive Systems ◽  
Technology Research ◽  
Use Of Technology ◽  
Full Participation ◽  
The World ◽  
Research And Education ◽  
The University ◽  
Paradigm Shifting ◽  
Improve Access

In an era of rapidly evolving technology and increasing interconnection, full participation in society depends on the successful use of technology. Thus, to ensure equity and participation for people with disabilities, technology must be accessible - we must create and adapt interactive systems to improve access to technology and to the world at large. The University of Washington Center for Research and Education on Accessible Technology and Experiences (CREATE) is dedicated to propelling accessible technology research and education from incremental improvements to paradigm-shifting breakthroughs that enable greater inclusion and participation for people of all abilities.

scholarly journals Designed to deter: Barriers to facilities at secondary schools in Ghana

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Anthony K. Danso ◽  
Frances E. Owusu-Ansah ◽  
Divine Alorwu
Keyword(s):  
Built Environment ◽  
Secondary Schools ◽  
Students With Disabilities ◽  
Present Situation ◽  
International Standards ◽  
The World ◽  
Research Outcome ◽  
Building Standards ◽  
Urgent Action ◽  
Building Elements

Background: There are varied and complex problems associated with the admission of students with disabilities into secondary (senior high) schools all over the world. This situation is further complicated by difficulties encountered in the built environment of these institutions and, in this, Ghana is no exception. Objectives: This exploratory study investigated the level of accessibility of the built environment in secondary schools in eight out of the ten regions of Ghana, in order to determine whether they conform to guidelines provided in international building standards and also assess the extent to which they have been designed and constructed to meet the provisions of the Persons with Disability Act 2006, which allows for equal access to public buildings in Ghana.Method: In total, 705 building elements in 264 facilities were surveyed using international standards, building codes, regulations and guidelines. These facilities included car parks, classrooms, dormitories, assembly halls, telephone booths and administration blocks.Results: Our findings revealed that most of the building elements were barring and not disability-friendly. Just to name a few: there were obstructions on access routes to and around buildings, absence of designated car parks, unfriendly vertical and horizontal means of circulation in buildings and lack of accessible sanitary accommodations. In addition, the general lighting and signage were poor. As a result, very few students with disabilities are admitted and retained in these schools.Conclusion: Mainstreaming of people with disabilities into the Ghanaian educational system remains impossible unless urgent action is taken to alter the facilities at secondary schools. Based on this research outcome, recommendations have been made to the Ghanaian government and the Ghana Education Service, as well as non-governmental organisations and relevant professional bodies for the amelioration of the present situation in our secondary schools.

scholarly journals Evaluation of Educational programs provided to students with Disabilities  in Wadi Al- Dawasir Province in light of the international standards of special education: تقييم البرامج التربوية المقدمة لذوي الإعاقة بمحافظة وادي الدواسر في ضوء المعايير العالمية للتربية الخاصة

2020 ◽  
Vol 4 (28) ◽  
Author(s):  
Samar Youssef Ahmed Merghany, Hanadi Issa Muhanna Ibrahim
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Analytical Approach ◽  
Statistical Significance ◽  
People With Disabilities ◽  
Educational Programs ◽  
International Standards ◽  
Average Level ◽  
Educational Qualification ◽  
Education Indicators

The study aimed to evaluate the educational programs provided for students with disabilities in Wadi Al- Dawasir Province in the light of the international standards for special education. Descriptive analytical approach was used, The study sample consisted of (10) programs of special education. A questionnaire of evaluating the educational programs ,was used, "SPSS" was used to analyze the data; the results revealed: an average level of effectiveness for the programs provided for people with disabilities, which ranged between (2.0923) and (2.6154), and there were differences at the level of statistical significance (0.05) between the dimensions of special education indicators, there are statistically significant differences at the level (0.05) due to the following (type of disability, employer, educational qualification, years of experience, degree), The researchers recommend training teachers on educational programs in accordance with international standards.

scholarly journals Socio-Psychological Technologies to Promote the Employment of Students with Disabilities Studying at the University

2021 ◽  
Vol 20 (2) ◽  
pp. 37-44
Author(s):  
Elena G. Babich ◽  
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Practical Work ◽  
Creative Potential ◽  
Professional Orientation ◽  
The University ◽  
Motivation To Work

This article presents an analysis of socio-psychological technologies and practical work on the problems of motivation to work and the promotion of employment of students with disabilities and health limitations throughout their studies at the university. The author describes various technologies for accompanying students at the university, from professional orientation to employment, focusing on the most successful practices. Offers practical solutions to improve the technologies of higher inclusive education, to create equal conditions for students with disabilities and people with disabilities in realizing their creative potential, in socialization, employment and entrepreneurship, in promoting the sociopsychological adaptation of students with disabilities in labor motivation and employment throughout training at the university.

scholarly journals O ESTUDANTE COM DEFICIÊNCIA NA UFSC: FATORES QUE INFLUENCIAM O ACESSO E A PERMANÊNCIA

2020 ◽  
Vol 3 ◽  
pp. 104
Author(s):  
Diogo Félix de Oliveira ◽  
Irineu Manoel de Souza
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Public Policies ◽  
People With Disabilities ◽  
Institutional Policies ◽  
Santa Catarina ◽  
Production Of Knowledge ◽  
Educational Inclusion ◽  
The University

ResumoO texto se propõe a discutir a trajetória universitária dos estudantes com deficiência na Universidade Federal de Santa Catarina (UFSC). Tem como objetivo analisar os fatores que influenciam o acesso e a permanência dos estudantes com deficiência na UFSC e as ações desenvolvidas pela Instituição frente às demandas apresentadas por esses estudantes. Procedeu-se com uma breve remontagem das políticas públicas voltadas às pessoas com deficiência, e mais especificamente, as políticas institucionais inclusivas que a UFSC adota. Foram identificados elementos de entrave tanto ao acesso quanto à permanência dos estudantes com deficiência no ensino superior. A efetividade da acessibilidade educacional não é alcançada somente com a garantia de direitos em legislações, o compromisso de todos os atores envolvidos no processo educacional é que contribui para o êxito de uma universidade e uma sociedade inclusivas. O desafio do processo de inclusão educacional é premente, pois a universidade como local de crítica e produção de conhecimento é fortalecida com a presença dos estudantes com deficiência.Palavras-chave: Estudante com deficiência. Permanência. Ensino superior. AbstractThe text proposes to discuss the university trajectory of students with disabilities at the Federal University of Santa Catarina (UFSC). It aims to analyze the factors that influence the access and permanence of students with disabilities in the UFSC and the actions developed by the Institution in response to the demands presented by these students. A brief reassessment of public policies for people with disabilities was made, and more specifically, the inclusive institutional policies adopted by the UFSC. Elements of hindrance were identified both for access and for the permanence of students with disabilities in Higher Education. The challenge of the process of educational inclusion is pressing because the University as a place of criticism and production of knowledge is strengthened with the presence of students with disabilities.Keywords: Students with disabilities. Permanence. Higher Education.

scholarly journals FROM THE EXPERIENCE OF INTRODUCING INCLUSIVE TOURISM AMONG STUDENT YOUTH

2021 ◽  
pp. 44-50
Author(s):  
Оksana Kravchenko ◽  
Yuliia Pesotska
Keyword(s):  
Special Needs ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Virtual Space ◽  
Social Adaptation ◽  
Active Involvement ◽  
Educational Integration ◽  
Scientific Papers ◽  
The University

The article “From the experience of introducing inclusive tourism among student youth” highlights the relevance and necessity of solving the problem of overcoming the barrier for the successful socialization of people with special needs. The article describes the experience and practices of implementing inclusive tourism during the educational process.Creating and ensuring appropriate conditions at the faculty for people with disabilities is one of the priority tasks. Involvement of students in solving such problems not only contributes to the development of their professional competencies, but also helps to develop communication skills with different categories of people, including people with disabilities. Integration and socialization of people with special needs at the faculty takes place through excursions, participation in various programs, writing scientific papers, etc. Active involvement of students with disabilities has a significant impact on their social adaptation in modern society.The development and implementation of programs promotes the development of inclusion at the university. Working with different agencies allows you to better explore the problem and find ways to solve it. It is worth noting that the faculty has a scientific and practical Center for Social and Educational Integration, and Inclusive Rehabilitation and Social Tourism “Without Barriers”, which is one of the main centers for creating a barrier-free educational environment.During the quarantine, the creation of an inclusive environment became relevant for the virtual space. Today, providing online services to people with disabilities is not an advantage but a necessity. The faculty actively studies the problem of inclusion at all levels and promotes its implementation. Keywords: inclusive education, inclusive tourism, people with special needs, overcoming barriers, socialization, integration, social adaptation, social and psychological rehabilitation.

University Students' Knowledge of Civil Bights Laws Pertaining to People with Disabilities

1996 ◽  
Vol 27 (4) ◽  
pp. 25-29 ◽  
Author(s):  
Darin Stageberg ◽  
Jerry Fischer ◽  
Alice Barbut
Keyword(s):  
Civil Rights ◽  
University Students ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
People With Disabilities ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Workplace Accommodation ◽  
Significant Difference ◽  
The University

The purpose of this study was to gather data about university students' familiarity with the civil rights laws pertaining to people with disabilities: Section 504 of the Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990. A majority of nondisabled students and students with disabilities reported that they had little, very little, or no knowledge at all of civil rights laws pertaining to people with disabilities. In addition, a significant difference was found between the number of university students with disabilities and students without disabilities requesting accommodations from employers. Furthermore, less than 30% of the university students with disabilities in this study requested a workplace accommodation. Given the results of this research, it is recommended that university students with disabilities receive greater exposure to civil rights laws pertaining to people with disabilities.

A Commentary on Inclusion and the Development of a Positive Self-Identity by People with Disabilities

1994 ◽  
Vol 60 (6) ◽  
pp. 486-490 ◽  
Author(s):  
Susan Stainback ◽  
William Stainback ◽  
Katheryn East ◽  
Mara Sapon-Shevin
Keyword(s):  
Students With Disabilities ◽  
People With Disabilities ◽  
Disability Rights ◽  
Self Identity ◽  
The World ◽  
Sense Of Identity

A growing number of concerned individuals throughout the world, including people with disabilities, their parents, and educators, are advocating that students with disabilities be educated in the mainstream of neighborhood classrooms and schools. However, some disability-rights advocates believe that if people with disabilities are to have a well-developed sense of identity as adults, they need to have had opportunities in their school years to associate with other people (both children and adults) having similar characteristics and interests. In this article, we examine this issue and provide one perspective on how it might be addressed.

INTERNATIONAL STANDARDS FOR THE RIGHTS OF PERSONS WITH DISABILITIES IN THE CONTEXT OF HUMAN RIGHTS

2021 ◽  
Vol 65 (04) ◽  
pp. 160-163
Author(s):  
Lala Ahad Mammadova ◽  
Keyword(s):  
Human Rights ◽  
Legal Protection ◽  
People With Disabilities ◽  
Severe Disabilities ◽  
International Standards ◽  
Modern World ◽  
Persons With Disabilities ◽  
Legal Norms ◽  
Non Governmental Organizations ◽  
The World

People with disabilities are the most vulnerable and most disadvantaged group in the world. It is estimated that more than a billion people, or about 15% of the world's population, live with some form of disability. More than 250 million older people have moderate or severe disabilities. Disability in the modern world has manifested itself as one of the global problems affecting the interests of almost all spheres of activity, but despite the existing national, regional and international legal norms, as well as the activities of international organizations and the efforts of non-governmental organizations around the world, belonging to people with disabilities human rights are still not adequately respected. This article discusses such important aspects, as discrimination faced by people with disabilities, formation of international legal protection of the rights of persons with disabilities and implementation of international documents in national law by states. Key words: disability, human rights, discrimination, social equality, legal protection

scholarly journals Physics webpages create barriers to participation for people with disabilities: five common web accessibility errors and possible solutions

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Erin Scanlon ◽  
Zachary W. Taylor ◽  
John Raible ◽  
Jacob Bates ◽  
Jacquelyn J. Chini
Keyword(s):  
Students With Disabilities ◽  
Information Structure ◽  
People With Disabilities ◽  
Postsecondary Institutions ◽  
Web Content ◽  
Wcag 2.0 ◽  
Entry Points ◽  
The Usa ◽  
Accessibility Guidelines ◽  
Text Content

Abstract Background While there have been numerous calls to increase the participation of people with disabilities in STEM, many postsecondary institutions are not equipped to support students with disabilities. We examined the accessibility of 139 webpages from 73 postsecondary institutions in the USA that contained information about the undergraduate physics curriculum and graduate research programs. We selected these webpages as they are common entry points for students interested in pursuing a physics degree. We used Tenon and Mac OS X’s VoiceOver software to assess the level of accessibility of these webpages as measured by alignment with the Web Content Accessibility Guidelines (WCAG) 2.0. Results We found that only one webpage had minimal accessibility errors (i.e., 10 errors), while the other webpages had numerous accessibility errors. Five specific error types accounted for the majority of all errors. The five most common errors were related to information, structure, and relationships of content (1.3.1 Level A; 39.7%); text alternatives for non-text content (1.1.1 Level A; 27.0%); information about link purpose (2.4.4 Level A; 14.7%); capability to resize text (1.4.4 Level AA; 10.0%); and information about the name, role, and value of user interface components (4.1.2 Level A; 11.2%). Conclusions We present and describe the five common accessibility errors we identified in the webpages in our sample, suggest solutions for these errors, and provide implications for students with disabilities, instructors and staff, institutional administration, and the broader physics community.

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