The following are a list of case studies that can be used during presentations.
My name is Caryn. I am an eighteen-year-old freshman entering a small private university. I am studying the visual arts and eventually plan to attend graduate school for a Master's of Fine Arts.
Although I'm an art major, I have to take two English courses and four semesters of a second language that are required by the university. I have a language-learning disability which makes it difficult for me to understand and organize large amounts of verbal information. Writing was my most challenging academic area in high school. I was worried that I would not be able to keep up with the course workloads and failing a course my first semester was not an option.
Initially, I did not want to disclose my learning disability. However, I was very worried about these course requirements, especially since it was my first semester of college. I contacted my advisor in the art department and mentioned my concerns. After an appointment with the disabled student services counselor where I presented documentation of my disability, we decided on the following solutions. I was able to substitute the foreign language course requirement for two courses in the social sciences. I also learned about the freshman writing lab. I set up a series of weekly private appointments with a writing tutor to review my English coursework. Also, I borrowed, from the disabled student services department, a computer equipped with a voice-to-text option. With this adaptive technology, I can speak into the computer and my speech is translated into text. Without this accommodation, my thoughts and writing can become easily disorganized or jumbled, and I have a very difficult time completing assignments.
This case study illustrates that assistance from the campus disabled student services department can help a student with a disability:
My name is Scott. I am a nineteen-year-old engineering student with muscular dystrophy. I use a powered wheelchair for mobility. An important part of the first year of my engineering program involves work on computer-aided design programs in the engineering computer lab.
Although I can use one hand to control my wheelchair, I have limited strength and movement in my hands and fingers. I cannot use a standard mouse or keyboard to operate a computer. I also cannot physically access some lab computers due to the height of the table and the position of the computer equipment.
I met with my course instructor and toured the computer lab prior to the first class. I found that I could not physically access the lab computers. An adaptive technology specialist within the university helped the lab acquire an adjustable computer table and set up the workspace at an appropriate height and location for me. The lab also acquired a trackball, which eliminated the need to use a mouse. With the trackball, I can perform mouse functions and use a virtual, on-screen keyboard. These computer accommodations were in place by the first day of class. They provided me with the full access I needed to complete required laboratory coursework as part of the engineering program.
This case study illustrates the importance of:
My name is Linda. I am twenty-two years old and an undergraduate student. I have cerebral palsy. I am applying for acceptance to a social work program in the fall. I attend a large public university and the campus is spread out over several miles. Due to my impaired leg movements and balance, I walk with a cane.
Before I can apply for admission to the program, I need to take four prerequisite classes this quarter. Only twenty minutes of passing time are available between two of my classes and the buildings are a quarter of a mile apart. No other scheduling options are available. I inquired about the campus bus system and learned that it has no direct route between these buildings. If I do not take both of these courses, I will need to delay my application for another year.
I met with the university's disabled student services counselor to discuss my situation. I did not need any accommodations prior to this quarter. Together we developed a plan. The counselor contacted the campus transportation services and arranged transportation between my classes. I contacted the course instructor and he was informed of my transportation needs and the possibility of late arrivals on an occasional basis. The instructor and I also made arrangements with another student who had taken previous courses with me to share notes or announcements that I missed when I could not arrive on time.
This situation illustrates:
A student, who uses a wheelchair and is enrolled in a special education/mentally-physically handicapped program, needed to take a required course. The class, "Health and Physical Education for Elementary Schools," was to be held in an old building which was inaccessible to wheelchairs.
While the usual procedure was to move the location of the class to an accessible building, the professor initially requested that a temporary ramp be constructed for access. This idea was rejected by facilities management due to the prohibitive expense and time of building a ramp that would meet Americans with Disabilities Act specifications. The building was slated for renovation in two years.
The class was relocated to a fieldhouse arena where three other gym classes were scheduled for the same time slot. This was unacceptable to the professor, who felt the teaching environment would be adversely affected because of excessive noise. Furthermore, since there was inadequate storage at the fieldhouse, equipment (including balance beams, assorted size balls, and other large items needed for the course) would need to be moved to the fieldhouse prior to each class session.
As a result, the professor requested the student be carried up the twenty-two cement stairs to the original classroom. This proposed solution was rejected due to student safety and institutional liability issues.
The student, professor, and office for disabled student services jointly developed a satisfactory solution. An experienced telecommunications student was hired by the office for disabled student services to film the class sessions. The student using the wheelchair met with the professor after class to obtain the video and written outline of the class session. The student reviewed the video and notes and had the opportunity to ask questions of the professor via email and telephone prior to each regular class. The class was moved to the fieldhouse arena for one day when it was the student's assigned turn to teach a class. The student chose equipment in her lesson plan that only required the professor's jeep to transport to the field house.
This case study illustrates that:
My name is Imke and I am blind. As a first-year graduate student in atmospheric sciences, I was required to enroll in a quarter-long credit/no credit synoptic meteorology lab. Most of the lab time was spent plotting meteorological data and drawing contours on weather maps. The goal was to learn about the development and structure of mid-latitude weather systems.
I needed to find a way to participate in the class and learn the necessary material without having to draw and contour weather maps.
I was unsure of the best way to participate in the class, so I approached the instructor of the course, who happened to be my Ph.D. advisor, and asked if he had any suggestions. It appeared that he had already thought about this issue. He immediately proposed that instead of attending the weekly classes, I visit his office once a week at a time convenient to both of us, so that he could explain the relevant concepts to me. I also received the instructor's class notes in an accessible format from the university's disabled student services office. This arrangement worked well. I was able to gain an understanding of mid-latitude weather systems without participating in the map drawing activities that were central to the course.
This situation illustrates that:
Dr. Sheryl Burgstahler was asked to teach a three-credit, web-based distance learning course at the University of Washington. The topic of the course was issues and strategies regarding computing access for people with disabilities, content she had taught many times in a traditional class setting.
She anticipated that individuals with a wide range of disabilities would enroll in the course. Her goal was to employ universal design principles to make the course accessible to everyone, regardless of abilities and disabilities, language skills, and learning styles.
Dr. Burgstahler ensured the course books were available in alternate versions. Students who are blind or who have learning disabilities that impact reading ability could order an audio version of the text, while other students use the printed copy.
To show examples of adaptive technology that provide access to computers for people with disabilities, she selected a series of videos produced by the DO-IT Center. These films are open captioned, making them accessible to students who are deaf and to students for whom English is a second language. They are also available with audio description, a feature that describes aurally the visual content in the tape. This version is used by students who are blind.
Lessons for the course and course discussions took place over email: a fully accessible medium. Assignments and the final exam were also submitted via email. Course webpages were designed using universal design principles, ensuring access to all students.
As a prerequisite for the course, students were required to have access to email and the Internet. As a result, the university did not need to provide computer equipment, including adaptive technology, for those with disabilities. The course could, however, be taken using campus computers and adaptive technology as required by students with disabilities. The key was to offer to students with disabilities the same services offered to others.
Students from all over the world and with a variety of disabilities have enrolled in the course. As there are no in-person meetings and the course is designed to be fully accessible, there is no way to know how many students with disabilities have completed the course. Some students with disabilities have disclosed their disabilities voluntarily, but no one has needed a special accommodation. Disabilities disclosed include learning disabilities, cerebral palsy, and blindness.
This case demonstrates how: