My name is Francisco and I'm an instructor in architecture and environmental design. The university where I teach developed a new outdoor courtyard and community space. The planning committee looked for design suggestions that incorporate universal design principles and create a space that is inviting to all students, faculty, staff, and visitors.
Carol Blanc, a biology teacher at Pendleton High School in Pendleton, Oregon, is using multimedia equipment in the classroom to keep students engaged and to promote learning. Ms. Blanc teaches sophomores with a broad range of skills and abilities. She reports that 30% of her students are served under Individual Education Plans, due to cognitive, sensory, learning and organizational deficits.
The simple answer is no. According to the U.S. Department of Justice, businesses and organizations that serve the public have the right to ask a person who has an animal if it is a service animal. However, since the Americans with Disabilities Act (ADA) does not require that service animals be licensed or certified, they may not insist on proof of certification before permitting a service animal to accompany a person with a disability.
Standard print textbooks are often not accessible to students with disabilities. A number of disabilities—such as blindness, low vision, learning disabilities, or mobility impairments—may make standard print very difficult or completely impossible to read. In such cases, the transformation of print textbooks into alternate formats is often necessary. Common alternate formats include Braille, large print, audio, or electronic text.
The U.S. Department of Justice's Guide to Disability Rights Laws lists and summarizes the content of key federal legislation to protect the rights of individuals with disabilities. It includes information about the Americans with Disabilities Act, Telecommunications Act, Fair Housing Act, Air Carrier Access Act, National Voter Registration Act, Civil Rights of Institutionalized Persons Act, Individuals with Disabilities Education Act, Rehabilitation Act, and Architectural Barriers Act. It also includes links to additional resources.
The civil rights of people with disabilities were not specifically addressed in federal legislation until 1973 with the passing of the Rehabilitation Act.
My name is Christian and I'm a geography major. I have a learning disability that affects my reading and writing skills.
Due to my disability, I receive testing accommodations (extended time and computer access) through the disability services office. I recently enrolled in a geography course where my exams are given in class followed by continued lecture time. I was concerned about how I would take the extended time I needed for tests on the in-class computers and access the lecture material following the exam.
When designing web pages it is important to keep in mind the diversity of skills and abilities of the people who may visit the site. If a website will appeal to a broad audience that includes individuals with cognitive disabilities, then the website should be designed with those individuals in mind. Features that make websites easy to comprehend and navigate for everyone are often the most helpful for people with cognitive disabilities.
Basic strategies for making web pages accessible to individuals with cognitive disabilities include those listed below.
DAISY, which stands for Digital Accessible Information System, is a standard markup language used in creating accessible digital talking books. The standard allows users with print disabilities to efficiently navigate and access book content.
Individualized Education Plans (IEPs) and Individualized Family Service Plans (IFSPs) are documents developed by school personnel to help guide interventions for students in special education. Well-written IEPs and IFSPs for students who are deaf or hard of hearing (D/HH) can be used to effectively guide instruction and track academic progress. Both itinerant and classroom teachers can play important roles in developing these documents.