AccessSTEM

For most of us, reading a web page containing mathematical calculations is simple. As we read, we automatically translate the mathematical expressions into operations and equations. Looking at a formula, we know which operations to perform and in what order. Now imagine, rather than viewing the equation, having it read to you character by character from left to right. Even a simple equation like "One over one plus two plus two" can be interpreted many ways with different results.

Many resources are available to help individuals develop strategies for talking about their disabilities in specific situations. A disability disclosure strategy, which includes when and how to reveal information, is unique to the individual. It is appropriate for each person to develop different strategies for different situations, such as those related to college, employment, and social settings.

The Boston Public School system is known for its commitment to incorporating technology and universal design into its public institutions and classrooms. In 2001 the Access Technology Center (ATC) moved into the Boston Public Schools' Office of Instructional Technology (OIT) to expand technology access and training opportunities for teachers.

The Opportunities! newsletter helps students with disabilities learn about technology, locate campus resources, apply for internships and scholarships, access community and campus resources, engage in research, and attend local events such as job fairs.

The DO-IT Center partners with postsecondary institutions nationwide to create customized newsletters for each campus. You can view the most recent editions by clicking the links below. 

In the Phoenix Reading Project, Jerry Powell, a special education teacher at Sugar-Salem High School in Sugar City, Idaho, is using scan/read technology to help his students successfully complete reading assignments and exams in their core academic classes. Students with a variety of disabilities that include learning disabilities, health impairments, hearing impairments, autism spectrum disorders, and developmental disabilities have had increased access to textbooks and other printed material because of the hardware and software Mr.

AD/HD (Attention-Deficit/Hyperactivity Disorder) is characterized by hyperactivity, impulsivity, and/or inattention. ADD (Attention-Deficit Disorder) and ADHD (Attention-Deficit Hyperactivity Disorder) are terms for conditions now included within the diagnosis of AD/HD, which is divided into three subtypes:

• AD/HD Predominantly Inattentive Type
• AD/HD Predominantly Hyperactive-Impulsive Type
• AD/HD Predominantly Combined Type

Symptoms of inattention include the following:

The following article appeared in the Chicago Tribune, Chicago, IL, April 9, 2006, and was distributed by the Great Lakes ADA Center.

Chicago Tribune (Chicago, IL)
April 9, 2006

BY CARRIE MASON-DRAFFEN
Columnist for Newsday, a Tribune Co. newspaper.

Q. Can an employer legally ask an applicant about current illnesses? And how much does the applicant have to reveal?

Digital Frog International, the award winning software company known for their interactive frog dissection programs and their digital field trip series, has created their first fully accessible software title.

Each October during National Disability Employment Awareness Month, the American Association of People with Disabilities (AAPD) works with the Department of Labor's Office of Disability Employment Policy to promote Disability Mentoring Day (DMD).

Too often conference attendance benefits only one teacher and his/her students. A team of special education teachers from the Fife School District, however, took concrete steps to maximize the benefit of attendance at the Council for Exceptional Children (CEC) Convention and Expo. They sought to learn and apply strategies for including students with disabilities in general education science, technology, engineering, and math (STEM) classes in their schools.