CUDE

AccessCollege was funded by the U.S.

Despite legislation established to allow students with disabilities to fully participate in classrooms, there is still a prominent gap in the science performance of students with and without disabilities (National Assessment of Educational Progress, 2005). While expectations for students with disabilities have increased considerably, the instructional materials used in the science classroom generally remain limited to printed text and paper-and-pencil activities. Often, these static media pose barriers in learning for students with disabilities, who are often struggling readers.

Tactile graphics, sometimes referred to as the haptic sensory modality, deliver information through touch. They often accompany Braille textbooks to convey content in maps, charts, building layouts, schematic diagrams, and images of geometric figures. Tactile graphics are often handmade by Braille transcribers as part of Braille textbook production. In some cases, the creation of tactile graphics is facilitated by automated processes using various software applications. Some methods used to create tactile graphics are described below.

In elementary school, "show and tell" activities provide an opportunity for both fun and learning. Typical show and tell sessions let students share their experiences and introduce children to the different perceptions, environments, and interests of their fellow classmates. DO-IT Show and Tell expands on the theories and practices of traditional show and tell activities.

Many students with disabilities who graduate from high school with a goal of postsecondary education do not complete a college degree. Some students who express an interest in college never enroll. Of those who enroll, many have difficulty adjusting to their new environment because the services provided are much different than those they experienced during their high school years. Postsecondary students must provide appropriate documentation and advocate for themselves in order to receive services. This can be a daunting process for students.

Yes. MathML is the guideline adopted by the World Wide Web Consortium (W3C) for the presentation of math content on the web. MathML was specifically created as a universally designed format for mathematical expressions, and it is supported by many assistive technology applications, such as screen readers.

In order to access advanced courses in science, technology, engineering, and mathematics (STEM), college students must first master math concepts in algebra, and many students enter college under-prepared for this subject.

The DO-IT 2-4 project was undertaken by the DO-IT (Disabilities, Opportunities, Internetworking and Technology) Center at the University of Washington in Seattle to help students with disabilities in community and technical colleges successfully transition to four-year institutions. It was funded by the US Department of Education through the Fund for the Improvement of Postsecondary Education (grant #P116B71441).

Assistive technology (AT) makes it possible for people with disabilities to benefit from mainstream technology when the standard modes of access are inaccessible to them. Many products are commercially available and some are free. The resources described below help individuals locate freely available AT.

Course curricula can be enriched by integrating accessibility for people with disabilities as a topic for discussion and application. Students whose education includes an opportunity to learn about accessibility may be more likely to practice accessible design techniques and implement universal design in their future careers.