IT

As technology plays an increasing role in K-12, postsecondary, and adult education, educational entities are faced with assuring the accessibility of more technological resources, including computing labs and computer-assisted classrooms. In the higher education environment, colleges historically have addressed technology accessibility by setting up small, centralized assistive technology (AT) labs, often within the context of a disability services office.

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.

Applying universal design principles results in products and environments that are usable by most people without having to make special adaptations. Universal design applied to educational environments, especially when technology is involved, is referred to by the Center for Applied Special Technology (CAST) as Universal Design for Learning (UDL). UDL promotes the design of learning experiences that can be effective for students with a wide variety of characteristics, including disabilities.

Designing a lab that is universally accessible begins with the physical environment of the facility. Considerations for making a computer lab facility more accessible include the following: