[Athen] ITD E-journal for 2008 Now Online

[Prof Norm Coombs]

Please forgive cross posting

ITD Ejournal for 2008 is available now from the EASI Ejournal home page at:
http://people.rit.edu/easi/itd.htm
Below is the contents for this issue

Easi Equal Access to Software and Information
Information Technology and Disabilities
(Copyright EASI 2008)
Vol. XII No. 1 June, 2008
IN MEMORY OF JOHN SLATIN
John Slatin, who passed away in March, was a member of Information 
Technology and Disabilities' Editorial Board. This issue of ITD is 
dedicated in his memory.

DELIVERING THE GENERAL CURRICULUM: PRE-SERVICE TEACHER PERSPECTIVES 
REGARDING A
TECHNOLOGICAL APPROACH FOR STUDENTS WITH MODERATE AND SEVERE DISABILITIES
Thomas Simmons
Debra Bauder
Michael Abell
William Penrod
University of Louisville
The emphasis on inclusion of children with disabilities has brought about
significant changes to how students with disabilities are able to access the
general curriculum. Students with moderate to severe disabilities have
historically been offered few instructional resources that provide such access
and alignment with instruction offered in the inclusionary setting. With the
advancement in technology, curriculum can now be universally designed in 
digital
format while offering more ways for students to engage the learning process.
This article discusses how pre-service teachers viewed the use of digital
curriculum content with this student population. In particular, how 
pre-service
teachers view digital curriculum developed using Intellitools Classroom Suite™
as a new and flexible instructional tool that can help meet the broad learning
needs of all students including those with severe disabilities by offering
improved ways to modify the curriculum.

ACCESSIBLE IT: LESSONS LEARNED FROM THREE UNIVERSITIES
Sheryl Burgstahler
University of Washington
Alice Anderson
University of Wisconsin–Madison
John Slatin and Kay Lewis
University of Texas at Austin
Technology has the potential to maximize personal productivity, access to
information, and collaboration among students, faculty, and staff in
postsecondary institutions. However, many websites and other information
technologies (IT) at postsecondary institutions are not fully accessible to
people with disabilities. There is no single way to increase the use of
accessible IT on campus, but there are promising practices that advance this
effort, including (1) securing the support of high-level administrators; (2)
involving key stakeholder groups; (3) adopting guidelines or standards; (4)
providing training and technical support; (4) developing goals, benchmarks, 
and
timelines; (5) implementing a system for monitoring accessibility progress and
revising policies and procedures; (6) working with one program to create a 
model
of accessibility policies and practices to share with others; and (7)
recognizing those who promote the use of accessible IT on campus. This article
summarizes the experiences of three large state universities that have 
addressed
IT accessibility issues in multiple ways. Their experiences can help other
institutions begin or revise policies, procedures, and practices in this area.

A REGIONAL PROFILE OF ASSISTIVE TECHNOLOGY SERVICES: ASSESSMENT OF SERVICE
DELIVERY AND SUGGESTIONS FOR IMPROVING POST SECONDARY TRANSITION
Brian J. Kearney
James Sissom
Southern Illinois University
Abstract: This article describes a study that investigates the adaptation and
use of an existing survey (School District Profile of Assistive Technology
Services), to perform an assessment of the delivery of Assistive Technology 
(AT)
services and training in seven Special Education Cooperatives that provide
special education services to the K-12 schools in the southern Illinois 
region.
The survey assesses: The quality and type of AT services that are currently
being used to support special education students in the school setting; the 
type
of training needed by school personnel with regard to AT; and the survey
instrument, in its modified form, perceived as an effective instrument for
assessing the delivery of AT services. The authors discuss the appropriateness
and challenges associated with applying authentic collaboration conceptual
models and guidelines suggested by researchers for developing teams that
facilitate the transition of students with disabilities from K-12 to
postsecondary levels of education.

ONLINE ACCESSIBILITY AND LEADERSHIP: A CRITICAL VIEW AT THE AMERICAN LIBRARY
ASSOCIATION
Axel Schmetzke
Professor
Library
University of Wisconsin-Stevens Point
Abstract: The author takes a critical view at the leadership of the American
Library Association (ALA) and discusses the extent to which its policies and
mode of operation promote, or fail to promote, a barrier-free online library
environment. The author analyzes selected ALA policies, and examines the 
degree
to which accessibility advocating groups within ALA participate in the process
of policy making. He finds that several ALA policies and guidelines dealing 
with
digital resources neglect to address the needs of users with disabilities, and
that the organizations within ALA that are advocates for people with
disabilities, particularly the Libraries Serving Special Populations Section
(LSSPS) and the Accessibility Assembly, fail to pay attention to policy
development in other ALA branches. The author's major recommendations include:
First, advocates for people with disabilities within ALA need to band together
and put in place an organizational structure (a kind of watchdog group) that
enables them to systematically monitor, and, if deemed necessary, to 
respond to
the policies and guidelines drafted by other ALA groups. Second, ASCLA, LSSPS,
the Accessibility Assembly, and other "disability advocates" within ALA 
need to
lobby the ALA Accreditation Committee to pay attention to the accessibility of
library/information science programs and to require a curriculum that ensures
that all newly trained librarians understand the needs of diverse populations,
including those of people with disabilities. Third, suitable ALA organizations
should establish a clearinghouse providing easy access to vendor-supplied
information as well as pointers to data collected by independent researchers.

The journal is online at:
http://people.rit.edu/easi/itd.htm

**** the EASI online course for July is Barrier-free Web Design
http://easi.cc/workshop.htm
Taking 5 courses earns the Certificate in Accessible Information Technology