Education Commons^™

Students With Visual Impairments' Access And Participation In The Science Curriculum: Views Of Teachers Of Students With Visual Impairments, Karen E. Koehler, Tiffany A. Wild

Journal of Science Education for Students with Disabilities

Science is a core curricular area of instruction for all students and the federal mandates of the Individuals with Disabilities Education Act (2004) and No Child Left Behind (2001) require that students with disabilities are educated in the least restrictive environment and have access to general education science content, based upon rigorous standards. While, most students with visual impairments are educated in the general science classroom, few studies have been done to determine whether appropriate accommodations and modifications are being made in those classrooms to meet the specialized needs of these students. A 35 question survey instrument was disseminated to …

The More You Know, The More You Owe, Megan Price

School of Information Student Research Journal

No abstract provided.

Middle Level Education Aims For Equity And Inclusion, But Do Our School Websites Meet Ada Compliance?, John A. Huss

Middle Grades Review

An often-overlooked component of a middle school website is the necessity for that website to be accessible to those with disabilities, while following the guidelines of the Americans with Disabilities Act (ADA) and Section 508 of the Workforce Rehabilitation Act. In support of the belief that support the belief that inclusive education and respect for diversity should be integrated throughout the school, this study investigated the accessibility of middle school websites in Indiana, Kentucky, and Ohio by selecting a random sample of 150 schools and analyzing their homepages using WAVE (Web Accessibility Versatile Evaluator), which reports accessibility violations by annotating …

The Sals App: Making Chemistry Accessible With Ios Devices, Rosanne Hoffmann

Journal of Science Education for Students with Disabilities

A new version of SALS (Submersible Audible Light Sensor) consists of a wireless light-detecting probe, Bluetooth ® connected to the iOS SALS App. As in previous versions of SALS, changes in detected light are converted to changes in sound, the latter now rendered with iPhone or iPad audio. The SALS probe assists the student with visual impairment in a variety of science activities, including those involving liquids. For example, when the SALS probe is placed in a reaction vessel, changes in light intensity caused by a chemical reaction or color indicator change are converted to changes in tone in real …

State Of Practice In Accessible Instructional Material Policy In Public Post-Secondary Settings, Veronica Mcgowan

Administrative Issues Journal

For many students, easy access to instructional materials is an expectation of course enrollment. However, for students with disabilities, obtaining instructional materials may involve hurdles such as transcription, captioning, and requesting a braille or large-print version. In order to explore themes related to accessibility and services for students with disabilities, the goal of this study was to examine the similarities and differences between publicly communicated policies related to accessible instructional materials in public post-secondary educational settings. To that end, this study consists of website-provided accessible instructional materials policy of 60 higher educational institutions, representing five American geographic areas and four …

Applying The Principles Of Universal Design For Learning (Udl) In The College Classroom, Kathleen A. Boothe, Marla J. Lohmann, Kimberly A. Donnell, D. Dean Hall

The Journal of Special Education Apprenticeship

Universities are charged with educating students from diverse backgrounds, including ELL students, nontraditional students, military students, first generation college students, and students with disabilities. In order to meet the wide variety of learning needs and abilities in the college classroom, teachers must find innovative methods for reaching this diverse population of students. One potential solution is Universal Design for Learning (UDL). Through instructional and assessment strategies that address the “why”, how”, and “what” of learning, the UDL approach ensures that all students can learn. The research regarding the concept of using UDL in the college classroom is minimal, but shows …

The Greater Unconformity, Emily Ford

Summit to Salish Sea: Inquiries and Essays

In recent light of sexual harassment cases going unaddressed at Grand Canyon National Park and other public lands, there is a need to call out the persistent social, political, and economic structures that allow such acts to occur and go undocumented and unaddressed. A thorough explanation of geologic unconformities, especially the Great Unconformity in the Grand Canyon, is used as a seamless metaphor for a lack of space for women in the outdoors. This graduate capstone presentation includes an exploration of the gender binary, feminism, the geology of the Grand Canyon, the nature of unconformities, intersectionality, and ecofeminism. In conclusion, …

From Outside To Online: Unanticipated Directions For Utah Master Naturalist, Mark Larese-Casanova, Jennifer Perkins

Journal on Empowering Teaching Excellence

Utah Master Naturalist is an award-winning Utah State University Extension program that promotes stewardship of Utah’s natural world through place-based, experiential field courses across the state. Although successful in eliciting positive short- and long-term impacts, Utah Master Naturalist’s traditional five-day field courses were unavailable to many students and instructors due to constraints of time and location. This case study examines Utah Master Naturalist’s first hybrid course, Desert Explorations, and describes the positive results from our pilot study, how a hybrid course solves availability issues, and how field-based learning theories can be adapted to online education through careful design.

A Study Of Kentucky School District Websites: They’Re Colorful And Informative….But Are They Ada Compliant?, John A. Huss, Shannon Eastep

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

An often-overlooked component of a school district website is the necessity for that website to be accessible to those with disabilities, while following the guidelines of the Americans with Disabilities Act (ADA) and Section 508 of the Workforce Rehabilitation Act. This study investigated the accessibility of school district websites in Kentucky by selecting a random sample of 50 school districts and analyzing their home pages using WAVE (Web Accessibility Versatile Evaluator), which reports accessibility violations by annotating a copy of the page that was evaluated and presenting embedded icons and indicators to disclose breaches with ADA. Out of 50 districts, …

Barriers To Fanfiction Access: Results From A Usability Inspection Of Fanfiction.Net, Jayne C. Lammers, Nicholas P. Palumbo

Journal of Media Literacy Education

As researchers encourage teachers to bring fanfiction into classrooms, questions remain about whether online fanfiction communities are accessible to all students. This paper presents results from a practitioner-oriented usability inspection of FanFiction.net, investigating challenges students with disabilities might encounter as they participate. Operating this website with screen reader assistive technology reveals navigation, social connection, and reading barriers users may face when trying to engage in typical fanfiction practices. This study offers implications for media literacy educators to consider as they work to bring online media into classrooms without further marginalizing students with disabilities.

Universal Design For Learning: Guiding Principles To Reduce Barriers To Digital & Media Literacy Competence, Elizabeth M. Dalton

Journal of Media Literacy Education

Universal Design for Learning (UDL), a framework for designing instruction to address the wide range of learner variation in today’s inclusive classrooms, can be applied effectively to broaden access, understanding, and engagement in digital and media literacy learning for ALL. UDL supports constructivist learning principles. UDL strategiesand methods encouragedevelopment of expert learners though personal engagement and motivation. UDL transforms one-size-fits-all instruction into diverse, multiple, and accessible learning opportunities that embrace student variation. UDL principles and guidelines offer a unique way for educators in digital and media literacy fields to ensure that their work will benefit the widest range of learners, …

“On Your Feet!”: Addressing Ableism In Theatre Of The Oppressed Facilitation, Caitlin E. Ray

Pedagogy and Theatre of the Oppressed Journal

Theatre of the Oppressed workshops strive to be inclusive and democratic; however, the facilitation of such workshops may actually limit inclusiveness when facilitators assume a certain level of physical ability in its participants. By considering disability scholarship and Universal Design pedagogy, I introduce specific ways in which facilitators can be more inclusive to the diversity of bodies in our workshops. I also include an example Image Theatre activity that applies my disability-conscious suggestions.

Designing For Universal Success, Nicole Martin, Trey Conatser

Greater Faculties: A Review of Teaching and Learning

Dr. Deb Castiglione is the Universal Design and Instructional Technology Specialist at CELT. She has worked to get a campus-wide license at the University of Kentucky for the software Read&Write Gold, which follows principles of universal design for learning. We asked Dr. Castiglione about what the software can do for learners, and why we should think more about inclusive practices such as universal design in our teaching.

Creating Access To Education With Progression Pathways Via Blended Learning Of Deaf Studies At Third Level In Ireland: Open Innovation With Digital Assets, Brian Nolan, Lorraine Leeson

The ITB Journal

Irish Sign Language (ISL) is an indigenous language of Ireland and is recognized by the EU as a natural language. It is a language separate from the other languages used in Ireland, including Irish, English and, in Northern Ireland, British Sign Language. Some 6,500 Deaf people use ISL on the island of Ireland. Deaf people are the most under-represented of all disadvantaged groups at third level, posing two challenges: (1) getting Deaf people into third level and (2) presenting education in an accessible form. Two higher education institutions, Trinity College Dublin (TCD) and the Institute of Technology, Blanchardstown, Dublin (ITB) …

Transmedial Documentation For Non-Visual Image Access, Melody J. Mccotter

Proceedings from the Document Academy

In my doctoral studies on information accessibility for the individual who is blind or visually impaired, I’ve been exploring the ways we can make image documents more accessible. This requires using an alternative sensory modality, and translating the document into a different format. The questions that arise when we consider this process are many, but among them are:

• Is it the same document once we’ve converted it to an audio narrative about the work, or a 3D topographic map of an artwork, or a musical interpretation?
• If it is not the same document, how truthful can the “trans-medial” translation be …

A Paradigm Of Power And Possibility, Linda Dauksas

Academic Leadership: The Online Journal (2003-2012)

At the base of the Principal’s leadership and professional responsibilities is the ultimate power to create a model of ability and respect for every student. No matter the size of the school, age of the students, tenure of staff or status of the community, every principal can create a potent paradigm promoting ability over disability, and opportunities over impediments. The power of this paradigm can impact students, staff, and the entire community, far beyond the school campus.

Educator Perceptions Toward The Iep Meeting, Wade Fish

Academic Leadership: The Online Journal (2003-2012)

The individualized education program (IEP) was the primary component of Part B of the Education for All Handicapped Children Act of 1975. Through the Individuals with Disabilities Education Improvement Act (IDEA 2004), the IEP has continued to direct the educational needs, goals and objectives, placement, evaluation criteria, present levels of educational performance, and duration of programming modifications for students receiving special education services (Drasgow, Yell, & Robinson, 2001; 20 U.S.C. § 1400). The IEP functions as the blueprint for services to be provided for students, as IEP regulations identify meeting dates, parental and student consent and accountability, as well as …

Equal Access: A National Comparison Of Federal Grants-In-Aid Awarded At Public And Private Four-Year Degree Granting Institutions, Lee Waller, Sandra Weeks, Steven Westbrook, Karl Payton

Academic Leadership: The Online Journal (2003-2012)

More than twelve million undergraduate students in the United States benefit from some form of financial aid. Statistics from the U.S. Department of Education (as cited in The American Council of Education 2008) indicate that 76% of undergraduates at public four-year degree-granting institutions during the 2003-2004 academic year received financial aid, while 89% of undergraduate students at private four-year not-for-profit degree-granting institutions were aid recipients.