Supplement to Accessibility inHigher Education: Learning from Faculty Attitudes: Definitions/ReferencesEllen Perlow, Ph.D. CHES Doctoral Student, Special Education, Texas Woman’s University Faculty Sponsors: Michael Wiebe, Ph.D.; Mark Hamner, Ph.D. Texas Woman’s University Student Research Symposium Platform Session IV-C-ACT 601 Wednesday, April 23, 2008– 9-10:20 am http://www.a4access.org/twu2008.html http://www.a4access.org/twu2008supp.txt This document is available in alternative formats upon request. [slide 1] Supplement to Accessibility inHigher Education: Learning from Faculty Attitudes: Definitions/ReferencesEllen Perlow, Ph.D. CHES Doctoral Student, Special Education, Texas Woman’s University Faculty Sponsors: Michael Wiebe, Ph.D.; Mark Hamner, Ph.D. Texas Woman’s University Student Research Symposium Platform Session IV-C-ACT 601 Wednesday, April 23, 2008– 9-10:20 am http://www.a4access.org/twu2008.html http://www.a4access.org/twu2008supp.txt This document is available in alternative formats upon request. [slide 2] Definition: Diversity "Diversity: the condition of being different or having differences." (Webster’s Third International Dictionary (Unabridged), 2008) "Human Life: The Ultimate in Diversity. According to Dr. Michael Wiebe (2007), in the human conception process - "random fertilization – [t]he ovum has 8 million possible chromosome combinations, [and] so does the sperm cell: 8 million x 8 million = 64 trillion possible diploid combinations in EACH AND EVERY zygote! [Dr. Wiebe exclaims: 'WOW!!!']." "Human Diversity in Learning: "Recent research in neuroscience shows that each brain processes information differently" (CAST, 2008). [slide 3] Definition: Accessibility Accessibility is the ability to access, the state of being achievable, obtainable. (Pickett, J. P., et al. (Eds.). (2000). American Heritage Dictionary of the English Language (4th ed.). Boston, MA: Houghton-Mifflin Company). Accessibility: In the context of technology, accessibility most commonly refers to providing access for all people to web environments... Designing sites for the way that screen readers, text browsers, and other adaptive technologies interact with the web; choosing contrasting colors for readability, and providing alternative text tags for graphics are examples of making web sites more accessible.” (CAST. NIMAS Development and Technical Assistance Center, 2008) [slide 4] Definition: Access Needs 1. Access[ibility] Needs: From conception throughout the life course, living beings, by definition, require access to certain elements to sustain life. Accessibility to carbon dioxide, water, and light (photosynthesis) sustains plant life (U.S. National Aeronautical and Space Administration [NASA], 2008). Access to oxygen, healthy food, safe shelter, and appropriate clothing sustains human life (U.S. Department of Homeland Security, 2008). As set forth by Abraham Maslow (1954) in his Hierarchy of Needs, beyond physiological needs, people have a need for access to safety, love/belonging, esteem, and self-actualization. 2. People/Students with Access Needs (PWAN, SWAN): descriptors for humans with such needs [slide 5] Definition: Assistive Technology Assistive Technology: "Any aid, device or tool, compensatory strategy, used in many different environments, information and referral, evaluation and recommendation, resources for funding, designing, fabricating, repairing, and fitting, training, support and follow-through service that improves a person's functional capability." University of Kentucky. Interdisciplinary Human Development Institute. (2000?). Assistive technology is … Retrieved April 23, 2008, from http://www.ihdi.uky.edu/projects/EmployAT/ComputerAccessHTML/atdefinition.htm [slide 6] Definition: Universal Design "Universal design [UD] is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. –Ron Mace … [Its intent] is to simplify life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost. Universal design benefits people of all ages and abilities." (North Carolina State University. Center for Universal Design, 2008: http://www.design.ncsu.edu/cud/ ) [slide 7] Universal Design: Principles 1. Equitable Use 2. Flexibility in use 3. Simple and intuitive use 4. Perceptible Information 5. Tolerance for Error 6. Low Physical Effort 7. Size and Space for Approach and Use (North Carolina State University. Center for Universal Design, 1997) [slide 8] Universal Design for Learning Universal Design for Learning [UDL] = principles of Universal Design applied to design delivery of educational curricula "UDL principles help educators customize their teaching for individual differences… A universally-designed curriculum offers: 1. Multiple means of representation to give learners various ways of acquiring information and knowledge 2. Multiple means of expression to provide learners alternatives for demonstrating what they know, and 3. Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn." (CAST, 2008a, 2008b, 2008c) [slide 9] Universal Design for Learning [UDL]: Brain Networks "Recognition networks: Gathering facts. How we identify and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks—the "what" of learning. Strategic networks: Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks—the "how" of learning. Affective networks: how students are engaged and motivated. How they are challenged, excited, or interested. These are affective dimensions—the "why" of learning" (CAST, 2008a, 2008b, 2008c) [slide 10] Accessibility/UDL: Higher Education Accessibility/Universal Design for Learning are “happening” in/to Higher Education as we speak a. International DAISY Standards www.daisy.org/ b. International W3C Guidelines www.w3.org/ c. U.S. Section 508 accessibility standards: applicable-U.S. federal agencies: http://www.section508.gov/ d. U.S. National Instructional Materials Accessibility Standard [NIMAS ]-pre-K-12 (IDEA/NCLB): http://nimas.cast.org/ [CAST website] e. State of Texas Web Accessibility Standards S206: http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=4andti=1andpt=10andch=206 f. Texas Demographics: http://www.governor.state.tx.us/divisions/disabilities/resources/statistics/texans World Demographics: http://www.who.int/disabilities/en/index.html g. Higher Education accessibility consortium that works with vendors: ex: Illinois Center for Information Technology Accessibility: http://www.cita.uiuc.edu/ [slide 11] Referenced U.S. Legislation-1 Applicable to U.S. preschool through secondary public education: 1. Section 504 of the Rehabilitation Act of 1973, as amended, 29 U.S.C. Section 794: "no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under" any program or activity that either receives Federal financial assistance or is conducted by any Executive agency or the United States Postal Service." 2. Individuals with Disabilities Education Act [IDEA], 20 U.S.C. Sections seq. (regulation: 34 CFR Part 300) "ormerly called P.L. 94-142 or the Education for all Handicapped Children Act of 1975 requires public schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment appropriate to their individual needs.” (U.S. Department of Justice. Office for Civil Rights. Disability Rights Section, 2005) 3. Individuals with Disabilities Education Act [IDEA] 2004, P.L. 108-446 ee: http://idea.ed.gov/ [slide 12] Referenced U.S. Legislation - 2 Applicable to U.S. preschool through secondary public education: 4. No Child Left Behind Act of 2001, P.L. 107-110 [NCLB]: "The No Child Left Behind Act of 2001 (NCLB, signed into law, January 2002) reauthorized the Elementary and Secondary Education Act (ESEA) -- the main federal law affecting education from kindergarten through high school. … NCLB is built on four principles: accountability for results, more choices for parents, greater local control and flexibility, and an emphasis on doing what works based on scientific research. " See: http://www.ed.gov/nclb/ Applicable to U.S. federal agencies, a model for state accessibility laws… 1. Section 508 of the Rehabilitation Act of 1973, as amended 29 U.S.C. Section 794d, (effective December 2001) "establishes requirements for electronic and information technology developed, maintained, procured, or used by the Federal government. Section 508 requires Federal electronic and information technology to be accessible to people with disabilities, including employees and members of the public." See: http://www.section508.gov/ [slide 13] Referenced U.S. Legislation - 3 Applicable to Higher Education (Civil Rights Statutes): 1. Section 504 of the Rehabilitation Act of 1973, as amended, 29 U.S.C. Section 794: "no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under" any program or activity that either receives Federal financial assistance or is conducted by any Executive agency or the United States Postal Service." [Section 504 also applicable to K-12] (U.S. Department of Justice. Office for Civil Rights. Disability Rights Section, 2005) 2. The Americans with Disabilities Act [The ADA] "prohibits discrimination on the basis of disability in employment [Title I], State and local government activities, public transportation [Title II], public accommodations, commercial facilities [Title III], and telecommunications [Title IV]. It also applies to the United States Congress." (U.S. Department of Justice. Office for Civil Rights. Disability Rights Section, 2005 -with slight modification of word order) [slide 14] Referenced Texas legislation Texas Administrative Code. Title 19: Education. Chapter 89: Adaptations for Special Populations. See: http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=4andti=19andpt=2andch=89 Subchapter A: Gifted and Talented Education (yes, gifted and talented people also have access needs). Subchapter AA: Commissioner’s Rules Concerning Special Education Services Texas Administrative Code. State Web Sites: Chapter 206: 1 TAC 206: "Administrative rules for agencies and institutions of higher education" See: http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=5andti=1andpt=10andch=206 [slide 15] References American Library Association. (2008). Key action areas: equity of access. Retrieved April 23, 2008, from http://www.ala.org/ala/ourassociation/governingdocs/keyactionareas/equityaction/equityaccess.htm Atchley, R. (2001). Aging and society. In L. A. Morgan, and S. Kunkel (Eds.), Aging: The social context (2nd ed., pp. 3-29). Thousand Oaks, Calif: Pine Forge Press. Bilmes, L., and Stiglitz, J. E. (2006). The economic costs of the Iraq war: an appraisal three years after the beginning of the conflict. Cambridge, MA: Harvard University. John F. Kennedy School of Government. Retrieved April 23, 2008 from http://ksgnotes1.harvard.edu/Research/wpaper.nsf/rwp/RWP06-002/$File/rwp_06_002_Bilmes_SSRN.pdf [slide 16] References Boyle, C. A., and Cordero, J. F. (2005, November). Birth defects and disabilities: a public health issue for the 21st century. American Journal of Public Health, 95(11), 1884-1886. Carbaugh, A.L., Elias, R., and Rowland, D. (2006). Aid to people with disabilities: Medicaid's growing role. Annual Review of Public Health, 27: 412-442. CAST. (2008). What is universal design for learning. Retrieved April 23, 2008, from http://www.cast.org/research/udl/index.html [slide 17] References CAST. NIMAS Development and Technical Assistance Center. (2008). NIMAS/NIMAC glossary. Retrieved April 23, 2008, from http://nimas.cast.org/downloads/6%20NIMAS%20NIMAC%20Glossary.doc Diversity. (2008). In: Webster’s third international dictionary (unabridged). Chicago, IL: Encyclopaedia Britannica. Retrieved April 23, 2008 from ProQuest database. Foss, J. J. (2002). Attitudes and accommodation practices of university health professions faculty toward students with learning disabilities (Doctoral dissertation, University of Florida, 2002). Dissertation Abstracts International, 64, no. 03A, 737. Gawande, A. (2004). Casualties of war -- military care for the wounded from Iraq and Afghanistan. New England Journal of Medicine, 351(24), 2471-2475. Gore, A. (2006). An inconvenient truth : the planetary emergency of global warming and what we can do about it. Emmaus, Pa: Rodale Press. [slide 18] References Gregg, N., Coleman, C., Davis, M., Lindstrom, W., and Hartwig, J. (2006). Critical issues for the diagnosis of learning disabilities in the adult population. Psychology in the Schools, 43(8), 889-899. Retrieved April 23, 2008, from Education Research Complete (EBSCO) database. Kressley, K. M. and Huebschmann, M. (2002). The 21st century campus: gerontological perspectives. Educational Gerontology, 28, 835-851. Lewis, L. and Farris, E. (1999). An institutional perspective on students with disabilities in postsecondary education. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics. Educational Statistics Quarterly, 1(3). Retrieved April 23, 2008, from http://nces.ed.gov/programs/quarterly/vol_1/1_3/4-esq13-b.asp [slide 19] References Lloyd, L. L. J., Ammary, N. J., Epstein, L. G., Johnson, R., and Rhee, K. (2006). A transdisciplinary approach to improve health literacy and reduce disparities. Health Promotion Practice, 7(3), 331-335Maslow, A. H. (1954). Motivation and personality (1st ed.). New York: Harper. McCarthy, E. P., Ngo, L. H., Roetzheim, R. G., Chirikos, T.N., Li, D., Drews, R.E., and Iezzoni, L. I. (2006, November 7). Disparities in breast cancer treatment and survival for women with disabilities. Annals of Internal Medicine, 145(9), 637-645. National Commission for Health Education Credentialing. (2008). Responsibilities and competencies. Retrieved April 23, 2008, from http://www.nchec.org/aboutnchec/rc.htm National Organization on Disability [NOD]. (2004, June 24). Landmark disability survey finds pervasive disadvantages. Retrieved April 23, 2008, from http://www.nod.org/ [slide 20] References Pickett, J. P., et al. (Eds.). (2000). American Heritage Dictionary of the English Language (4th ed.). Boston, MA: Houghton-Mifflin Company. Portney, L. G., and Watkins, M. P. (1993). Foundations of clinical research : applications to practice. Norwalk, Conn.: Appleton and Lange. Rohan, M. J. (2000). A rose by any other name?: the values construct. Personality and Social Psychology Review, 4(3), 255-277 Schmetzke, A. (2006, September 25). E-mail communication. Shapiro, J. P. (1994). No pity: people with disabilities forging a new civil rights movement. New York: Times Books Silverstein, N. M., Choi, L. H., and Bulot, J. J. (2001). Older learners on campus. Gerontology and Geriatrics Education, 22(1), 13-30. State of Texas. Texas Administrative Code. (2001). Rule 239.60: Requirements for the Issuance of the Standard School Librarian Certificate. Retrieved April 23, 2008, from http://info.sos.state.tx.us/ [slide 21] References Tanielan, T., and Jaycox, L. H. (Eds.). (2008). Invisible wounds of war: Psychological and cognitive injuries, their consequences, and services to assist recovery. Santa Monica, CA: Rand Center for Military Policy Research. Retrieved April 23, 2008, from http://www.rand.org/pubs/monographs/2008/RAND_MG720.pdf U.S. Census Bureau. (2003, March). Disability status: 2000 (Census 2000 brief No. C2KBR-17). Washington, DC. Retrieved April 23, 2008, from http://www.census.gov/prod/2003pubs/c2kbr-17.pdf U.S. Centers for Disease Control and Prevention. (1994). Prevalence of disabilities and associated health conditions – United States, 1991-1992. Morbidity and Mortality Weekly Report, 43: 730-739 U.S. Centers for Disease Control and Prevention. (2003). Public health and aging: Trends in aging --- United States and worldwide. Morbidity and Mortality Weekly Report, 52(6), 101-106. Retrieved from http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5206a2 [slide 22] References U.S. Centers for Disease Control and Prevention. (2007). Healthy People 2010: healthy people with disabilities. Retrieved April 23, 2008, from http://www.cdc.gov/ncbddd/factsheets/DH_hp2010.pd U.S. Department of Defense. (2008a). Computer/Electronic Accommodations Program. Retrieved April 23, 2008, from http://www.tricare.mil/cap/ U.S. Department of Defense. (2008b, April 23). Operation Iraqi Freedom (OIF)/Operation Enduring Freedom (OEF) U.S. casualty status as of [April 11, 2008]. Retrieved April 23, 2008, from http://www.defenselink.mil/news/casualty.pdf U.S. Department of Education. (2008). Higher education update. Retrieved April 23, 2008, from http://www.ed.gov/about/bdscomm/list/ hiedfuture/plan/index.html U.S. Department of Education. (2008). IDEA 2004: building the legacy (P.L. 108-446). Retrieved April 23, 2008, from http://idea.ed.gov/ [slide 23] References U.S. Department of Education. (2008a). No Child Left Behind [NCLB] (P.L. 107-110). Retrieved April 23, 2008, from http://www.ed.gov/nclb/ U.S. Department of Education. (2008b). No Child Left Behind [NCLB]: What is No Child Left Behind? Retrieved April 23, 2008, from http://answers.ed.gov/cgi-bin/education.cfg/php/enduser/std_adp.php?p_faqid=4 U.S. Department of Education. National Center for Education Statistics. (2003, June). Digest of education statistics, 2002: Table 211: Number and percent of students enrolled in postsecondary institutions, by level, disability status, and selected student characteristics: 1999-2000 (Digest of Education Statistics No. NCES 2002). Washington, DC: from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003060 [slide 24] References U.S. Department of Education. National Center for Education Statistics. (2008, March). Digest of education statistics, 2007: Table 221: Number and percentage of students enrolled in postsecondary institutions, by level, disability status, and selected student characteristics: 2003-04 (Digest of Education Statistics No. NCES 2008-022). Washington, DC: from http://nces.ed.gov/programs/digest/d07/tables/dt07_221.asp? U.S. Department of Education. National Center for Education Statistics. (2006a, June). Postsecondary education information system: enrollment of students with disabilities. Retrieved April 23, 2008, from http://nces.ed.gov/surveys/peqis/publications/1999046/ U.S. Department of Education. National Center for Education Statistics. (2006b, June). Profile of undergraduates in U.S. postsecondary education institutions: 2003-04, with a special analysis of community college students. Retrieved April 23, 2008, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006184 [slide 25] References U.S. Department of Education. National Center for Education Statistics. (2007). Participation in elementary/secondary education: Indicator 7: Children with disabilities in public schools. Retrieved April 23, 2008, from http://nces.ed.gov/programs/coe/2007/section1/indicator07.asp U.S. Department of Education. Office of Special Education Programs [OSEP]. (2007a). Children served under IDEA. Part B. Ages 3-21 by State, 1976 through 2006. Retrieved April 23, 2008, from https://ideadata.orgPartBTrendDataFiles.asp U.S. Department of Education. Office of Special Education Programs [OSEP]. (2007b). Table 4-1. students ages 14 through 21 with disabilities served under IDEA, part B, who exited school, by exit reason and state: Fall 2005-06. Retrieved April 23, 2008, from https://www.ideadata.org/tables30th/ar_4-1.xls [slide 26] References U.S. Department of Education. Office of Special Education Programs [OSEP]. (2007c, July). Profiles of parts B and C programs in states and outlying areas. Retrieved April 23, 2008, from https://www.ideadata.org/docs/PartBDataMeeting2007.pdf U.S. Department of Health and Human Services (2000). Health communication (chapter 11). In: Healthy People 2010: Understanding and improving health and objectives for improving health. 2d ed. Washington, DC: U.S. Government Printing Office. U.S. Department of Health and Human Services. Administration on Aging. (2008). Statistics on the aging population: A profile of older americans: 2007. Retrieved April 23, 2008, from http://www.aoa.gov/prof/Statistics/statistics.asp; http://www.aoa.gov/prof/Statistics/profile/2007/4.asp [slide 27] References U.S. Department of Health and Human Services. Office of Disease Prevention and Health Promotion (2008). Healthy People 2010: what are its goals? Retrieved April 23, 2008, from http://www.healthypeople.gov/About/goals.ht U.S. Department of Justice. Civil Rights Division. Disability Rights Section. (2005, September). A guide to disability rights laws. Retrieved April 23, 2008, from http://www.ada.gov/cguide.ht U.S. Department of Labor. Bureau of Labor Statistics. (2007. December 18). Teachers - special education: employment change. Occupational Outlook Handbook. Retrieved April 23, 2008, from http://www.bls.gov/oco/ocos070.htm#projections_data University of Kentucky. Interdisciplinary Human Development Institute.(2000?). Assistive technology is . Retrieved April 23, 2008, from http://www.ihdi.uky.edu/projects/EmployAT/ComputerAccessHTML/atdefinition.htm [slide 28] References Wiebe, M. (2007, Fall). EDSP 6303: Biological model: (a "disease" approach) [PowerPoint]. Denton, TX: Texas Woman's University World Health Organization [WHO]. (2002). Active ageing: A policy framework. Retrieved April 23, 2008, from http://whqlibdoc.who.int/hq/2002/WHO_NMH_NPH_02.8.pd Wu, S. V., and Green, A. (2000). Projection of chronic illness prevalence and cost inflation. Santa Monica: CA: Rand Corporation Zhao, G., and Pechmann, C. (2006). Regulatory focus, feature positive effect, and message framing. Advances in Consumer Research, 33(1), 100. [slide 29] Thank you! Presenter Contact Information Ellen Perlow, Ph.D. CHES eperlow@hotmail.com Presentation materials, including this document, located at: http://www.a4access.org/twu2008.html copyright 2008 Alternative formats are available upon request. [slide 30] Prseenter Biographical Information Ellen Perlow, Ph.D. CHES, a career academic librarian and certified health education specialist [CHES] (2005-present), has degrees in elementary education, library and information science, educational technology, law, and a Ph.D. in health studies from Texas Woman’s University (2006) with a focus on accessibility. She also is a graduate of the California State University at Northridge [CSUN] Assistive Technology Applications Certificate Program (September 2000), CSUN Symposium Series advanced accessibility training (2001-2003), and a regular participant and presenter on accessibility and assistive technology at conferences and to university classes. Dr. Perlow's dissertation, A for Accessibility: Descriptor Preferences of People with Accessibility Needs (2006), was an IRB-approved participatory research study by and for self-identifying adults with access needs. The research examined the impact of access-related terminology on accessibility advocacy success and class self-empowerment. This dissertation research and the IRB-approved research discussed at this presentation have included provision of alternative formats and accessible venues, keeping with the studies' theme of access to the research process. In furtherance of her goal to integrate a culture of accessibility into higher education, Dr. Perlow currently is a doctoral student in Special Education at Texas Woman's University. [End of Supplement to Presentation copyright Ellen Perlow, Ph.D. CHES April 2008]