How People With Multiple Sclerosis Experience Web-Based Instructional Technologies

People with the autoimmune disease multiple sclerosis (MS) have few options for educational activities. Although web-based instruction may be a viable option, little is known about how people with MS perceive this form of learning. The purpose of this qualitative study was to understand the experiences of people with MS regarding web- based instruction. The 3 learning structures--differentiated instruction, collaborative learning, and assistive technology--provided the conceptual framework for this research. Nine volunteers from the Pacific Northwest area of the United States who have MS were individually interviewed for this basic qualitative study. Transcripts were analyzed using open, axial, and selective coding. The results indicated that all participants found personal and professional benefits of their experience with web-based instruction and used course management systems to successfully communicate with instructors or peers. Participants also noted that these management systems did not directly aggravate their MS disease symptoms. Findings from the study may be useful information to individuals with MS for effectively managing their educational choices. This study\u27s results could also be used by learning institutions to improve the access to education and allow individuals with MS to more fully participate in training opportunities

Bridging the digital divide for hard-to-reach groups

Boeltzig and Pilling identified specific groups of people who typically are not connected to the Internet and examined the circumstances of each - rural, poor, disabled, seniors, and ethnic minorities. They focused on how these groups of people, such as homebound individuals, could benefit most from using online government services. They also identified technical as well as social barriers that limit access. Their recommendations are aimed at both increasing access for these targeted groups and increasing use by individuals in the targeted groups. They also provide valuable recommendations aimed at service or application providers who have a major role in increasing both access and accessibility. The case studies resulted in insights and lessons that are broadly applicable. Based on the case studies, the authors offer recommendations that are practical and serve as useful guides to practitioners and policy makers at all levels of government

The Relationship Between Assistive Technology State Standards for Teachers, Assistive Technology Implementation, and Student Performance in the Context of Evidence-Based Practice

Purpose: Consideration of assistive technology (AT) for special education students has been federally mandated since 1997. Since the 2002 No Child Left Behind Act (NCLB), rigorous evidence-based educational practices are also mandated. While national technology standards for teachers in general education exist to guide educational technology (ET), it is not clear if AT standards exist for U.S. teachers, or on what evidence standards are based. The purposes of this study, therefore , were to 1) describe three state-level regulatory elements related to AT: i) presence of formally adopted AT standards , ii) level of scientific evidence supporting those standards and iii) extent to which states offer support for teachers\u27 implementation of AT, and 2) examine the relationship between these regulatory elements and academic performance of students in Special Education. Method: Data were collected in two ways. First, 110 literature documents were reviewed for type of standard and the nature and rigor of evidence. Secondly, data on the three regulatory elements were collected via telephone and email from the 50 State Departments of Education plus Washington DC. Multiple regression analyses compared the regulatory elements as predictor variables with national reading and math performance of special education students. Analysis/Results: Literature analysis results reveal 81% ET and 80.5% AT literature based on survey ·or expert opinion evidence, with standards the primary focus of 10% of AT literature. Descriptive analyses revealed nine states with state approved AT standards for teachers and five states with evidence supporting their standards; the rigor for this evidence was low. Forty-seven states provide information to teachers on AT, 17 states recommend professional development in AT with three having AT endorsement or certification. Multiple regression analyses found no significant relationship between the three regulatory elements and student performance in either reading or math. Discussion: Literature and study results indicate a general lack of AT standards either documented or officially in use in education, with supporting evidence not highly rigorous or not evident. Considering NCLB, lack of evidence-based standards makes AT vulnerable to reduced priority and funding. Research documenting impact of existing AT standards and rigorous evidence of related student performance is recommended

Progressive accommodation for seniors : interfacing shelter and services

The purpose of this book is to explore the reasons why clients, agencies and governments are considering options that blend shelter and care, the barriers impeding their development and how these have or may be overcome at both the policy and the practice level. New ways of measuring person-environment fit and the potential of maximizing it via enabling technologies are also examined. The target readership includes researchers, architects, policy makers, developers, care providers and operators of existing seniors housing, all of whom can benefit from a better understanding of the multiple issues involved in interfacing shelter and services.TABLE OF CONTENTS: Introduction / Gloria M. Gutman and Andrew V. Wister; Part I: Changing Clients, Economics and Expectations in Housing for Seniors: Chapter 1- Current Demographics and Living Arrangements of Canada\u27s Elderly / Gordon E. Priest; Chapter 2- Choice, Control, and the Right to Age in Place / Veronica Doyle. Part II: Problems in Providing Service within Existing Seniors Housing: Chapter 3- Current Realities and Challenges in Providing Services to Seniors: The Home Care Perspective / Lois Borden and Joan McGregor; Chapter 4 - Difficulties in Providing Support Services in Buildings Constructed Under Shelter-Only Housing Policies / Reg Appleyard. Part III: Transcending Barriers to Combining Shelter and Services: Chapter 5- Public, Private and Non-Profit Partnerships: The CCPPPH Link / C.W. Lusk; Chapter 6- Group Homes: The Swedish Model of Care for Persons with Dementia of the Alzheimer\u27s Type / Elaine Gallagher; Chapter 7- Supportive Housing for Elderly Persons in Ontario / Garry Baker; Chapter 8- Social Policy Models for Shelter and Services: An International Perspective / Satya Brink. Part IV: Measuring and Maximizing Person-Environment Fit: Chapter 9- Measuring Person-Environment Fit Among Frail Older Adults Using Video / Andrew V. Wister and James R. Watzke; Chapter 10- Assessing the Client\u27s Perception of Person-Environment Fit Using the Canadian Occupational Performance Measure / Anne Carswell. Part V: Enabling Technologies in Housing for Seniors: Chapter 11- Personal Response Systems: Canadian Data on Subscribers and Alarms / James R. Watzke; Chapter 12- Older Adults\u27 Response to Automated Environmental Control Devices / James R. Watzke and Gary Birch; Chapter 13- Use and Potential Use of Assistive Devices by Home-Based Seniors / William C. Mann; Chapter 14 - Necessary Elements of a Cost-Effectiveness Analysis of Technical Aids for the Elderly / George Abrahamsohn, Gloria M. Gutman and Andrew V. Wister; Chapter 15- Bridging the Technology Gap - The Links Between Research, Development, Production and Policy for Products Supporting Independent Living / Satya Brin

ATTITUDES OF TEACHING FACULTY TOWARD INCLUSIVE TEACHING STRATEGIES AT A MIDWESTERN UNIVERSITY

This study measured postsecondary faculty attitudes toward academic accommodations and an inclusive teaching method called Universal Design for Instruction (UDI). The purpose of the study was to help determine a readiness for change among faculty with regard to implementing UDI principles, compare differences between faculty groups, as well as add to the postsecondary UDI research agenda. UDI requires faculty instructional design and has the potential to reduce the need for individualized academic accommodations and increase the retention and graduation rates of students with disabilities. The study included an online survey e-mailed to 1,621 faculty at Southern Illinois University Carbondale (SIUC). Independent variables included: amount of teaching experience, teaching status (i.e., full-time, part-time), academic discipline, and amount of prior disability-related training. Results showed significant differences among faculty based upon amount of teaching experience, prior disability-related training, and academic discipline. Generally, faculty with more teaching experience and prior disability-related training had more favorable attitudes toward accommodations and UDI concepts. Faculty in the colleges of Applied Sciences and Arts (ASA), Education, and Mass Communication and Media Arts had more favorable attitudes toward multiple means of presentation than the colleges of Science and Liberal Arts. Faculty in the college of Education had more favorable attitudes toward providing accommodations than the college of ASA. The study effectively started a dialogue with SIUC faculty on their willingness to use UDI principles. Overall, faculty reported mostly positive attitudes toward UDI concepts and traditional academic accommodations. Results could be utilized when proceeding with targeted training for faculty on UDI in postsecondary settings

Challenges in Inclusiveness for People with Disabilities within STEM Learning and Working Environments

This report is a reflection on the necessity for the inclusion of people with disabilities in the field of STEM and the different methods and processes that need to be revised or implemented to achieve this goal. It will delve into further detail about the challenges facing PWDs in STEM through interview anecdotes and survey results. Each solution offered will be accompanied by thorough research and support. Policymakers, teachers and students may use these recommendations to break down barriers to STEM careers and build a more inclusive future

The Graphical Access Challenge for People with Visual Impairments: Positions and Pathways Forward

Graphical access is one of the most pressing challenges for individuals who are blind or visually impaired. This chapter discusses some of the factors underlying the graphics access challenge, reviews prior approaches to addressing this long-standing information access barrier, and describes some promising new solutions. We specifically focus on touchscreen-based smart devices, a relatively new class of information access technologies, which our group believes represent an exemplary model of user-centered, needs-based design. We highlight both the challenges and the vast potential of these technologies for alleviating the graphics accessibility gap and share the latest results in this line of research. We close with recommendations on ideological shifts in mindset about how we approach solving this vexing access problem, which will complement both technological and perceptual advancements that are rapidly being uncovered through a growing research community in this domain

Impact of Alternative Financing Programs on Quality of Life and Employment Outcomes of Individuals with Disabilities

Abstract IMPACT OF ALTERNATIVE FINANCING PROGRAMS ON QUALITY OF LIFE AND EMPLOYMENT OUTCOMES OF INDIVIDUALS WITH DISABILITIES By: Amy Nicole Dye Davis This study investigated the effect of assistive technologies purchased through Alternative Financing Programs (AFP) for individuals with disabilities on quality of life, independence in the home and community, and employment. In fiscal year 2000, AFPs received federal grants under the Technology-Related Assistance for Individuals with Disabilities Act (after it was repealed and renamed the AT Act) to provide financial loans to persons with disabilities to enable them to purchase assistive technologies (AT). In fiscal year 2002, Congress appropriated funds to support grants to increase access to telework for individuals with disabilities. There are 33 AFPs located across the U.S. and territories that use said funding to provide alternative financing for persons with disabilities so that the aforementioned opportunities are possible. This study also examined telework, defined as a way to reduce or eliminate barriers to employment or self-employment. Telework, irrespective of the circumstance or initial motivation, has the potential to circumvent the need to navigate the traditional workplace. As a result, telework could raise the standards for equality in the job market for persons with disabilities. An examination of AFP clients delineated loan acceptance and rejection rates, goals for acquiring assistive technologies, and employment outcomes for said individuals with disabilities. Determining the reasons why AFP clients needed assistive technology and how they planned to use it defined predictors to successful employment outcomes. Finally, the overall effectiveness of the AFPs with respect to increasing quality of life, independence, and employment rates for persons with disabilities was assessed. Examining employment outcomes as they are linked to public policy is puissant and a connection not previously pursued. This study found statistically significant associations between quality of life and employment in that persons with disabilities who were AFP applicants reported a higher quality of life if they were employed. Also found, was a statistically significant association between quality of life and independence levels in that persons with disabilities who reported increased independence at home or in the community also reported having a better quality of life

Increasing Access and Success in the STEM Disciplines: A Model for Supporting the Transition of High School Students with Disabilities into STEM-Related Postsecondary Education

This publication (191-page PDF) contains a package of evidenced-based transition supports that can be used by educators or instructors with high school students with disabilities who are interested in pursuing STEM-related postsecondary education and careers. The publication contains information and instructional activities related to the following: self-advocacy and self-determination; exploring STEM careers; disability disclosure; the accommodations process in college; identifying assistive technology; mentoring relationships and internships; and using student- and family-centered planning to prepare for college