Writing about accessibility

In this forum we celebrate research that helps to successfully bring the benefits of computing technologies to children, older adults, people with disabilities, and other populations that are often ignored in the design of mass-marketed products. --- Juan Pablo Hourcade, Editor </jats:p

Technology and connection in the deaf world

Thesis (S.M. in Science Writing)--Massachusetts Institute of Technology, Dept. of Humanities, Graduate Program in Science Writing, 2010.Cataloged from PDF version of thesis.Includes bibliographical references (p. 27-30).In 1984, the FDA approved a medical device called a cochlear implant for adult use in the United States. Unlike assistive hearing technologies that came before it, such as hearing aids, cochlear implants could offer wider access to sound even to the profoundly deaf. Given adult success with the device, the FDA lowered in 1990 the required age for implantation to two years old. The following year the National Association of the Deaf published a position statement on cochlear implants comparing them to "cultural genocide." This thesis explores two parallel stories. Drawing on interviews with implant engineers, surgeons, audiologists, and other specialists, the piece describes how cochlear implants function and how the devices have improved since the 1980s. Equally, the thesis pulls from interviews with bioethicists, deaf and hard of hearing individuals, educators at a signing deaf school, and others in the deaf community to describe the unique attributes and history of deaf culture and the changing and diverse reactions of the deaf community to this medical device.by Joseph Benjamin Calamia.S.M.in Science Writin

Annual Report, 2001-2002

Submitted by Charles E. Stegman, Dean, Aug. 1998-Aug. 1999; Interim Dean Sharon Hunt, Aug. 15, 2000 ; Dean Reed Greenwood, Aug. 2001-200

ATE Impacts 2018-2019

The ATE Impacts book, published every two years by Internet Scout Research, showcases all of the National Science Foundation's (NSF) Advanced Technological Education (ATE) Centers and selected nominated projects. The NSF ATE program focuses on the education of highly-qualified science and engineering technicians for advanced technology fields. Through the program's grant process, the NSF promotes the improvement of STEM education of science and engineering technicians at the undergraduate and secondary school levels, and in the workforce. The 2018-2019 ATE Impacts book marks the 25th anniversary of the NSF ATE program and offers an in-depth overview of the work done by the ATE community. This book includes a timeline of important achievements and events, a foreword by the program director, additional ATE program history, and information about ATE program Centers and a number of projects.Â

Washington University Record, August 11, 2006

https://digitalcommons.wustl.edu/record/2077/thumbnail.jp

Washington University Record, January 27, 1994

https://digitalcommons.wustl.edu/record/1640/thumbnail.jp

Annual Diversity Report, February 6-7, 2012

This report consists of three sections – the Annual Affirmative Action Report, the Annual Report on the Regents Minority and Women Educators Enhancement Program, and the Affirmative Action Cost report. All three reports are required by the Iowa Code

Teaching Chemistry to Students with Disabilities: A Manual For High Schools, Colleges, and Graduate Programs - Edition 4.1

Ever since it was first published, Teaching Chemistry to Students with Disabilities: A Manual for High Schools, Colleges, and Graduate Programs has served as a vital resource in the chemistry classroom and laboratory to students with disabilities as well as their parents, teachers, guidance counselors, and administrators. The comprehensive 4th edition was last updated in 2001, so the American Chemical Society’s (ACS) Committee on Chemists with Disabilities (CWD) thought it prudent to update such a valuable text at this time. In a changing time of technology, rapid access to information, accessibility tools for individuals with disabilities, and publishing, Edition 4.1 is being published digitally/online as an Open Access text. Having Teaching Chemistry to Students with Disabilities: A Manual for High Schools, Colleges, and Graduate Programs in this format will allow for widespread dissemination and access by maximum numbers of readers at no cost- and will allow the text to remain economically sustainable.https://scholarworks.rit.edu/ritbooks/1001/thumbnail.jp

Leveling the Playing Field: Attracting, Engaging, and Advancing People with Disabilities

People with disabilities experience significant challenges in finding employment. The participation of people with disabilities in the workforce and their median income are both less than half that of the civilian workforce. They work part time 68 percent more frequently than people without disabilities. These disheartening results persist despite the enactment of significant federal legislation aimed at making the workplace more supportive and accessible to people with disabilities. The Conference Board Research Working Group (RWG) on Improving Employment Outcomes for People with Disabilities was convened to address how to overcome these disparities. It was sponsored by the Employment and Disability Institute at Cornell University, under a grant from the National Institute on Disability and Rehabilitation Research of the U.S. Department of Education. The RWG members focused on four questions: 1) The business case: Is it advantageous for organizations to employ people with disabilities? 2) Organizational readiness: What should organizations do to create a workplace that enables people with disabilities to thrive and advance? 3) Measurement: How can success for both people with disabilities and the organization itself be determined? 4) Self-disclosure: How can people with disabilities, especially those whose disabilities are not obvious, be encouraged to identify themselves so that resources can be directed toward them and outcomes can be measured