Breaking Down Barriers: An Educator's Guide to Accessible Technology in Schools (Page 2 of 2)
What do educators need to know?
It is helpful to have a basic understanding of a few technical terms in order to effectively promote the use of accessible technology.
Assistive technology (AT), such as the text-to-speech system Hannah uses, can help a person with a disability to operate a computer. Grammar checkers, alternative keyboards, hands-free interfaces, and other assistive technology may be prescribed on your child's Individualized Education Plan or Section 504 Plan.
Information technology (IT) includes computers, software, Web sites, telephones, CDs, videotapes, calculators, and other electronic devices. Many IT products, like the Web site Hannah tried to access, are designed in such a way that they are inaccessible to people with disabilities, even to those who have AT.
Universal design refers to the design of products and environments so that they are usable by everyone, to the greatest extent possible. A teacher is applying universal design when he purchases an instructional videotape that includes captions for children who are deaf, even though he does not currently have a student who is deaf in his class. The manager of a computer lab is applying universal design when he purchases adjustable tables in anticipation of students who are small or large in stature or who use wheelchairs.
Accessible information technology is created when producers consider the needs of people with disabilities in the process of designing information technology. More accessible products minimize the need for AT; they are also compatible with existing AT products. If Hannah's teacher assigned the use of an accessible Web site to her students, it would have, among other features, included alternative text for graphics images so that Hannah's text-to-speech system could read the content to her.
AT and accessible information technology work together to allow students with disabilities to participate side by side with their classmates as they complete assignments, access information, and engage in collaborations, simulations, and tutorials.
Why is it important that information technology be accessible?
The use of information technology is widespread in schools and employment settings. It has the potential to maximize the independence, participation, and productivity of people with disabilities. However, this potential can only be realized if students are provided with the assistive technology they need AND that educators procure, develop, and use accessible information technology.
What should a school's vision be?
Here is an example:
Our school purchases, develops, and uses accessible information technology and applies universal design principles in the creation of its facilities and programs. We also have an efficient system in place to acquire assistive technology for specific students with disabilities.
Promoting universal design is a powerful way to get your message across. Just like ramps installed for people who use wheelchairs also benefit those who are pushing delivery carts or baby strollers, accessible information technology benefits individuals with and without disabilities. For example, captioning on videotapes can benefit students whose first language is not English and individuals who are learning to read.
What can educators do?
Building accessible information systems in our schools requires the concerted effort of policy makers, information technology support staff, assistive technology specialists, teachers, parents, and students. Creating accessible information systems requires a close collaboration between those who teach students with disabilities and those who make information technology decisions, approve purchases, and provide technical support.
Educators should anticipate the enrollment of students with a wide range of abilities regarding learning, seeing, hearing, moving, and communicating; and apply universal design principles as they develop facilities and activities. A student with a disability should not be treated as an exception. Rather, curriculum should have built-in flexibility and educators should work together to:
- Educate themselves on how technology is used in your their school. What software is used? What Web sites are used? What types of assignments are given?
- Identify barriers children with disabilities are facing or are expected to face in technology-enhanced instructional activities. Are computers, software, Web sites and other technology accessible to them?
- Develop a district-wide policy that clearly states a commitment to the purchase and use of accessible information technology.
- Implement procedures to ensure that accessibility is considered in all stages of technology planning, development, purchase, and support. Examples of taking a proactive approach to accessibility include the purchase of a few adjustable tables for the computer lab, provision of trackballs as well as mice, placement of handouts where they can be reached from a seated position, and use of Web sites used are accessible to people with disabilities.
The technology access barriers Hannah encountered could have been avoided if the school routinely requested that vendors of lab products include accessibility features and that only Web sites whose content is accessible to students using text-to-speech systems be used in classes.
As with all systemic change initiatives, persistence of advocates and cooperation among stake holders are key. The ultimate reward is a more accessible school and a more accessible world for everyone. These benefits outweigh the effort.
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