Information Technology (IT) is everyday technology used to acquire, store, manipulate or transmit information; such as telephones and telecommunications products, video equipment, websites, message systems, computer hardware, and more. Accessible IT (AIT) is information technology designed with special features and properties built-in that make it more useable for people with a variety of disabilities.
Examples of Accessible Information Technology include:
In schools AIT allows students with awide range of abilities and disabilities to participate in the same curriculumtogether, and reduces the time and money technology specialists and administrators spend on maintaining adapted and separate technology.
For More information about AIT visit: AccessIT
AccessIT features the AccessIT Knowledge Base, a searchable, growing database of questions and answers regarding accessible electronic and information technology. It is designed for educators, policy makers, librarians, technical support staff, and students and employees with disabilities and their advocates.
Let's start with the definition of Information Technology. Electronic and information technology includes any product used to acquire, store, manipulate, or transmit information. This includes software applications and operating systems; web-based information and applications such as distance learning; telephones and other telecommunications products; video equipment and multimedia products that may be distributed on videotapes, CDs, DVDs, or the World Wide Web; office products such as photocopiers and fax machines, calculators, and computer hardware.
A more formal definition is provided within the Access Board's Electronic and Information Technology Accessibility Standards, written in accordance with Section 508 of the Rehabilitation Act Amendments of 1998:
"Electronic and information technology [includes] information technology and any equipment or interconnected system or subsystem of equipment, that is used in the creation, conversion, or duplication of data or information. The term electronic and information technology includes, but is not limited to, telecommunications products (such as telephones), information kiosks and transaction machines, World Wide Web sites, multimedia, and office equipment such as copiers and fax machines. The term does not include any equipment that contains embedded information technology that is used as an integral part of the product, but the principal function of which is not the acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission, or reception of data or information. For example, HVAC (heating, ventilation, and air conditioning) equipment such as thermostats or temperature control devices, and medical equipment where information technology is integral to its operation, are not information technology.Information technology [is] any equipment or interconnected system or subsystem of equipment, that is used in the automatic acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission, or reception of data or information. The term 'information technology' includes computers, ancillary equipment, software, firmware and similar procedures, services (including support services), and related resources."
"Electronic and information technology [includes] information technology and any equipment or interconnected system or subsystem of equipment, that is used in the creation, conversion, or duplication of data or information. The term electronic and information technology includes, but is not limited to, telecommunications products (such as telephones), information kiosks and transaction machines, World Wide Web sites, multimedia, and office equipment such as copiers and fax machines. The term does not include any equipment that contains embedded information technology that is used as an integral part of the product, but the principal function of which is not the acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission, or reception of data or information. For example, HVAC (heating, ventilation, and air conditioning) equipment such as thermostats or temperature control devices, and medical equipment where information technology is integral to its operation, are not information technology.
Information technology [is] any equipment or interconnected system or subsystem of equipment, that is used in the automatic acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission, or reception of data or information. The term 'information technology' includes computers, ancillary equipment, software, firmware and similar procedures, services (including support services), and related resources."
Our Accessible Information Technology Initiative promotes the use and aquisition of Accessible Information Technology in educational settings.
Portion excerpted from Access IT's "What is electronic and information technology?"
Simply put, "accessible education-based information technology" is simply information technology that has inherent functions, properties, and the potential to be used by people with a wide range of abilities and disabilities. Examples of "accessible information technology" can include computer towers with front-mounted headphone jacks and ports, electronic devices which allow the user to increase the screen resolution, operating systems which support screen enlargement and text-to speech capabilities, voice mail and messaging systems, and copier/fax machines which allow for users to interface and function with the device without the use of touch or sight.
On the other hand, "assistive technology" is technology (software, hardware) which helps people with specific disabilties maximize their abilties to access information or services. Examples of "assistive technology" include text-to-speech software, screen enlarging software, alternative-output hardware, large-print keyboards, as well as alternative tracking devices.
For example, JAWS, a popular screen-reading package, can be considered Assistive Technology (AT), but not necessarily Accessible Information Technology (AIT), because by itself, JAWS does not contain the functions necessary to be a stand-alone information system. Only accessible information technology, such as accessilbe web browsers (like Internet Explorer)can work with JAWS. Assistive technology, like JAWS, cannot function for the user if software titles and systems are not programmed with accessibility in mind.
School districts are required (by law) to consider and provide appropriate AT to students with disabilities, when it�s needed for them to learn, participate, and interact in school. AT is anything that makes it easier for a student to read, write, see, use a computer, turn something on, get dressed, eat, communicate, travel, or play. Although the word 'technology' is used, AT is not limited to something electronic or computerized. Some examples of AT include pencil grips, special paper, calculators, books-on-tape, special keyboards, communication devices, and computer software.
The Individuals with Disabilities Act (IDEA) defines Assistive Technology (AT) as both a device and a service. An AT device is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customize, that is used to increase, maintain, or improve functional capabilities of a child with a disability. An AT service is any service that directly assists a person with a disability in the selection, acquisition, or use of an assistive technology device.
Yes. Technology use in schools continues to increase, and using accessible computer and other media makes learning easier and more available to everyone. AIT in the classroom reduces the need for special modifications (AT) for students with disabilities, because computers are ready for everyone to use all the time.
Imagine Kay, a student with a reading disability, is working on an assignment at a computer. Kay has difficulty reading and understanding text, the assignment she is doing is a science project, but reading is involved. Kay uses a feature on the computer that will highlight words and read the text out loud (called Text-to-Speech) as she listens with earphones. This way Kay is able to learn the science information, and is not limited by her reading disability. Accessible computer software features, like text-to-speech, are ready for any student who needs them, and ignored by the students who do not need them. Using Accessible IT in classrooms helps to meet the diverse learning needs of all students.
The Reauthorized Rehabilitation Act of 1998 included amendments to Section 508 of the Act. In these amendments was a call that the federal government be barred from procuring, using or maintaining Electronic and Information Technology (E&IT) goods and services that were not fully accessible.
http://www.section508.gov/This is the official Web site for Section 508 information and updates. Using this Web site, federal employees and the public can access resources for understanding and implementing the requirements of Section 508 with respect to Electronic and Information Technology.
http://www.access-board.gov/508.htmUnited States Access Board site for Section 508 resources, including standards in alternative languages, technical assistance, FAQs, and more.
The W3C is an international, vendor-neutral group that determines the protocols and standards for the Web. The W3C realized that they needed to make provisions to ensure that people with disabilities were not excluded from accessing it. From this realization, the Web Accessibility Initiative (WAI) was born.
http://www.w3.org/wai/ The Official Website of the Web Accessibility Initiative
Section 255 of the Telecommunications Act of 1996 requires manufacturers to ensure that their telecommunications equipment is compatible with existing peripheral devices or specialized customer premises equipment commonly used by individuals with disabilities to achieve access, if readily achievable.
http://www.access-board.gov/508.htm United States Access Board site for Section 255 telecommunications accessibility.
No. "Bobby" was an web markup accessibility checker developed by the Center for Applied Special Technology (CAST), and later sold to the Watchfire group. Although not the first, Bobby was one of the most popular checkers for web accessibility, partly due to a campaign that involved having pages, which passed an evaluation against the Section 508 standards, a seal that stated "Bobby Approved".
(example of the 'Bobby Approved' seal)
However, Bobby checks for Section 508 compliance was only partial at best, and did not guarantee accessibility of web pages. Confusion led many people to beleive that 'Bobby' was an actual standard, when in fact 'Bobby Approved' usually meant that the pages passed only a subset of the Section 508 Standards tested by the Bobby software.
Information technology is ubiquitous in educational settings. But rarely do schools consider how accessible hardware and software are to students and employees with disabilities during the procurement and development process. Therefore, many inaccessible products are purchased for our schools. So how can you promote the purchase, development, and use of accessible IT?
A good place to begin locating key contacts is at each state's Department of Education. Links are available from the U.S. Department of Education's Educational Resources by Area page. Typical state websites include a calendar of events, committee and board meeting schedules, educational conferences information, professional organizations, parent organizations, links to school district websites, and much more. Check to see if the state has a network of educational service districts. These organizations provide a focal point for meetings and training where outside presentations are often welcome; you might want to start with their groups of administrators and computer technology specialists. After you've gathered this information, you can begin to develop a plan to meet with key staff, attend events, deliver presentations, host exhibits, and send mailings to schools, professional organizations, and parent groups.
Consider connecting with professional organizations to which K-12 educators belong. Many national organizations sponsor yearly nation-wide conferences and have local and regional affiliates that host similar events. At these meetings you can identify and network with key stakeholders, give presentations, host poster sessions and exhibits, and demonstrate accessible technology. Below are a few examples of national organizations/conferences worth checking out, in key topic areas:
Special Education: Council for Exceptional Children (CEC) hosts the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.
Computers in Education: The National Educational Computing Conference (NECC) is an annual forum for educational computing professionals to learn and share the newest applications of technology in education.
Technology for People with Disabilities: Closing The Gap (CTG) sponsors an annual international conference, Computer Technology in Special Education and Rehabilitation, for exploring how technology can enhance the lives of people with disabilities.
Teachers: The National Science Teachers Association (NSTA) hosts an annual international conference to promote excellence and innovation in science teaching and learning. Members include science teachers, science supervisors, administrators, scientists, and business and industry representatives.
Teachers and Technology: The Association for the Advancement of Computing in Education (AACE) includes among its societies and chapters The Society of information Technology and Teacher Education (SITE), which sponsors an annual conference that focuses on teacher training in the area of technology use.
Parents: Technical Assistance Alliance for Parent Centers links to regional parent training and information centers and community parent resource centers.
Checklists: Ask your software or system vendor if they have a Voluntary Product Accessibility Template (VPAT) available for their product. The VPAT is the vendor's statement of accessibility on their product, based against the Section 508 of the Rehabilitation Act Guidelines.
Since 1997, Education Week has published an annual 50-state report on how U.S. middle and high schools are utilizing technology. The free online report is titled Technology Counts, and provides extensive summary information as well as state-by-state data about the level of access to technology, capacity to use technology, and actual use of technology.
Within these broad categories, the report tracks such information as the number of students per computer, location of computers, level of Internet connectivity, amount of technology training that teachers receive, the presence of a technology plan or technology standards, the percent of teachers using computers for planning, the percent of students using computers for learning, and specifics regarding how computers are being used by academic subject.
As would be expected, the report evolves somewhat each year to address evolving trends. For example, the 2002 report was the first to assess the prevalence of distance learning in schools (it found that 25 states allow for the creation of so-called cyber charter schools, and 32 states were sponsoring e-learning initiatives, include online testing programs, virtual schools, and Internet-based professional development). The 2003 report placed a strong emphasis on computer-based assessment, and the overall effects of the No Child Left Behind Act on technology in schools. The 2003 report also was the first to assess the prevalence of handheld computer use for students (3% of schools) and teachers (7% of schools), and of laptop lending programs (18% of schools).
As growing numbers of educational entities embrace educational technology, it is critical that the accessibility of these programs be addressed. Technology should enhance the learning experiences of all students and serve as an equalizer rather than a barrier to students with disabilities.
Section 508 addresses the obligations of Federal agencies. However, state governments or individual institutions of higher education may have adopted some or all of the 508 standards or other standards such as those published by the World Wide Web Consortium . To determine whether your specific institution must comply with 508 or other accessibility standards, we suggest that individuals check to see if there is a policy statement/letter from your higher education administration or your state board of education, and/or ask your attorney.
When deciding a 504 or ADA complaint regarding information access, courts are not required to use a particular set of standards such as those set forth in 508 to decide whether an institution has met its legal obligations. On the other hand, adopting a web accessibility policy that includes, for example, implementation of 508 standards, provides a clear and measurable yardstick for evaluating web accessibility. Another option for postsecondary institutions is to adopt guidelines published by the World Wide Web Consortium.
Note: This article is an excerpt from the larger AccessIT document Web Accessibility and Individuals with Disabilities in Postsecondary Education: The Legal Issues. ( http://www.washington.edu/accessit/articles?234)
Parents can play a major role in getting technology into the classroom that can help children, regardless of disability status. Parents can ask questions about the general technology being used in the classrooms, not just "special education" software.
Yes. Local school districts must make modifications to at least one school for children with mobility challenges. The Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, 1973 require accessible passenger loading areas, designated parking spaces, and an accessible route to the school's entrance. In addition, consideration should be given to accessibility of hallways and interior doorways, classrooms, bathrooms, water fountains, libraries, gymnasiums, auditoriums and other sites where school activities are held.
Last Updated on:Mon Jan 28, 2019
