The uses the accessibility software to provide an illustrated, interactive, three dimensional (3D) sign language dictionary of standards-based mathematics terms for students in grades four through eight who are deaf or hard of hearing.
No. Accommodations are designed to ensure a level playing field for all students. They do not guarantee success.
Once institutions provide equal access to an educational program, it is up to the student to do the work to be successful in class. It is possible for a student with a disability to make full use of the accommodations they are eligible for and still fail a class for the same reasons student without disabilities fail classes.
Resources for promoting success in college can be found in the following DO-IT Knowledge Base articles.
My name is May. I am a college student with a language-based learning disability. My disability affects how and the speed at which I process information.
Postsecondary career counselors and employment recruiters report that many college students and job seekers are not prepared to succinctly describe their skills and abilities to others. The AccessSTEM CAREERS project, which promotes science, technology, engineering, and mathematics (STEM) fields to students and job seekers with disabilities, created an event called the Elevator Pitch Contest to help them build skills in this area.
The (UAA) invited a group of thirty high school seniors with disabilities, along with their teachers and parents, to a transition event. The UAA Transition to Science, Technology, Engineering, and Math (STEM) event exposes students, teachers, and parents to STEM programs on campus and facilitates the transition from high school to college.
The U.S. Department of Justice's lists and summarizes the content of key federal legislation to protect the rights of individuals with disabilities. It includes information about the Americans with Disabilities Act, Telecommunications Act, Fair Housing Act, Air Carrier Access Act, National Voter Registration Act, Civil Rights of Institutionalized Persons Act, Individuals with Disabilities Education Act, Rehabilitation Act, and Architectural Barriers Act. It also includes links to additional resources.
Many universities offer training in assistive technology and the design of accessible technology as individual courses and/or as part of certification programs. Whether you want to pursue a degree or certificate or just take one course, be clear about the outcomes you desire and the methods of instruction you prefer. Some courses focus on book learning; others include active learning, with adequate time to master new skills. Many programs have at least an aspect of online education; some are offered only as distance learning programs.
The following resources can serve as a starting point for finding state and local programs where students with disabilities can learn about technology.
Yes. The (ADAAA) specifically states that an impairment that is episodic or in remission meets the definition of "disability" if it would substantially limit a major life activity when active.
Students with certain types of visual impairments and/or learning disabilities have difficulty accessing printed content. Students may request textbooks and other printed materials in alternate formats such as large print, Braille, electronic text, and/or audio recordings. Both procurement and in-house creation of these alternate formats are time-consuming. For example, even when publishers provide electronic formats of books, it may take several weeks for a student to obtain the materials.
