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Classroom Accommodation Network(CAN)
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Resources
Other resources that may assist you with obtaining more information to assist you in the classroom include the following links: ABLEDATA is a federally funded project which provides information on assistive technology and rehabilitation equipment. Supplying information regarding domestic and international resources, the information is available for consumers, organizations, professionals, and caregivers within the United States. Association on Higher Education and Disability (AHEAD) is an international, multicultural organization of professionals committed to full participation in higher education for persons with disabilities. The Association is a resource for promoting excellence through education, communication, and training. Center for Applied Special Technology (CAST) is an educational nonprofit organization that uses technology to expand opportunities for all people, especially those with disabilities. (strong focus on science and technology). Disabilities, Opportunities, Internetworking Technology (DO-IT) is affiliated with the University of Washington. This website focuses on offering assistance to people with disabilities successfully pursuing college and careers, including challenging fields in business, science, technology, engineering, and mathematics. http://www.washington.edu/doit/ In Their Shoes Program is a 15-20
minute interactive, on-line training for faculty and staff in higher education
utilizing flash technology to provide a glimpse of what it possibly could be
like to walk in the shoes of an individual with a disability. The Job Accommodation Network (JAN) is a free consulting service that provides information about job accommodations the Americans with Disabilities Act (ADA), and the employability of people with disabilities. LDOnLine is a website dedicated to providing parents, teachers, and professionals with information on learning disabilities. The Ohio Rehabilitation Services Commission has a variety of information about employment for people with disabilities. This website has information on the ADA, SSI/SSDI, FAQ, and legislation. The National Center on Accessible Information Technology in Education has all levels of information on accessibility technology in education, including case studies, training, and FAQs. http://www.washington.edu/accessit/index.php The National Center on Secondary Education and Transition offers technical assistance and disseminates information related to secondary education and transition for youth with disabilities. Post-outcomes Network of the National Center on Secondary Education and Transition is a resource affiliated with the University of Hawaii. The Post-outcomes Network is one of four networks at the National Center on Secondary Education and Transition (NCSET). In collaboration with the NCSET Headquarters at the University of Minnesota, the Post-outcomes Network focuses on empowering students with disabilities and their families participating in post secondary education. http://www.ncset.hawaii.edu/resources/topics/resources_04.htm Professional Development Academy, developed at Virginia Commonwealth University, was created to increase the capacity of university personnel to support students with disabilities. http://www.students.vcu.edu/pda Rehabilitation Engineering and Assistive Technology Society of North America (RESNA) is an interdisciplinary association of people with a common interest in technology and disability. The goal is to improve the potential of people with disabilities to achieve their goals through the use of technology.
NCDDR Publications with a focus on Diversity and Multiculturalism
o Access to Disability Research Information by Diverse Groups: Key Findings of NCDDR Survey 2000 o Center for Minority Training and Capacity Building for Disability Research o Conclusions and Recommendations: Applying the Concepts to Research D&U - Part 2 o Cultural Power and the Perpetuation of Inequity: Theoretical Framework - Part 1 o Descriptions of Ethnic Cultures in the United States: Theoretical Framework - Part 1 o Designing and Conducting Research with Diverse Consumer Groups: Implications and Considerations o Dissemination and Utilization that Meets the Needs of Diverse Audiences o Effective Outreach to Diverse Groups o Issues in Conducting Research: Applying the Concepts to Research D&U - Part 2 o Issues in Dissemination and Utilization: Applying the Concepts to Research D&U - Part 2 o Lift Every Voice: Modernizing Disability Policies and Programs to Serve a Diverse Nation o NCDDR 2001 Survey Report: Highlights of Findings o NIDRR Participates in Annual Legislative Conference of Congressional Black Caucus Foundation o Reaching out to Minority Farmers with Disabilities o References from Part 1 - Theoretical Framework o References from Part 2 - Applying the Concepts to Research D&U o Seeing and Hearing From a Different Position: Theoretical Framework - Part 1 o Strategies for Reaching Out to Minority Individuals With Disabilities o Strategies for Underserved Groups o The Rehabilitation Provider's Guide to Cultures of the Foreign-Born o The Scope of Concern: Theoretical Framework - Part 1
Accessibility of Information Technology -
http://cap.umn.edu/ait/index.html
Articles: Cox, D., & Walsh, R. (1998). Questions to consider in policy development for postsecondary students with disabilities. Journal of Postsecondary Education and Disability, 13, 51-66. Abstract: Summarizes an analysis of institutional policies for students with disabilities at 47 Canadian universities. University policies were categorized in a typology according to stage of completion, which ranged from senate- or board-approved to nonexistent. Content analysis revealed over 50 typical items included in disability policies. From this, 11 variables were identified as a framework for policy development.
Goldhammer, R. (1995). Resources Addressing Issues for Students with ADHD in postsecondary education: An annotated bibliography. Journal of Postsecondary Education and Disability, 11, 62-68. Abstract: This annotated bibliography lists 38 books, journal articles, handouts, and journals addressing issues concerning Attention Deficit-Hyperactivity Disorder (ADHD) in adult and postsecondary students. Citations are grouped in these categories: general references, postsecondary students, assessment of adults with ADHD, legal issues, medications, psychosocial issues, cognitive treatment interventions, and workplace issues.
Scott, S. (1996). Using collaboration to enhance services for college students with learning disabilities. Journal of Postsecondary Education and Disability, 12(1), 10-21. Abstract: Discusses how collaboration can enhance support services provided to college students with learning disabilities. Defines collaboration and considers the context of federal law concerning disabilities, examines current practice, and outlines a vision for implementing collaborative services. Also examines advantages and disadvantages of this approach.
Gormley, S., Hughes, C., Block, L., & Lendman, C., (2005). Eligibility Assessment Requirements at the Postsecondary Level for Students with Learning Disabilities: A Disconnect with Secondary Schools? Journal of Postsecondary Education and Disability, 18(1), 63-70. Abstract: In order to gain access to services at universities and colleges, students with learning disabilities must provide documentation of their disability. However, secondary schools are not required by law to provide the documentation often requisite at the postsecondary level. Also, it appears that secondary schools may collect even less psychometric data if proposed changes to the Individuals With Disabilities Education Act 1997 are adopted during the current reauthorization process. This disconnect between what is provided and what is needed in terms of eligibility requirements has become a hot topic in the field. Recently, the National Joint Committee on Learning Disabilities held a discussion on this issue, and it was decided that an initial piece of information needed for examining this issue was data about postsecondary institutions’ of higher education eligibility requirements. This study presents findings about the eligibility requirements of 104 colleges and universities in 36 states. Results show several variables highlighting the discontinuity between evaluation data collected in high school and what is required at the university level, which include evaluation currency, examiner qualifications, areas of diagnosis, use of adult-normed tests, use of discrepancy, and establishment of functional impact.
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Kent State University,
Center for Disability Studies, 414 White Hall, PO, Box 5190 Kent, Ohio 44242
Questions or problems regarding this web site
should be directed to can@kent.edu . |
