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Classroom Accommodation Network(CAN)
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Instructors working in all facets of education will work with students who require accommodations in the classroom at some time in their career. Accommodation requests may include extended time for testing or use of a note taker. While the following list is not comprehensive, the citations may assist in a better understanding of accommodation options in the classroom and give educators ideas to increase the universality of the learning environment. Please contact CAN for ideas, questions or additional information.
Fichten, Catherine S., Asuncion, Jennison V., Barile, Maria, Genereux, Chris, Fossey, Myrtis, Judd, Darlene. 2001. Technology integration for students with disabilities: Empirically based recommendations for faculty. Educational research & evaluation, 7(2-3), pp. 185-221. Abstract. Examined the computer technology needs and concerns of 725 college and university students (425 females and 300 males, aged 17-75 years) with various disabilities. Findings indicate that the overwhelming majority of these students used computers, but that almost half needed some type of adaptation to use computers effectively. Data provided by the students and by a small sample of professors underscored the importance of universal design in a variety of areas: courseware development, electronic teaching and learning materials, and campus information technology infrastructure. Sex an age of students were only minimally related to attitudes toward computers or their use in our samples. Key findings summarize the problems faced by students with different disabilities as well as the computer related adaptations that are seen as helpful. These are used to formulate concrete, practical recommendations for faculty to help them ensure full access to the courses. Hurley, Kathleen S. (2002). Chapter 8: High-tech partnering leads to learning-centered curricula for individuals with disabilities. New directions for community colleges, 119, pp.69 – 75. Abstract. A business advisory council provides essential support to workforce development programs, including one that serves individuals with disabilities. Mowrer, Donald E. (1996). A content analysis of student/instructor communication via computer conferencing. Higher Education, 32, pp.217-241. Abstract: The focus of this study centers upon an analysis of instructor and student postings on the Electronic Forum (EF) during one-semester undergraduate phonetics course. Sixty-one students were invited to participate in a class computer conferencing project to discuss questions about the course content and assignments, share ideas with others, and respond to comments made by their peers and the instructor. The content of each student’s and instructor’s posting was analyzed to determine the number and type of topics discussed. Students wrote about 340 topics in 143 postings; the instructor wrote 124 topics in 23 postings. These topics were placed in categories and analyzed with respect to the postings made during the first and second half semester. Four interactive communicative Category Clusters were identified. These Clusters show interaction trends between students and instructor and resulting accommodations made by both students and the instructor. The advantages of using an electronic forum to enhance student learning, to improve classroom activities and to empower students to take more active roles in their learning, are discussed. Nichols, Amy Sloan, Sosnowsky, Frances LaPlante. 2002. Burnout among special education teachers in self-contained cross-categorical classrooms. Teacher education and special education, 25(1), pp. 71 – 86. Abstract. This study with 77 special education teachers examined degrees of burnout and number of heterogeneous disability categories, caseload size, and proportion of students with emotional impairments. On they proportion of emotionally impaired students affected teacher burnout by increasing depersonalization. Burnout was also related to dissatisfaction with university training programs, professional development opportunities, and social support networks. Sweener, Kathleen, Kundert, Deborah, May, Deborah, & Quinn, Kevin. 2002. Comfort with accommodations at the community college level. Journal of developmental education, 25(3), pp. 12-18. Abstract. Reports on study designed to determine students’ and instructors’ comfort with asking for and providing accommodations for community college students with learning disabilities. Finds that students and faculty indicated neutral levels of comfort, but that further analyses of responses showed wide variability in the types of accommodations with which they were comfortable. Includes survey instrument and 22 references. Ritchie, H., & Blanck, P. (2003). The promise of the internet for disability: A study of on-line services and web site accessibility at centers for independent living. Behavioral Science Law, (21)1, pp. 5–26. Abstract: The internet provides individuals with disabilities numerous tools to live independently. In the convenience of the home, a person can access an abundance of information, an electronic community, updates on the latest disability advocacy news, education through distance-learning classes, and on-line shopping for books, clothes, assistive technology, and a host of other consumer goods. Centers for Independent Living (CILs) are consumer-run, non-profit grassroots disability service organizations at the forefront of the disability rights movement. Providing services to individuals across the range of disabilities, CILs have begun to use the Internet as a complement to their traditional service delivery methods. This article examines the emerging trend of independent living services on the web. The investigation examines 200 CIL Internet sites across the United States during the period of April to August 2001. Information is collected and analyzed about how CILs are using the Internet to provide their services and programs. In addition, the article examines the technological accessibility of their web sites. Implications of the findings for CILs, consumers with disabilities, and disability policy are examined. Raskind, M.H., & Higgins, E.L. (1998). Assistive technology for postsecondary students with learning disabilities: An overview. Journal of Learning Disabilities, 31(1), 27-40. Abstract: The number of postsecondary students with learning disabilities has increased dramatically over the last several years. This increase, coupled with federal legislation mandating "academic adjustments" for students with disabilities, has prompted the development of postsecondary learning disability support service programs. One support service that has begun to attract considerable attention is assistive technology. The purpose of this article is to provide an overview of assistive technology as it relates to postsecondary students with learning disabilities by (a) briefly tracing the development of assistive technology service for postsecondary students with learning disabilities; (b) identifying basic models of assistive technology service delivery and specific services; (c) providing a description of specific assistive technologies; (d) reviewing research on the effectiveness of assistive technology with postsecondary students with learning disabilities, with a focus on the authors' 3-year federally funded study; and (e) concluding with a summary and recommendations. |
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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 . |
