A Disability and Business Technical Assistance Center
In short, we need to look at 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."
Therefore, our Education-Based Information Technology Inititative promotes
the use and aquisition of Accessible Information Technology in educational
settings.
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.
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.htm
United 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
How can the use of accessible EBIT be promoted to K-12 educational entities?
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 EBIT?
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 Guildelines.
How widespread is the use of information technology in K-12 education?
A: 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).
Below are links to each of the Technology Counts reports. If you have not registered with the site on a previous visit you will be asked to register prior to gaining access to the reports. Registration is free.
Technology Counts 2003:
Technology's Answer to Testing
Technology Counts 2002: E-Defining
Education
Technology Counts 2001: The
New Divides
Technology Counts 1999: Building
the Digital Curriculum
Technology Counts 1998: Putting
School Technology to the Test
Technology Counts 1997: Schools
and Reform in the Information Age
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.
Does Section 508 apply to a state university or community college?
A: 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)
How do Parents play a role in Education-based IT in education?
A: 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.
Parent Training
and Information Centers and Community Parent Resource Centers
Great Lakes
Region Parent Training and Information Centers
Great Lakes Area Regional Resource Center
(GLARRC)
Please see our Publications page
Please see our Technical Assistance page for direct technical assistance with any matters related to education-based information technology.
Great Lakes Disability and Business Technical Assistance Center
1640 West Roosevelt Road
Chicago, IL 60608
312-413-1407 (Voice/TTY)
312-413-1856 (Fax)
Grant# USDEH133D010203
The contents of this website were developed under a grant from the U.S. Department of Education. However the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal government.
Copyright © 2004