Americans with Disabilities Act

ISD 651

Assignment #6 by

Pat LombardBarbara KimbleMelissa Jones

History:

The Americans with Disabilities Act of 1990 (ADA) is the civil rights guarantee for persons with disabilities in the United States. It provides protection from discrimination for individuals on the basis of disabilities. The ADA extends civil rights protection for people in public and private sectors, transportation, public accommodations, services provided by state and local government, and telecommunication relay services.

Father of ADA

Justin Dart, Jr., was born on August 29, 1930, into a wealthy and prominent family. His grandfather was the founder of the Walgreen Drugstore chain, his father a successful business executive, his mother a matron of the American avant garde. Dart contracted polio in 1948. Polio left Dart a wheelchair user, but he never grieved about this. The final turning point in Dart's life came during a visit to Vietnam in 1966, to investigate the status of rehabilitation in that war-torn country.  Visiting a"rehabilitation center" for children with polio, Dart instead found squalid conditions where disabled children were left on concrete floors to starve.  One child, a younggirl dying there before him, took his hand and looked into his eyes.  "That scene," he would later write, "is burned forever in my soul.  For the first time in my life Iunderstood the reality of evil, and that I was a part of that reality."The recipient of five presidential appointments and numerous honors, including the Hubert Humphrey Award of the Leadership Conference on Civil Rights, Dart was on the podium on the White House lawn when President George H. Bush signed the ADA into law in July 1990. 

How does this impact higher education:

The ADA upholds and extends the standards for compliance set forth in Section 504 of the Rehabilitation Act of 1973 to employment practices, communications, and all policies, procedures and practices that impact on the treatment of students with disabilities. Employment issues for all institutions are covered under Title II; private institutions are covered under Title III.

Areas impacted by ADA:

Employment, Public Transportation, Telephone Relay Service, Education, Labor, Housing, and Parks and Recreation

 

Employment(EEOC) Under Title VII, the ADA, and the ADEA, it is illegal to discriminate in any aspect of employment, including:·         hiring and firing; ·         compensation, assignment, or classification of employees; ·         transfer, promotion, layoff, or recall; ·         job advertisements; ·         recruitment; ·         testing; ·         use of company facilities; ·         training and apprenticeship programs; ·         fringe benefits; ·         pay, retirement plans, and disability leave; or other terms and conditions of employment.

Public Transportation

In 1990, the Americans with Disabilities Act (ADA) was signed into law. ADA decrees that any entity -- be it a building, a restaurant, an office, a sidewalk, a restroom, a bus, you name it -- that is open to the public must be accessible to people with disabilities. ADA also says that people with disabilities are entitled to equal employment opportunities. Needless to say, ADA has made quite an impact on the transportation industry: the act's various titles prescribe an extremely comprehensive program that affects every aspect of transportation. And that makes sense: ADA is all about accessibility, mobility, getting from one place to the other easily, conveniently, reliably. What is somewhat less obvious is the extent to which the Federal Highway Administration (FHWA) is involved in ADA oversight and implementation -- in terms of both public accommodation and employment.

Telephone Relay Service

The term "telecommunications relay services" means telephone transmission services that provide the ability for an individual who has a hearing impairment or speech impairment to engage in communication by wire or radio with a hearing individual in a manner that is functionally equivalent to the ability of an individual who does not have a hearing impairment or speech impairment to communicate using voice communication services by wire or radio. Such term includes services that enable two-way communication between an individual who uses a TDD or other non-voice terminal device and an individual who does not use such a device.

EDUCATION

Individuals with Disabilities Education Act-The 1997 amendments specifically require that, as a condition of State eligibility for funding under Part B of IDEA, children with disabilities are included in general State and district-wide assessment programs. The amendments also address timelines and reporting requirements. The final regulations essentially incorporate these statutory provisions on general State and district-wide assessments verbatim. These provisions require that States and LEAs must: ·        Provide for the participation of children with disabilities in general State and district-wide assessments –with appropriate accommodations and modifications in administration, if necessary; ·        Provide for the conduct of alternate assessments not later than July 1, 2000 for children who cannot participate in the general assessment programs; andMake available, and report, to the public on the assessment results of disabled children, with the same frequency and in the same detail as reported on the assessment results of non-disabled children.

LABOR

The Civil Rights Center, enforces various Federal statutes and regulations that (1) prohibit discrimination in DOL financially assisted and conducted programs and activities; (2) prohibit discrimination on the basis of disability by certain public entities and in DOL conducted activities; and, (3) prohibit discrimination within DOL itself.

HOUSING

If you or someone associated with you:Have a physical or mental disability (including hearing, mobility and visual impairments, chronic alcoholism, chronic mental illness, AIDS, AIDS Related Complex and mental retardation) that substantially limits one or more major life activities Have a record of such a disability or Are regarded as having such a disability your landlord may not:Refuse to let you make reasonable modifications to your dwelling or common use areas, at your expense, if necessary for the disabled person to use the housing. (Where reasonable, the landlord may permit changes only if you agree to restore the property to its original condition when you move.) Refuse to make reasonable accommodations in rules, policies, practices or services if necessary for the disabled person to use the housing.

PARKS AND RECREATION

No person in the United States shall, on the grounds of race, color, national origin, age or disability be subjected to unlawful discrimination under any program or activity conducted by or which receives Federal financial assistance from the Department of the Interior. Discrimination includes: denial of services, aids, or benefits; provision of different service or in a different manner; and segregation or separate treatment. In addition, sex discrimination is prohibited in Federally assisted educational programs.  ACCESSIBILITY:DOI is developing access to America's public lands and resources and is working to assure these opportunities are provided to all Americans.  ACCOMMODATIONS: DOI provides equal employment opportunity for individuals with disabilities who are Federal employees or applicants for Federal employment. 

References 

TURNING ACCESSIBLE PLAYGROUNDS INTO FULLY INTEGRATED PLAYGROUNDS: JUST ADD A LITTLE ESSENCE.; By: Malkusak, Tony; Schappet, Jean; Bruya, Lawrence., Parks & Recreation, May2002, Vol. 37 Issue 5, p66, 5p Reference Books Bulletin: ADA Requirements and Provisions.; By: Flynn, Barbara; Walsh, Jim., Booklist, 3/15/95, Vol. 91 Issue 14, p1345, 1/2p Poverty status of persons with `severe visual limitations'.; Journal of Visual Impairment & Blindness, Mar/Apr95 Part 2 of 2, Vol. 89 Issue 2, p4, 2p One in five Americans is defined as disabled.; By: Baker, Denise., Nation's Cities Weekly, 3/7/94, Vol. 17 Issue 10, p20, 2/5p Management news.; Journal of Visual Impairment & Blindness, Jul/Aug94, Vol. 88 Issue 4, p12, 3p; Reports on developments concerning the organizations dealing with the visually impaired. Includes establishment of the Veterans Affairs' National Partnership Council'; Americans with Disabilities Act's guideline in a video seminar form for business establishments' compliance of ADA's regulations; Availability of an electronic discussion group for nonprofit officials who has access to Internet. (item 9503065960)

Helping employers comply with the ADA : an assessment of how the United States Equal Employment Opportunity Commission is enforcing title I of the Ame Helping state and local governments comply with the ADA : an assessment of how the United States Department of Justice is enforcing title II, subpart

Access travel, airports : a guide to accessibility of terminals. Americans with Disabilities Act : what managers & supervisors need to know about the ADA /

 

ADA overview on video.; Journal of Visual Impairment & Blindness, Oct93, Vol. 87 Issue 8, p314, 1/9p; Introduces the videotape `The Americans with Disabilities Act Video,' from the Disability Book Catalog. Contents; Contact information. (item 9402152748) 

WEB LINKS

http://www.americans-with-disabilities-act.comhttp://www.mtsu.edu/~dssemail/graphic/ada.htm http://www.eeoc.gov/facts/qanda.html http://www.tfhrc.gov/pubrds/fall94/p94au18.htmhttp://www.fcc.gov/cgb/dro/title4.html http://www.ed.gov/offices/OSERS/Policy/IDEA/MAJOR.DOC http://www.dol.gov/oasam/programs/crc/crcwelcome.htm http://www.hud.gov/offices/fheo/FHLaws/index.cfm http://www.doi.gov/diversity/5civil.htmhttp://www.ars.usda.gov/eeo/ada.htm

Web Page Design Guidelines

Joe’l LewisDawn WrightJody Scanlan

Katherine Jackson

Web Page Design Guidelines

OrganizationsGuidelinesDesign ComponentsBobbyReferences

Organizations

The World Wide Web Consortium (W3C): promotes accessibility of websites.Web Accessibly Initiative (WAI): Web accessibility issues addressed in the following areas: technology, guidelines, tools, education and outreach, and research and development. Bobby:created to help web page authors identify and repair barriers to access by individuals with disabilities.EASI (Equal Access to Software and Information): provides consulting to colleges, universities and public libraries on how to make their computer and information systems accessible to students, faculty and staff with disabilities.National Institute on Disability and Rehabilitation Research: provides materials on principles of accessible design, along with some specific guidelines.

Organizations

Center for Applied Special Technology (CAST): an educational, not-for-profit organization that uses technology to expand opportunities for all people, especially those with disabilities.Universal Design for Learning (UDL): strives to make the curriculum adjustable for students with varied abilities and learning styles rather than forcing students to work with a set curriculum with inflexible materials. APrompt Organization: provides comprehensive support for the WAI guidelines and steps you through repairing the problems it finds (especially for developers of small sites or beginners with accessibility.) Aware Center Organization (Accessible Web Authoring Resources and Education): resource for web authors for learning about web accessibility.

Accessibility: Web Design Guidelines

U.S. Architectural and Transportation Barriers Compliance Board Standards W3C guidelines Guidelines in plain english

W3C Guidelines (slide 1)Provide equivalent alternatives to auditory and visual content. Don't rely on color alone.Use markup and style sheets and do so properly. Clarify natural language usageCreate tables that transform gracefully Ensure that pages featuring new technologies transform gracefully Ensure user control of time-sensitive content changes.

W3C Guidelines (slide 2)

Ensure direct accessibility of embedded user interfaces.

Design for device-independence.

Use interim solutions.

Use W3C technologies and guidelines.

Provide context and orientation information.

Provide clear navigation mechanisms.

Ensure that documents are clear and simple.

Guidelines in plain English

General Page Design Guidelines (alt link)General Graphical ConcernsSpecial Features Test Web Pages

General Design

Maintain a simple, consistent page layout throughout your site.Keep backgrounds simple. Make sure there is enough contrast.Use standard HTML.Design large buttons.Caption video and transcribe other audio.Make links descriptive so that they are understood out of context.Include a note about accessibility encouraging feedback about accessibility problems.

Graphics

Include appropriate ALT/LONGDESC attributes.Include menu alternatives for image maps to ensure that the embedded links are accessible.Include descriptive captions for pictures and transcriptions of manuscript images.Use a NULL value for unimportant graphics. (“”)Provide audio description and captions or transcripts of video.Consider other options for making graphical features accessible, e.g. alternative text.

Special Features

Use tables and frames sparingly and consider alternatives.Provide alternatives for forms and databases.Provide alternatives for content in applets and plug-ins.

Test Web Pages

BobbiA-promptWAVEVarious browsers

Web Page Design Components

“You should build a site that transforms effectively

regardless of when, where, and how its viewed.”

Builder.com @ CNET

TextUse H1 – H6 tags to structure headings (not text size) – may be used to build a Table of Contents by a user agentDon’t use block quote or list containers for visual appearance – text-to-voice software may interpret as a block quote even if the designer was only trying to indent a paragraph

Text

Provide a text-only alternative to audio or videoTags such as <STRONG> and <EM> may indicate the same visual change as <B>, but may indicate an audible change, such as inflection or tone.

Text Links

Add text, as well as image, linksAvoid “click here” as those using text-to-voice browsers cannot determine context.

ColorColor can cause problems for the color-blind, black and white monitors, or non-visual displaysMake content available with & without color

MovementAutomatic refresh may cause difficulty for some: page may take a while to load, or may load too fast for some to finishPopup windows may be disruptive

Tables

Headers for each column and rowUse the Summary attribute:

“<TABLE BORDER=0 WIDTH=600 SUMMARY= "This table shows the number of hits registered on the site sorted by browser.">”

Provide alternative content if you're creating pages with certain elements:

When you use SCRIPT, provide NOSCRIPT information. When using FRAMES, provide NOFRAMES information. When using EMBED, provide NOEMBED information. When using APPLETS, use ALT text. When using FRAMESET, make sure to use TITLE.

Other elements

Addition of ALT-text (text alternatives for all graphics, including decorative graphics, graphical representations of text, bullets, and symbols)Titles for each frame

What is Bobby?

Comprehensive Web Accessibility Software ToolReleased in 1996 Based on Trace Research and Development CenterNow based on World Wide Web Consortium’s (W3C) Web Accessibility Initiative

Bobby Uses

Identify barriers to accessibilityEncourage compliance with existing guidelinesEvaluate web pages and websites Support developers

Bobby report consists of three sections

Priority 1 AccessibilityPriority 2 AccessibilityPriority 3 Accessibility

Section 508 Accessibility Analysis Available

Priority 1 Accessibility

Serious problems with usabilityConformance = Level A for Web Content Guidelines

 

Priority 1 Example

Priority 2 Accessibility

Not as serious but areas should try to be revisedConformance = Level AA for Web Content Guidelines

Priority 2 Example

Priority 3 Accessibility

Problems that should be consideredConformance with Priority 1 & 2 and User Checks = Level AAA for Web Content Guidelines

Priority 3 Example

Section 508 Accessibility

Problems receive equal priorityAll areas must meet standards to receive this ratingBobby Approved 508

Bobby Approved Website

Bobby Approved Website

Resources

Commuting and the ADA; By: Miklave, Matthew T.; Trafimow, A. Jonathan., Workforce, Apr2002, Vol. 81 Issue 4, p72, 4p; Website for Visually Disabled People : Does title III of the ADA Apply to Internet Websites?;By: Schloss, Adam M.., Columbia Journal of Law & Social Problems, Fall2001, Vol. 35 Issue 1, p35, 25p; Web Design and Accessibility through a Trainer’s Eyes;, Library Technology Reports, Jul/Aug2001, Vol. 37 Issue 4, p45, 12p;Bobby Approves Web Accessibility for Print Disabled; By: Clyde, Anne., Teacher Librarian, Apr2001, Vol. 28 Issue 4, p52, 2p;Curb Cuts on the Information Highway: Making the Web Accessible; By: McDermott, Irene E.., Searcher, Mar2001, Vol. 9 Issue 3, p65, 5p, 3c;

Resources

Making Websites Work for People with Disability; By: Foster, Andrea L.., Chronicle of Higher Education, 2/2/2001, Vol. 47 Issue 21, pA30, 3p, 3c;U. S. to Issue Rules Giving the Disable Access to Most Government Websites; By: Simpson, Glenn R.., Wall Street Journal - Eastern Edition, 12/21/2000, Vol. 236 Issue 121, pB11, 0p;Assuring the Provision of Accessible Digital Resources; By: Sloan, David; Rowan, Murray; Booth, Paul; Gregor, Peter., Journal of Educational Media, Oct2000, Vol. 25 Issue 3, p203, 14p;Locking Out the Disabled; By: Heim, Judy., PC World, Sep2000, Vol. 18 Issue 9, p181, 5p, 5c;The ADA Stalks the Internet: Is your web page illegal?: By: Frezza, Bill., InternetWeek, 02/28/2000 Issue 802, p33, 1/2p;

Web References

Bobby http://bobby.watchfire.com/bobby/html/en/index.jsp

Center for Applied Special Technology http://www.cast.org/

Equal Access to Software and Information http://www.rit.edu/~easi/easi/alleasi.htm

Archimedes Project http://www-csli.stanford.edu/arch/arch.html

Aware Center Organization http://aware.hwg.org/

Web References

Builder.com @ CNEThttp://builder.cnet.com/webbuilding/pages/Authoring/

Accessibility/APrompt software

http://aprompt.snow.utoronto.ca/overview.htmWorld Wide Web Consortium's (W3C)

http://www.w3.org/TR/WAI-WEBCONTENT/ Web Accessibly Initiative WAI

http://www.w3.org/WAI/ Web Content Accessibility Guidelines (WCAG)

http://www.w3.org/WAI/GL/new-charter-2000.html/

Assistive / Adaptive Technologies

Darryl Hollins Chotika KalyanamitreLinda Spain Jane Wimberg

What is adaptive/assistive technology?

technologies designed to help individuals with disabilities overcome barriers encountered when using computer technologyenabling hardware/software components that reduce/remove barriers to specific disabilities

Verbal CommunicationBlind and Visually ImpairedCognitive DisabilitiesDeaf and Hard of Hearing

Common Types of Disabilities

Verbal CommunicationAugmentative Alternative Communication devices

For clients with autism, laryngectomies, Cerebral Palsy, head injury, ALS (Lou Gehrig’s Disease)

LightWRITERsTM by ZYGO Industries, Inc.Are portable text-to-speech communication aids. Unique in having dual displays, one facing the user so he or she can see what is being typed, and a second outfacing display to allow communication in a natural face-to-face position.

Verbal Communication Products

DynaVox, lightweight portable device, allows for more vocabulary access

A miniature DynaVox, the 3-pound DynaMyte is the only easy-to-carry device with powerful communication capabilities.

Visually ImpairedA Screen Reader software application reads aloud information displayed on a computer monitor screen. The screen reader reads aloud text within a document, and it also reads aloud information within dialog boxes and error messages. Screen Readers also read aloud and menu selections, graphical icons on the desktop. Recent upgrades are much better reading aloud information on the World Wide Web.

Screen Magnification software enlarges the viewing area of a computer monitor display. Magnification levels are measured in power levels. Such has 2x (2 power), and can go as high a level as 16x magnification.

Cognitive Disabilities

Specialized user interface designed for people with visual, cognitive, and motor disorders. Uses graphics and sounds to remind users when to start and stop tasks.

Cognitive Device

PEATTM

by Attention Control Systems, Inc.(Planning and Execution Assistant and Training System) is a program designed to provide cueing and planning assistance for people with memory and attention disorders. Typical users include patients with traumatic brain injury (TBI), neurodegenerative conditions including Alzheimer's disease, and attention deficit and hyperactivity disorder (ADHD).

PEATPEAT's patented planning software was developed by a NASA computer scientist who develops automatic planning software for robotic spacecraft. The planning software is also based on neuropsychological models of frontal lobe and executive brain functions.

http://www.brainaid.com/Order.html

Deaf and Hard of Hearing

NexTalk-VMTM software for voice modems (for Windows)A personal communications software that allows you to use compatible voice modems to make and receive TTY calls.Features:

• Simple Dialing and Answering

• Built-in Text Answering Machine

• Custom Phone Books

• Regular direct-dialed TTY and modem calls.

• User defined phone book entries for calls through relay services.

Additional Technology

 Mouse Alternatives  Keyboard Alternatives  Switch Access  Text - To - Speech  Speech Recognition

Web Resources

www.utoronto.ca/atrc/index.htmlAdaptive Technology Resource Center

www.trace.wisc.edu/Trace Research and Development Center

www.wid.orgWorld Institute on Disability

www.collaborative.org/ccattcenter.htmlCollaborative Center for Assistive

Technology and Training

Web Resources

ABLE-NETDisabledInfo.comDisabilities-OnlineInnovative Products, IncMainstream Magazine Ability Hub: Assistive Technology Solutions

Journals

Special Needs. [SITE 2001 Section]. Braswell, Ray, Ed.March 1, 2001 (ED457840)Milone, Michael.  " Special Teachers for Special Needs. "   Technology & Learning, Apr 01, 2000, Vol.   20, Issue   9, p   40.Making Freehand.; By: Sheryl E. Davis; M.J. Mulcahey; Randal R. Betz., Technology & Disability, 1999, Vol. 11 Issue 1/2, p29, 6pOnline Resources for Adaptive Information Technologies. Balas, Janet L

JournalsComputers in Libraries, v19 n6 p38-40 Jun 1999(EJ591541)Shaping the Future for Students with Special Needs: A Review of Special Education in Alberta. Final Report. November 1, 2000 (ED451627)Levelling the Playing Field: The Role of Libraries in Providing Online Services for People with Disabilities.

Williamson, Kirsty; Wright, Steve; Schauder, Don; Jenkins, Louise; Stillman, LarryOctober 1, 2000 (ED452881)

JournalsThe Internet and the Independence of Individuals with Disabilities. Grimaldi, Caroline; Goette, TanyaInternet Research, v9 n4 p272-80 1999(EJ593544)Computer and Information Technologies: Student and Service Provider Perspectives. Fichten, Catherine S.; Barile, Maria; Asuncion, Jennison; Judd, Darlene; Alapin, Iris; Lavers, Jason; Havel, Alice; Wolforth, JoanJuly 1, 1998 (ED433626)  

JournalsDevelopment and Evaluation of the Expertise Module of a System for Training Teachers in Adapting Alternative Communication to Disabled Children. Mioduser, David; Waldman, Shoshi; Neventzal, YeshayahuInnovations in Education and Training International, v35 n1 p36-48 Feb 1998(EJ566470)Adaptive Computing Technology and the Disabled. Harrell, William L.On-Call, v12 n3 p35-41 1998(EJ573676)

Journals

Assistive and Adaptive Technology--Supporting Competence and Independence in Young Children with Disabilities. Brett, ArleneDimensions of Early Childhood, v25 n3 p14-15,18-20 Sum 1997(EJ549555)College Students with Disabilities and Assistive Technology: A Desk Reference Guide. Thompson, Anne R.; And OthersApril 30, 1997 (ED407810)