Literaturnachweis - Detailanzeige
| Autor/in | Burgstahler, Sheryl |
|---|---|
| Institution | National Center on Secondary Education and Transition, Minneapolis, MN. |
| Titel | Bridging the Digital Divide in Postsecondary Education: Technology Access for Youth with Disabilities. Information Brief. |
| Quelle | National Center on Secondary Education and Transition (NCSET), Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr., SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: ncset@umn.edu; Web site: http://www.ncset.org. For full text: http://www.ncset.org. (2002), (6 Seiten)
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| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Access to Computers; Accessibility (for Disabled); Assistive Technology; Change Strategies; Computer Literacy; Disabilities; Educational Technology; Federal Legislation; Policy Formation; Postsecondary Education; Technological Literacy; Technology Integration; Technology Uses in Education |
| Abstract | This issue brief discusses the barriers to technological access for students with disabilities. Challenges for bridging the digital divide are discussed and the following recommendations are provided: (1) stakeholders should have access to training so they can design and select accessible facilities, utilize computers and software, purchase appropriate assistive technology, and ensure that students with disabilities use technology for their maximum benefit; (2) policies and procedures should be established at all academic levels to ensure that universal accessibility is considered when electronic and information technology is procured; (3) policies, procedures, training, and support should be established at all educational levels to ensure that Web page, library resource, and distance learning program developers make their electronic resources accessible to everyone; (4) interagency collaboration planning, funding, selecting, and supporting assistive technology should be fostered; (5) students with disabilities should be included at all stages of technology selection, support, and use, so that they learn to self-advocate; (6) students with disabilities at high school and college levels should participate in internships where they can practice using technology in work settings; and (7) policy makers should disseminate information about current laws, policies, and resources that are universally designed to meet the needs of various stakeholders. (CR) |
| Anmerkungen | National Center on Secondary Education and Transition (NCSET), Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr., SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: ncset@umn.edu; Web site: http://www.ncset.org. For full text: http://www.ncset.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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