Although it is interesting to consider how these technologies benefit students with disabilities, it is even more interesting to consider if students with disabilities are being prepared to work in these very same fields.
Author: Nick Hoekstra
Supporting Study Abroad for Students with Disabilities
Despite this encouraging trend, students with disabilities find themselves under-represented among globe-trotting academics. In 2017-2018,, only 9.2% of study abroad students were students with disabilities, despite the fact that students with disabilities represent approximately 19% of students on college campuses.
There is no reason this should be the case. The author of this blog – himself a person with a disability – found studying abroad to be challenging, but ultimately a life-changing experience. In this blog, we will explore how factors like technology and a commitment to accessibility can facilitate study abroad for students with disabilities.
There is no reason this should be the case. The author of this blog – himself a person with a disability – found studying abroad to be challenging, but ultimately a life-changing experience. In this blog, we will explore how factors like technology and a commitment to accessibility can facilitate study abroad for students with disabilities.
Playing Around with Technology: Part II
In a previous post, we discussed the importance of play for children with disabilities and how technology can facilitate play. Teachers employed technology in the classroom to encourage social interactions between students with and without disabilities. Students, when given opportunities, took existing technology and used it in innovative ways. Finally, parents spoke about how technology provided alternative forms of communication or even allowed them to watch how their children played.
Playing Around with Technology: Part I
According to LUDI – a research network on play for children with disabilities – play plays a central role in children’s cognitive, social, and language development. Unfortunately, children with disabilities are often denied opportunities for inclusive play with peers because there is a lack of analogous forms of play that they can take part in.
Perspectives from Higher Education Experts in Orientation and Mobility
In the November 30 CIDDL Webinar, How to select Technology and Design Instruction: Knowledge, Skills and Abilities that Generalize Across Tools and Settings, Dr. Tara Courchaine interviewed Dr. Robert Wall Emerson, Dr. Sarahelizabeth Baguhn, and Dr. Nicholas Giudice regarding their processes for choosing technology to introduce in orientation and mobility (O&M) programs.