Making Accessibility A Reality

In our interconnected world, technology has become a fundamental part of daily life. Yet, for many individuals with disabilities, there are still significant barriers that prevent full participation in the digital landscape. Making accessibility a reality is not just a question of ethics but also of legal and business imperative.

Accessibility refers to the design of products, devices, services, or environments for people with disabilities. As the internet has evolved into an essential resource for information, education, employment, commerce, and more, ensuring that it is accessible to everyone has become increasingly important. Let’s explore the necessity of accessibility and how we can all contribute to this vital goal.

 The Importance of Accessibility

The United Nations Convention on the Rights of Persons with Disabilities recognizes access toinformation and communications technologies, including the internet, as a basic human right. Whenwebsites and online tools are not accessible, they exclude a significant portion of the population from accessing these rights.

Accessibility is not only about supporting those with disabilities but also about creating flexible systems that can adapt to various user needs and preferences. This ranges from aging populations who may experience decreasing abilities to people temporarily impaired by injuries or environmental conditions.

 Legal Requirements

Several countries have established laws and regulations that require digital content to be accessible. In the United States, for example, the Americans with Disabilities Act (ADA) mandates that all electronic and information technology must be accessible to people with disabilities.

Failing to comply with these regulations can result in legal consequences and damage an organization’s reputation. Therefore, it is crucial for businesses to prioritize accessibility when developing digital products and services.

 Economic Benefits

Besides compliance with legislation, there are compelling economic benefits for making digital content accessible. An inclusive digital space can broaden customer base and increase market reach. Research shows that disability affects a large portion of potential consumers, so by making products and services accessible, businesses can tap into an often-underserved market segment.

Moreover, accessible design improves overall user experience which positively impacts customer satisfaction and loyalty. This inclusive approach can lead to innovation as companies think differently about how users interact with their offerings.

 How to Make Accessibility a Reality

Creating an accessible digital environment requires conscious effort during every stage of design and development:

1. Incorporate Accessibility from the Outset: Accessibility should not be an afterthought. It should be integrated into the initial design phase of any project.

2. Follow Web Content Accessibility Guidelines (WCAG): These guidelines provide a framework for making web content more accessible to people with a wide range of disabilities including visual, auditory, physical, speech, cognitive, language, learning, and neurological disabilities.

3. Involve People with Disabilities in Testing: Feedback from users who have disabilities is invaluable in understanding how accessible your product really is.

4. Provide Training: Ensure your team understands the importance of accessibility and how they can implement accessible practices within their work.

5. Use Assistive Technologies: Support assistive technologies such as screen readers or alternative input devices by ensuring compatibility.

6. Be Mindful of Non-Digital Experiences:Remember that accessibility extends beyond digital borders; consider how non-digital interfaces like customer service phone lines or physical locations interact with digital ones.

7. Continuous Improvement: Technology changes rapidly; regular checks and updates are necessary to maintain accessibility standards over time.

Making accessibility a reality is not just about complying with standards or avoiding legal repercussions—it’s about recognizing the right for everyone to participate fully in society without barriers. In our journey towards inclusivity in every aspect of public life, we must ensure that no one is left behind due to inaccessible technology or design.

How To Better Understand Learning Disability In Your Child

Children around the world suffer from reading disabilities. It is important to note that you should know how to differentiate between the various disabilities that exist. Some might have dyslexia, while others might have ADHD. Catching on to these disabilities early on is essential, as you’re able to help them with it as they grow older. 

By focusing on the early signs of learning disability, you can ensure that your child overcomes their struggles over time.

When Should You Suspect That Your Child Has a Learning Disability?

You will find a range of reasons and behaviors that indicate your child might have a learning disability. Some might show difficulty in processing information, while others might find it challenging to understand sound input. 

If you find your child struggling at any of these given points, you must take adequate steps to help them. Keep in mind that having trouble with input is not the only thing to worry about. You will also need to make sure that they have no trouble with their output information. 

For instance, difficulty with coordination is a common output issue that children with learning disabilities face.  Remedial reading and other methods can help your child with a learning disability.

Cues To Look For In Preschoolers

If your child is in preschool, you must keep an eye out for a few things that would indicate a learning disability. Let’s look at what these can be.

  • Difficulty in developing language
  • Lack of motor skills development and poor coordination
  • Issues with remembering things or with their routine
  • Not being able to interact with others

These can be improved through various EdTech solutions for children with special needs. There are various opportunities available for them to overcome their struggles.

Cues To Look For In Elementary School Children

If your child is in elementary school, they might showcase different behaviors that would show you that they might have a learning disability.

  • Difficulty in learning about phonemes
  • Problems with letters and numbers
  • Challenges in math and calculations
  • Difficulty in organizing things
  • Inability to understand instructions
  • Weakness to plan steps

You might find more than these behaviors present in your child when looking for learning disabilities. Assistive technology can help children succeed academically, so you can use it to see a difference in your child’s learning.

Concluding Thoughts

You need to know the various cues that tell you whether your child might have a learning disability. Using classroom practices, at-home training, and assistive technology apps for special needs children can help them learn. Start early so that your child can have control over these struggles sooner rather than later.

Apraxia: Everything You Need to Know

This is a state whereby the ability of students to voluntarily control their muscles is lowered. Hence, skilled movement is damaged. This condition is usually linked to an affectation of the brain. People with apraxia do not usually show signs of poor muscle health. Yet, this condition can significantly affect a student’s academic progress. Assistive technology makes it possible for students with apraxia to learn, especially using technology that enables them to control a computer device without the use of their muscles. 

Students with apraxia usually have speech challenges. This happens because their brain has trouble getting the lips, tongue, and jaw to move properly for talking. This means even when students with the disorder know what they wish to say, they fail to coordinate the muscle movements required to make the syllables, sounds, and words.

Apraxia symptoms can differ widely. Apart from speech problems, students with apraxia may also have:

·         trouble with motor skills and coordination

·         other language delays

·         sensitivity problems with their mouths, like an apprehension toward eating crunchy foods or brushing their teeth

·         problems when learning to spell, read, and write

Students with apraxia may need to sit in the front of the class and require alternative communication methods or assistive devices to help them follow the proceedings. These students tend to feel frustrated or nervous when asked to speak in class. Since they may miss class time and assignments due to their frequent physical therapy, speech therapy, and occupational therapy sessions, steps should ideally be taken to bring these students up to par with their peers. 

Since students with apraxia are at risk of being bullied, teachers need to keep a close eye on them and intervene if they notice such incidents. Teachers may also try to create opportunities for friendships and collaboration with classmates, which will reduce the risk of bullying.

As apraxia can adversely affect several aspects of a student’s academic performance, teachers should work with speech-language pathologists (SLPs) and families to ensure the students get appropriate support. Teachers should keep these students involved in the classroom and give them extra time to communicate their needs or finish the assignments. Since students with apraxia may be troubled by coordination problems, getting some extra time will help them feel at ease and persuade them to be active participants in classroom activities. Teachers can also integrate a multi-sensory approach in classrooms where they use auditory, visual, and tactile-kinesthetic methods for their lessons.

Individualized Education Program (IEP) : Everything You Need to Know

This is an education plan that is designed to suit the specific needs of students with disabilities. In the UK and Canada, the IEP is known as the Individual Education Plan. This plan specifies the instruction, goals, and milestones as well as the methods and techniques for special education students.

Students with ADHD, learning disabilities, cognitive challenges, emotional disorders, autism, visual impairment, developmental delay, hearing impairment, language or speech impairment, and physical disabilities may qualify for the IEP. However, the mere presence of a disability doesn’t automatically guarantee a student will get support services.

To be eligible, the disability must have an effect on functioning at school. Usually, a multidisciplinary team of professionals assess the student based on their own observations; how the child performs in standardized tests; and everyday work such as quizzes, tests, classwork, and homework, to decide eligibility. Depending on the student’s specific requirements, the multidisciplinary team can include a physical therapist, psychologist, speech therapist, occupational therapist, hearing or vision specialist, special educator, and others.

After the team members finish their individual assessments, they’ll create a CER (comprehensive evaluation report) that compiles their findings, provides an educational classification, and charts the skills and support the student will need. Next, the parents will get a chance to review the CER before the IEP is developed. Parents who disagree with the report will have the chance to work together with the school to develop a plan that best addresses the student’s needs.

Typically, an IEP includes:

·         The participation and progress of the student with a disability in the general curriculum.

·         All related services for which the student is eligible.

·         Suitable educational accommodations essential for the student’s success.

·         The student’s current academic performance levels.

·         Assessable yearly goals and objectives for the student’s education.

The objectives and services summarized in an IEP can be provided in a regular school setting. They can be carried out in the regular classroom or a special resource room. A group of students with similar requirements can be brought together for help in the resource room. However, for teaching students requiring intense intervention, a special school environment may be better than the standard school setting. The classes in such special schools have fewer students per teacher, which facilitates more individualized attention. 

Additionally, the teacher usually has specialized training in helping students with special educational needs. In such settings, the students spend most of their day in a special classroom and join their peers in regular classes for non-academic activities (like gym and music) or academic activities in which they don’t require additional help.

The Individuals with Disabilities Education Act (IDEA): Everything You Need to Know

This is a law that requires equitable education for the mentally and physically disabled. Thus, IDEA gives protection and rights to children with disabilities. This law covers them from birth through high school graduation or 21 years of age (whichever comes first). This law also gives rights to the parents and legal guardians of children with disabilities.

In 1975, IDEA was passed for the first time. Then, it was called the EAHCA (Education for All Handicapped Children Act). Before IDEA, states used to put children with disabilities either in separate schools or in separate classrooms away from their peers. As a result, their education was usually underfunded and poor, which explains why academic expectations from them were low. 

Typically, these children with thinking and learning differences failed to receive the help they required to thrive in school. To change this situation, Congress passed IDEA. Over the years, Congress has updated IDEA several times, the last update being made in 2004. Most recently, Congress amended the IDEA through Public Law 114-95, the ESSA (Every Student Succeeds Act), in December 2015.

The IDEA oversees how states, along with public agencies, provide early intervention, special education, as well as related services to over 7.5 million (as of the school year 2018-19) eligible toddlers, infants, children, and young adults with disabilities.

For infants and toddlers (from birth to 2 years of age) with disabilities and their families, IDEA Part C has provisions for early intervention services. Under IDEA Part B, children and young adults aged 3 through 21 can get special education and related services. In addition, the IDEA authorizes:

·         Formula grants to states to sustain early intervention services and special education and related services.

·         Optional grants to state’s higher education institutions, educational agencies, and other nonprofit organizations to support demonstrations, research, technical assistance and distribution, personnel preparation and development, technology development, and parent-information and -training centers.

IDEA puts two significant responsibilities on the states and their public schools. Firstly, school districts must provide a FAPE (free appropriate public education) to children with disabilities. Additionally, these children must be allowed to learn side by side with their peers as much as possible in the LRE (least restrictive environment).

Secondly, schools have to engage the parents in their child’s education. At every point in the process, IDEA has procedural safeguards to give parents particular rights and protections. For instance, one safeguard is that a school must get permission from parents before providing services to children.

The Individuals with Disabilities Education Act (IDEA): Everything You Need to Know

This is a law that requires equitable education for the mentally and physically disabled. Thus, IDEA gives protection and rights to children with disabilities. This law covers them from birth through high school graduation or 21 years of age (whichever comes first). This law also gives rights to the parents and legal guardians of children with disabilities.

In 1975, IDEA was passed for the first time. Then, it was called the EAHCA (Education for All Handicapped Children Act). Before IDEA, states used to put children with disabilities either in separate schools or in separate classrooms away from their peers. As a result, their education was usually underfunded and poor, which explains why academic expectations from them were low. 

Typically, these children with thinking and learning differences failed to receive the help they required to thrive in school. To change this situation, Congress passed IDEA. Over the years, Congress has updated IDEA several times, the last update being made in 2004. Most recently, Congress amended the IDEA through Public Law 114-95, the ESSA (Every Student Succeeds Act), in December 2015.

The IDEA oversees how states, along with public agencies, provide early intervention, special education, as well as related services to over 7.5 million (as of the school year 2018-19) eligible toddlers, infants, children, and young adults with disabilities.

For infants and toddlers (from birth to 2 years of age) with disabilities and their families, IDEA Part C has provisions for early intervention services. Under IDEA Part B, children and young adults aged 3 through 21 can get special education and related services. In addition, the IDEA authorizes:

·         Formula grants to states to sustain early intervention services and special education and related services.

·         Optional grants to state’s higher education institutions, educational agencies, and other nonprofit organizations to support demonstrations, research, technical assistance and distribution, personnel preparation and development, technology development, and parent-information and -training centers.

IDEA puts two significant responsibilities on the states and their public schools. Firstly, school districts must provide a FAPE (free appropriate public education) to children with disabilities. Additionally, these children must be allowed to learn side by side with their peers as much as possible in the LRE (least restrictive environment).

Secondly, schools have to engage the parents in their child’s education. At every point in the process, IDEA has procedural safeguards to give parents particular rights and protections. For instance, one safeguard is that a school must get permission from parents before providing services to children.

Least-Restrictive Environment (LRE): Everything You Need to Know

This helps make sure that disabled students are included in the general education classes are not kept away from their peers. Unless absolutely necessary, children with disabilities should be educated with their peers. When people hear the term special education, many of them think about separate schools or classes. However, public schools are supposed to have children who receive special education services learn in the same classrooms as their peers as much as possible. LRE is a vital part of the IDEA (Individuals with Disabilities Act), the U.S. special education law. The word environment may sound like a place. But where a kid learns is just part of the equation. The least restrictive environment applies to a kid’s entire education program, including services.

A student’s IEP (Individualized Education Program) describes his/her special education and associated services. The IEP also has to address LRE. And the IEP has to explain if and why a kid is being placed outside of a general education classroom.

The IDEA has two vital requirements for a kid’s placement:

·         A kid with an IEP should be with children in general education to the maximum extent that’s appropriate.

·         Separate schools, removal from the general education class, or special classes should only happen when a kid’s thinking or learning difference is so acute that supplementary aids and services cannot provide the kid with an appropriate education.

Here, the word “appropriate” means what’s right or suitable for children. Sometimes, a specific program or service cannot be provided in a general education classroom.

IDEA doesn’t explain the LRE for each kind of disability. There isn’t only one “right” environment for all children. Sometimes, it might be better or more suitable for a kid to learn separately. The objective is to ensure that children who get special education are placed in the general education classroom as frequently as possible.

Here’re some common least restrictive environment scenarios.

·         A kid spends the whole day in a general education class and receives support and services such as assistive technology, a teacher or aide, accommodations, or related services.

·         A kid spends part of the day in a general education class. The kid receives some small-group or individual instruction in a special education class or is withdrawn from the class for some services.

·         Special education class is a program with specialized instruction for children with similar learning needs.

·         There’re also specialized programs that occur outside of the school district.

Least-Restrictive Environment (LRE): Everything You Need to Know

This helps make sure that disabled students are included in the general education classes are not kept away from their peers. Unless absolutely necessary, children with disabilities should be educated with their peers. When people hear the term special education, many of them think about separate schools or classes. However, public schools are supposed to have children who receive special education services learn in the same classrooms as their peers as much as possible. LRE is a vital part of the IDEA (Individuals with Disabilities Act), the U.S. special education law. The word environment may sound like a place. But where a kid learns is just part of the equation. The least restrictive environment applies to a kid’s entire education program, including services.

A student’s IEP (Individualized Education Program) describes his/her special education and associated services. The IEP also has to address LRE. And the IEP has to explain if and why a kid is being placed outside of a general education classroom.

The IDEA has two vital requirements for a kid’s placement:

·         A kid with an IEP should be with children in general education to the maximum extent that’s appropriate.

·         Separate schools, removal from the general education class, or special classes should only happen when a kid’s thinking or learning difference is so acute that supplementary aids and services cannot provide the kid with an appropriate education.

Here, the word “appropriate” means what’s right or suitable for children. Sometimes, a specific program or service cannot be provided in a general education classroom.

IDEA doesn’t explain the LRE for each kind of disability. There isn’t only one “right” environment for all children. Sometimes, it might be better or more suitable for a kid to learn separately. The objective is to ensure that children who get special education are placed in the general education classroom as frequently as possible.

Here’re some common least restrictive environment scenarios.

·         A kid spends the whole day in a general education class and receives support and services such as assistive technology, a teacher or aide, accommodations, or related services.

·         A kid spends part of the day in a general education class. The kid receives some small-group or individual instruction in a special education class or is withdrawn from the class for some services.

·         Special education class is a program with specialized instruction for children with similar learning needs.

·         There’re also specialized programs that occur outside of the school district.

Free and Appropriate Public Education: Everything You Need to Know

This is connected with the principle of zero-reject. It states that children have to receive an education that is appropriate for their needs and based on proper diagnosis. The federal law guarantees the right of children with disabilities to a FAPE. The right to FAPE originates from the IDEA (Individuals with Disabilities Education Act).

It’s important to note that while the government pays for the education of children with disabilities, families need to pay the same additional school fees. For instance, they need to pay club and sports fees that all students pay.

FAPE requires an institution to do the following:

·         Provide special education to fulfill the unique needs of a kid. For instance, a student with reading challenges may be taught using a multisensory reading program.

·         Provide associated services to help the kid benefit from special education. These services may include counseling, speech therapy, or even transportation.

·         Provide these services for free, at zero cost to parents or caregivers.

·         Provide modifications and accommodations that help children learn and participate in the general education curriculum.

·         Develop an IEP (Individualized Education Program). This is a written plan for a kid’s special education experience at school. By law, an individualized education program has to include things like progress monitoring, services, annual goals, and more.

·         Teach children in the LRE (least restrictive environment). As much as possible, children with IEPs should be learning alongside their peers. Putting children in separate classes is only allowed if it’s required to fulfill their unique needs.

FAPE doesn’t require an institution to do the following:

·         Provide the best services for children or maximize their potential. Rather, the law requires that institutions provide reasonably calculated services to aid kids in making progress.

·         Provide a specific class setting or program that a parent/caregiver wants for a kid. Parents are members of the team that develops the IEP, and they can provide inputs. However, FAPE doesn’t require institutions to offer a certain educational program. The IEP team is the final decision-maker based on the needs of the kid.

·         Guarantee a kid a spot in sport or an extracurricular activity. But the school has to give all children an equal opportunity to participate.

At times, families and schools may disagree on what FAPE requires for a kid. They may disagree on the amount or type of services. When there’s a disagreement, it’s vital to work together to figure out a solution.

Free and Appropriate Public Education: Everything You Need to Know

This is connected with the principle of zero-reject. It states that children have to receive an education that is appropriate for their needs and based on proper diagnosis. The federal law guarantees the right of children with disabilities to a FAPE. The right to FAPE originates from the IDEA (Individuals with Disabilities Education Act).

It’s important to note that while the government pays for the education of children with disabilities, families need to pay the same additional school fees. For instance, they need to pay club and sports fees that all students pay.

FAPE requires an institution to do the following:

·         Provide special education to fulfill the unique needs of a kid. For instance, a student with reading challenges may be taught using a multisensory reading program.

·         Provide associated services to help the kid benefit from special education. These services may include counseling, speech therapy, or even transportation.

·         Provide these services for free, at zero cost to parents or caregivers.

·         Provide modifications and accommodations that help children learn and participate in the general education curriculum.

·         Develop an IEP (Individualized Education Program). This is a written plan for a kid’s special education experience at school. By law, an individualized education program has to include things like progress monitoring, services, annual goals, and more.

·         Teach children in the LRE (least restrictive environment). As much as possible, children with IEPs should be learning alongside their peers. Putting children in separate classes is only allowed if it’s required to fulfill their unique needs.

FAPE doesn’t require an institution to do the following:

·         Provide the best services for children or maximize their potential. Rather, the law requires that institutions provide reasonably calculated services to aid kids in making progress.

·         Provide a specific class setting or program that a parent/caregiver wants for a kid. Parents are members of the team that develops the IEP, and they can provide inputs. However, FAPE doesn’t require institutions to offer a certain educational program. The IEP team is the final decision-maker based on the needs of the kid.

·         Guarantee a kid a spot in sport or an extracurricular activity. But the school has to give all children an equal opportunity to participate.

At times, families and schools may disagree on what FAPE requires for a kid. They may disagree on the amount or type of services. When there’s a disagreement, it’s vital to work together to figure out a solution.