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Little is known about how assistive technology standards have been implemented in preservice teacher preparation. This chapter provides a review of the literature concerning the importance of evidence-based practice and the research base supporting assistive technology in order to set the context for reporting the results of a comprehensive national study of the status of assistive technology state standards for teachers in all of the 50 states (plus Washington, DC). This chapter includes the findings of the study, the research that the study was based upon, and a review of relevant research in the fields of assistive technology, educational technology, and evidence-based practice. Only six states reported having AT standards and six states reported having AT competencies. Three states reported having both standards and competencies, yielding nine unique states (out of 51) with AT standards and/or AT competencies. Regression analyses to determine the relationship between the study variables and national reading and math performance of students with disabilities were inconclusive. The implications of the study findings and recommendations for future research are presented.

Assistive technology has the potential to enable people with disabilities to live, learn, and work more independently through the application of specialized technologies that reduce, eliminate, or minimize the impact of a disability. This chapter provides an overview of the international application of assistive technology, summarizes the purpose of this new book series, and highlights the chapters in this volume that reflect the most recent research concerning the efficacy of assistive technology.

The purpose of this research is to facilitate the full potential of the web for the people with disabilities. People with disabilities may fail to make full use of the potentials offered by the web even if they have the right hardware (computer and assistive technologies) as well as access to the internet because of the lack of accessibility.

This research outlines the guidelines that provide the foundation for building an accessibility-aware framework approach, where people with disabilities can access most of the electronic contents based on their disability levels.

The framework helps web engineers in developing accessible web pages for all types of users. Disability profile examples (blindness, low vision, deafness and hard of hearing) were taken to determine the performance of the framework approach.

The validation and testing was carried out on the Sultan Qaboos University website. The framework approach could be further validated by performing the tests on various other public and private websites.

The guidelines can be used as a road map to overcome accessibility challenges during any web application development life cycle. A proper testing and evaluation is carried out on the framework to test its usability.

Although people with disabilities are perhaps the segment of society which are expected to gain the most from these technologies, they are facing barriers to access the contents of the web because of the way it is presented. This proposed framework could assist all the people with the disability of blindness and hearing impairment to have a better experience with the internet, making the technology more beneficial and usable to them. In the future, this approach can be extended for the people with other disabilities.

This research provides a pioneering concept for accessibility-aware framework approach. This approach could be utilized for developing accessible web applications and electronic services for people with disabilities. The proposed framework can be used as a road map to overcome accessibility challenges during any web application development life cycle.

The purpose of this paper is to analyse the US states and territories’ official tourism information websites based on the Web Content Accessibility Guideline (WCAG) and Section 508 guidelines to identify the compliance of websites towards disabilities policies and their behaviour pattern.

The official tourism websites of 57 states and territories were analysed through the TAW tool for WCAG 2.0 and AChecker for Section 508. Cluster analysis was used to produce a group of websites underlying the accessibility issues obtained from the online tool to understand the common pattern of behaviour.

The result revealed that websites have serious and significant accessibility issues underlying the prescribed guidelines that would interfere with the use of the website by disabled people. The main issues that make the website least accessible focussed on the following guideline of WCAG 2.0: compatible, navigable, text alternative, distinguishable and adaptable.

The empirical results provide the US states and territories’ tourism authority to better understand web accessibility in their websites and its impact on disabled people.

As the web plays an important role in individual lives, this study highlights the accessibility issues which need immediately focussed and technically planned actions from the respective states and territories to ensure that designed web content should communicate effectively and universally.

The purpose of this paper is to outline the application of user centred design (UCD) within a research project to support the design, development and evaluation of a brain computer interface (BCI) with associated home-based services and remote therapy station for people with acquired brain injury (ABI).

A multi- stakeholder UCD approach was adopted to include people living with ABI, their caregivers and therapists providing rehabilitation. A three-phased iterative approach was implemented: Phase 1 was to gather user requirements, Phase 2 an iterative design phase with end user (EU) groups and therapists and finally the verification and implementation phase. The final phase had two strands of a home-based BCI evaluation with target EUs and their caregivers, alongside this, therapists evaluated the final therapist station that supports the use of the BCI at home. Ethical governance, inline with Ulster University, was awarded.

UCD enabled the co-creation and validation of a home-based BCI system for social inclusion and rehabilitation.

This was the first BCI project to adopt UCD to design and validation a novel home-based BCI system and migrate this from the lab to home. It highlights the importance of UCD to bridge the gap between the technical developers and those whom the technology is aimed at. This complex design process is essential to increase usability and reduce device abandonment.

Libraries in the USA are required by law to make library programs and services accessible to people with disabilities. The Americans with Disabilities Act (ADA) and Section 508 of the Rehabilitation Act (1998) mandate that the responsibility for accessibility extends to the electronic environment. Increasingly, librarians who purchase electronic journals are becoming aware of the urgent need to consider accessibility issues, but many are uncertain about how to actually determine whether a product is accessible, and what to do if it is not. This study examines 11 major electronic research journal services for basic accessibility. Findings reflect that awareness of accessibility issues is low among electronic research journal service providers, with some notable exceptions. A strategy for increasing awareness of accessibility issues among e‐journal providers is offered.

Three aggregator databases, EBSCOhost, InfoTrac, and First Search Electronic Collections Online (ECO), were analyzed for compliance with the Web accessibility guidelines published by the Web Access Initiative section of the World Wide Web Consortium. A sighted librarian then used each database with JAWS for Windows 3.7, OpenBook 5.0, ZoomText 7.0, and the L&H Kurzweil 1000 and 3000. Results indicate that JAWS for Windows 3.7 works best for the blind, and that ZoomText 7.0 is acceptable for those needing screen magnification. None of the databases tested offers a perfect accessibility option for clients with visual impairment. Conclusions suggest that aggregator databases do not follow the accessibility guidelines and consequently are not supplying accessible products.

AT THE CORE OF supported housing policy lies the requirement that local authority housing and social service departments work together to deliver housing care and support. Health and probation also have an important part to play. In the case of single authorities co‐operation may be between departments but in the case of county councils there may be several districts and health areas. The practice of joint working is more complex. This paper describes a study carried out to review joint working practices — strategic, planning and operational.

The effectiveness of different types of adult learning practices for promoting practitioner and parent use of different kinds of assistive technology and adaptations with young children of 18–105 months of age was the focus of a research synthesis described in this chapter. Six operationally defined adult learning methods and between two and five practices for each method were used to code and analyze the results for both adult (practitioner and parent) and child outcomes. The assistive technology and adaptations that were the focus of training included speech generative devices (e.g., CheapTalk), computers (e.g., adapted keyboards), and switch-activated devices and toys. Results showed that a combination of five or six of the most effective adult learning method practices were associated with the largest differences in both adult and child outcomes, but that few studies included the most effective practices. The relationship between the number of practices and the study outcomes was moderated by the type of training (individual vs. group) and whether the training included in vivo use of the devices with children with disabilities. The results point to at least several factors that explain non-use of assistive technology with young children with disabilities and highlight the need for better designed and implemented training.