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Accessibility of electronically mediated education: policy issues
Martin E Blair1, Hilary Goldmann, Joy Relton
1National Center on Disability & Access to Education, Logan, Utah, USA.
Assistive Technology : the Official Journal of RESNA
|November 30, 2004
Summary
Electronic technology offers educational benefits but can discriminate against individuals with disabilities. Policy must adapt to ensure equitable access to technology in education for all students.
Area of Science:
- Educational Technology
- Disability Policy
- Information Technology
Background:
- Electronic technology has significantly impacted education over 30 years.
- While beneficial, technology can be discriminatory towards individuals with disabilities.
- Existing disability policies struggle to keep pace with technological advancements in education.
Purpose of the Study:
- To review disability policy in education.
- To examine current higher education and K-12 information technology policy initiatives.
- To explore the intersection of disability, education, and technology policies.
Main Methods:
- Review of existing disability policies related to education.
- Analysis of current policy initiatives in higher education and K-12 information technology.
- Identification of policy gaps and challenges.
Main Results:
- Disability policies have historically aimed for equal opportunity but face challenges with rapid technological change.
- Current policy initiatives in higher education and K-12 education are examined.
- Key questions arise at the intersection of disability, education, and technology policies.
Conclusions:
- Ensuring equitable access to electronically mediated education for individuals with disabilities requires careful consideration of policy.
- Further dialogue is needed among stakeholders to address these complex issues.
- Technology policies must evolve to uphold civil rights legislation and guarantee equal educational benefits.