Distance Education Resources for the Blind

K–12 Technology Accessibility

“…The message from the federal government about technology accessibility is over a decade and a half old and has been communicated in statutes, regulations, and policy. Unfortunately, however, technology accessibility, as an innovation, has not yet fully diffused in K–12, as evidenced by (1) the plethora of inaccessible technologies present in K–12 classrooms (Asuncion et al, 2010; Bray et al, 2003; Fajardo-Flores et al, 2007; Fichten et al, 2009; Kamei-Hannan, 2008; Phipps & Kelly, 2013; Schaffhauser, 2013) and (2) the grave concerns expressed by disability rights organizations about inaccessible instructional technologies used in K–12 classrooms (National Federation of the Blind, 2015; Nightingale v. Seattle School District , 2014; Riccobono et al, 2015; Riccobono & Rosenblum, 2016).…”

“…Discussions of inaccessible instructional technologies in the literature have focused on Internet-based technologies, which are common in both e-learning and traditional face-to-face learning environments. Examples of inaccessible technologies that can be found in K–12 classrooms and are likely to pose barriers for students with disabilities include learning/content management systems (Fajardo-Flores et al, 2007), school websites (Bray, Flowers, & Gibson, 2003; Bray, Flowers, Smith, & Algozzine, 2003; Krach & Jelenic, 2009; Opitz, Savenye, & Rowland, 2003), computer-adapted testing (Kamei-Hannan, 2008), and other e-learning resources (Asuncion et al, 2010; Fichten et al, 2009; Phipps & Kelly, 2013). Studies examining the accessibility of K–12 websites found that 74.3% of 120 school district websites contained accessibility barriers (Bray, Flowers, & Gibson, 2003) and 57.4% of 244 elementary school websites contained accessibility barriers (Bray, Flowers, Smith, et al, 2003).…”

“…Low levels of technology accessibility awareness have been reported in the fields of education and computing (Cragg, Carter, & Nikolova, 2013; Edyburn, 2008; Wisdom et al, 2007). Furthermore, there is evidence of inaccessible technology in K–12 education (Asuncion et al, 2010; Bray, Flowers, & Gibson, 2003; Bray, Flowers, Smith, & Algozzine, 2003; Fajardo-Flores, Losoya-Castrejon, & Velazquez-Vaca, 2007; Fichten, Asuncion, Barile, Ferraro, & Wolforth, 2009; Kamei-Hannan, 2008; Phipps & Kelly, 2013; Schaffhauser, 2013), a fact that might lead one to believe that some K–12 educators are unaware of technology accessibility.…”