@article {3191, title = {Tending a wild garden: library web design for persons with disabilities}, journal = {Information Technology \& Libraries}, volume = {29}, year = {2010}, note = {

This article introduces the current US. regulations, standards, and guidelines concerning American disabled populations. Then it provides a series of recomondations for future work.

}, pages = {23 - 29}, abstract = {

Nearly one-fifth of Americans have some form of disability, and accessibility guidelines and standards that apply to libraries are complicated, unclear, and difficult to achieve. Understanding how persons with disabilities access Web-based content is critical to accessible design. Recent research supports the use of a database-driven model for library Web development. Existing technologies offer a variety of tools to meet disabled patrons\&$\#$39; needs, and resources exist to assist library professionals in obtaining and evaluating product accessibility information from vendors. Librarians in charge of technology can best serve these patrons by proactively updating and adapting services as assistive technologies improve.

}, keywords = {Americans with Disabilities Act, Communication Aids for Disabled, databases, Information Technology -- Standards, law, libraries, software applications, Web design, Website Development -- Standards, Wireless Communications, World Wide Web -- Standards}, url = {http://search.ebscohost.com/login.aspx?direct=true\&db=cin20\&AN=105122329\&site=ehost-live\&scope=site}, author = {Vandenbark, R. Todd} } @article {3078, title = {Assistive Technology and Academic Libraries: Legal Issues and Problem Resolution}, journal = {Journal of Access Services}, volume = {6}, year = {2009}, note = {

This article gives a clear explanation fo the Americans with Disabilities Act (ADA) pertaining to academic libraries. By introducing it, this article explicates the court cases.

}, pages = {36-47}, abstract = {

Legal issues have increasingly come to the forefront in academic libraries in recent years. Most of these issues involve The Rehabilitation Act, Section 504 (1973) or Americans with Disabilities Act (1990), complaints related to discriminatory practices with regard to accommodations or assistive technologies. This article provides a brief synopsis of the particular clauses within the Americans with Disabilities Act (1990) (ADA) pertaining to academic libraries and explains these clauses in clear lay terms. Office of Civil Rights complaints and court cases to illustrate the legal ramifications of the ADA for libraries are discussed. This article focuses on some of the cases that are most pertinent to issues related to providing appropriate accommodations for individuals with disabilities. Problem resolution strategies for resolving 504 and ADA complaints are suggested. Adapted from the source document.

}, keywords = {Americans with Disabilities Act, assistive technology, cognitive disability, law, legal issues, mental impairment, physical disability, undue burden}, doi = {10.1080/15367960802247809}, author = {Ravonne A. Green} } @article {3080, title = {Assistive Technology Obligations for Postsecondary Education Institutions}, journal = {Journal of Access Services}, volume = {6}, year = {2009}, note = {

This article discussed the inextricable connections between assitive technology, postsecondary institutions and their libraries and disability rights laws. It firstly introduced the background of related statistics and assitive technology use in postsecondary institutions for people with disabilities. It then focused on related federal laws concerning students with disabilities. In conclusion, it talked about the new assistive technology and recommendations for postsecondary institutions.

}, pages = {12-35}, abstract = {

When the Americans with Disabilities Act passed in 1990, it was estimated that 43 million Americans were living with a disability. This number continues to grow. According to the U.S. Department of Health and Human Services, there are now over 54 million Americans who have a disability. There also has been an increase is the number of students with disabilities attending postsecondary education institutions. Assistive technologies are making postsecondary education a realized dream for many students with disabilities. They make simple tasks, such as taking class notes or doing library research, possible for such students. Postsecondary institutions have special legal obligations toward their students with disabilities. These obligations stem from various federal and state disability rights laws. This article examines the inextricable connections between assistive technologies, postsecondary institutions, and disability rights laws.

}, keywords = {Accessibility, Americans with Disabilities Act, assistive technology, Assistive Technology Act, disability rights, education, higher education, internet, libraries, Section 504}, doi = {10.1080/15367960802286120}, url = {http://ucalgary.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwVZ07DgIxDEQjxAmQQJR7gZXy23hTI1YcAA5gj52S-5cYRAGNW3d-fsVoQpj8qTDmlhXMawHEzDkIYVqXmgb-qoB-rvl2CDt7HsNju94vt_lbBjAjNaJ5lC4qWSRRQ4WWGovbTcwuECBybNInhWmZu8AclEkzfGG0rj7SKexdqO0cJtWIRu-w0RhVMHotgx}, author = {Cynthia Guyer and Uzeta, Michelle} } @article {3076, title = {Web Accessibility and Accessibility Instruction}, journal = {Journal of Access Services}, volume = {6}, year = {2009}, note = {The focus of this study is on how schools of library and information science (SLIS) and university libraries of the nation{\textquoteright}s 12 highest-ranked SLIS programs perform in terms of their web design and their curricula. The results were mixed. On the one hand, most programs under study provided web accessibility instructions. On the other hand, individual Web designers are not knowledgeable about the standards.}, pages = {116-136}, abstract = {Section 508 of the Americans with Disabilities Act (ADA) mandates that programs and services be accessible to people with disabilities. While schools of library and information science (SLIS*) and university libraries should model accessible Web sites, this may not be the case. This article examines previous studies about the Web accessibility of SLIS Web sites and university library Web sites supporting SLIS and builds on these studies by providing current data about SLIS opportunities for learning about accessible products and services for individuals with disabilities. This study looks at the nation{\textquoteright}s 12 highest-ranked SLIS and at their disability-related curricula. A WebXACT-compliance check is used to determine World Wide Web (W3C) compliance for SLIS and the main libraries. A survey is distributed to the SLIS to determine disability curricular offerings. A Web search of SLIS course descriptions for these schools provides clarification about course offerings. The compliance check gives cause for concern. The survey results indicate that most SLIS programs offer disability instruction: Specifically most SLIS programs offer instruction of Web accessibility. The mixed results from the survey and the compliance check might indicate that the individuals that are responsible for Web design on these campuses are not knowledgeable about W3C standards. The fact that SLIS students are being taught appropriate accessibility standards should indicate that the future of Web accessibility is brighter. (*SLIS is used as a generic term throughout the article to refer to all library science, library and information science, information science, and other similar programs.) (Contains 4 tables and 1 note.)}, keywords = {Accessibility, Americans with Disabilities Act, law, library, Library Services}, doi = {10.1080/15367960802247825}, url = {http://search.ebscohost.com/login.aspx?direct=true\&db=eric\&AN=EJ858774\&site=ehost-live\nhttp://www.informaworld.com/openurl?genre=article\&id=doi:10.1080/15367960802247825}, author = {Ravonne A. Green and Julia Huprich} }