COMPUTER
ACCESS ON CAMPUS: SEPARATE, EQUAL OR HYBRID?
1210 West Dayton Street
Madison, Wisconsin 53706
Day Phone:
(608) 262-2129
Fax: (608) 265-6453
Email: alice.anderson@doit.wisc.edu
140 Memorial Library
Madison, Wisconsin 53706
Day Phone:
(608) 265-3017
Email: huangh@doit.wisc.edu
Should students with disabilities (SWD) on
Postsecondary campuses have separate computer labs (or space set aside) for
assistive technology(1) workstations, or should
assistive technology be included with other software at each workstation in the
labs?
At the University of Wisconsin-Madison (UW-M),
SWD are asked to participate in a bi-annual survey that measures the use and
utility of computer and information technologies. Results are compared to those
of an annual survey with similar goals that administered to the larger student
population. The data from both surveys is used for campus planning and policy
development.
The results of the 2002 and 2004 SWD “Technology
Use Survey”(2) revealed three findings that resulted
in the way the Campus Computer Labs purchase and install assistive technology:
1. SWD would prefer to access assistive
technology from any workstation in any campus lab. They do not want to be
relegated to a corner or area that calls attention to “disability” or
difference. Both students with hidden and visible disabilities were in
agreement on this point.
2. Many SWD are not aware of assistive
technology available in the Campus Computer Labs.
3. Many SWD do not have knowledge of assistive
technology that addresses reading and writing challenges.
The campus provides general-access computer labs
at 13 locations(3). Use of the labs is free (except
for printing) for anyone with a valid UW-M ID. Computer Lab services include
many popular word processing, spreadsheet, desktop publishing, graphics
software and other packages as well as course-specific offerings. These
packages are generally available on both Macintosh and PC platforms. Additional
Computer Lab hardware includes DVD/CD-RW & Zip drives, scanners, video
editing resources and color printers and assistive technology.
Unlike many Postsecondary Institutions who
designate computing facilities responsibilities for SWD to the Disability
Student Services (DSS) offices, the primary responsibility for coordinating
computing services for all students at UW-M rests with one central
department—The Division of Information Technology. Until recently, computer
services for SWD varied from lab to lab. Computer labs had computer
workstations equipped with accessible software or hardware, at varying levels.
These workstations were set-aside in an area labeled for people with
disabilities (non-disabled clients could access and use, however preference was
given to SWD). One computer lab (Memorial Library) had the most knowledge of
assistive technology, the largest inventory, and worked closely with the campus
Disability Student Services Office (McBurney
Disability Resource Center) to assure that SWD needs were being met. However,
SWD on the UW-M campus said they prefer to have integrated computer labs that
d!
o
not designate areas as “disability computing” workstations—that request was
heard and the computer labs started their transformation.
There are advantages as well as challenges to
consider, when a computer lab integrates assistive technology into each
workstation. It would be much easier if computer labs during their design,
development and implementation stage thought in terms of Universal Design: What
works for many different students (universal design) seeks one integrated
solution to diverse problems, and addresses the needs of many people without
stigmatizing any group. Universal Design has been defined as "The design
of products and environments to be usable by all people, to the greatest extent
possible, without the need for adaptation or specialized usage"(4)
The Campus Computer labs were also faced with the
challenge of rethinking what assistive technology would better serve UW-M. The
formula used to meet these challenges is: DAP + BBP + OBA +DWT (Develop
Awareness of Problem (DAP), Build Broad Partnerships (BBP), Obtain Buy-In at
many levels including Administrators (OBA), Do the Work and Training (DWT).
Specifically the steps taken are:
1. SWD survey results are broadly shared with
both administrators and key computer lab personnel.
2. Partnerships are formed or strengthened
between the Computer Labs, DSS offices and other individuals, offices and
agencies that service disability populations.
3. Buy-in is obtained by sharing survey results,
gathering data and examples from other institutions that use server based
solutions to serve up software to networked computers, and by partners
advocating for change.
4. Having a key computer lab manager agree to
help coordinate the work necessary to transform how Computer Labs do business.
The change is ongoing, and requires diligence
and patience. In postsecondary institutions, long-lasting positive changes
supporting equal access to academic learning requires systemic (institutional)
change rather than isolated actions of individuals. Collaborative efforts of
faculty, administrators, staff, and students should work toward the goal of
educational equity.(5)
Lessons we’re learning (from one Computer Lab):
1. Administrators often think that assistive
technology serves a very small population, requiring what appears to be
excessive “justification” for acquisition of assistive technology software and
upgrades (when compared to the rationale and justification for other software.
2. Training for both students and Computer Lab
personnel is needed. Lack of knowledge about how to use assistive technology on
the part of both students and staff who oversee the technology is an important
concern. If it is to be used effectively, systematic training must be seen as
part of the overall investment in the equipment itself.
a. Staff training is key:
lab staff consists of 20 part-time students. Training part time students how to
use the assistive software/hardware is challenging, as turnover is high, and
the training needs are never ending. Often the lab manager (full time staff) is
the person who supports assistive technology and will be called at all hours
(including while on vacation).
3. The workstations get trashed because they are
heavily used—requiring high maintenance (daily usage of the lab is 2000+).
4. Prohibitive costs of software licenses that
are server based.
5. Noise complaints from computer lab patrons
that the Braille printer is noisy (because it is located in the lab).
Some students are intimidated by computer
technologies. Others are not given the appropriate support to use it to its
optimum. Rectifying this situation starts with having knowledgeable staff who
know how to use the equipment. Periodic "in-service" workshops, demos
by students or representatives of adaptive technology organizations and
companies can provide a change of pace as well as information Whether it is
providing educational opportunities or allotting time to allow staff to learn
on their own, learning about adaptive computer technologies needs to take
place.
The bottom line for orchestrating changes to be
more inclusive is the art of being innovative and creative, including during
fiscally restrictive times and when working with a team of students (that are
constantly in a state of flux). At UW-M, we are fortunate that a manager for
one of the computer lab has the qualities needed to take risks, and go the
extra mile to serve all students. He recently received the UW-M Academic Staff
Excellence Award (recognizing excellence by members of the UW-M academic staff)
for exemplary service, facilities and technology for the campus. Supporting
documents for the award stated “…he insures that all users, regardless of age,
race, disability or comfort level with technology, feel welcome and are
successful in their experience at the computer labs…he does this by example,
and by how he develops cooperative relationships among the people he works with
and serves.
This session will look at the many factors and
players involved in creating an inclusive computer lab; evaluating the views
and opinions of students on the state of equipment and support available to
them; steps taken to garner buy-in and to implement the changes students
request, as well as what the future of campus computing labs is projected to
like at UW-M.
(1) Assistive technology is defined by the
Technology-Related Assistance Act of 1988 (P.L. 100-407) as any technology used
to increase, maintain, or improve the functional capabilities of individuals
with disabilities. Source: “Assistive Technology for Postsecondary Students
with Learning Disabilities” LDOnLine http://www.ldonline.org/ld_indepth/technology/postsecondary_tech.html
(2) “Technology Use Survey – SWD, 2002 and 2004”
http://www.doit.wisc.edu/accessibility/resources.asp
(3) Computing at Madison, Services, Computer
Labs http://www.doit.wisc.edu/computerlabs/
(4) The Center for Universal Design ht
(5) “Systemic Change” University of Washington,
DO-IT (Disabilities, Opportunity, Internetworking, Technology) …http://www.washington.edu/doit/TeamN/systemic.html
o to previous article
Go to next article
Return to 2006 Table of Contents