You are here:

Creating Structured Collaboration in Implementing Assistive Technologies in a Community College Setting: Library Access, A Case Study
PROCEEDINGS

,

California State University Northridge Conference on Technology and Persons with Disabilities,

Abstract

This paper discusses the role of libraries as the hub of information literacy in college and the need for professional collaboration to ensure library access for students with disabilities at California community college campuses. A working plan for developing assistive technology (AT) capabilities is provided which includes the following steps: (1) develop a formal awareness inventory of who, what, how, and where technology decisions are made on campus; (2) use key people discovered in the process to develop a campus-wide computing plan which includes distribution of AT throughout campus computer labs; (3) develop a policy for incorporating access technology into new purchases; (4) allocate a portion of the entire institutional computing budget for access technology: (5) determine who is responsible for making decision for upgrades or new computers; (6) decide what committees should address integration and implementation at the instructional level; (7) discover how to initiate and plan strategies with other campus labs; (8) estimate how much technical support will be needed; (9) decide how to plan for technical support; (10) determine what expertise with access technology it is reasonable to expect from librarians and mainstream computer support staff; and (11) provide training for staff receiving assistive software. (CR)

Citation

Norris, M. & Vasquez, L. (1998). Creating Structured Collaboration in Implementing Assistive Technologies in a Community College Setting: Library Access, A Case Study. Presented at California State University Northridge Conference on Technology and Persons with Disabilities 1998. Retrieved June 27, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords