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Learn About the National Network

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Learn About the National Network [Version en Español] The ADA National Network provides information, guidance and training on how to implement the Americans with Disabilities Act (ADA) in order to support the mission of the ADA to “assure equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.” Funded by the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), the network consists of 10 Regional ADA Centers located throughout the United States and an ADA Knowledge Translation Center (ADAKTC). Each Regional ADA Center focuses on its region’s unique needs. This regional focus is critical to ensuring that ADA National Network services meet the needs of a diversity of populations and stakeholders throughout the country.

Material Type: Primary Source

Author: ADA National Network

National Center for Systemic Improvement – Helping states transform systems to improve outcomes for infants, toddlers, children, and youth with disabilities

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The Need for a National Center for Systemic Improvement State education agencies play a key role in policy development and implementation, striving to support the field in meeting the needs of students with disabilities and their families. To succeed, they turn to trusted partners to strengthen capacity to lead systems change that improves both learning conditions and outcomes. NCSI is a critical partner to states in these pursuits, assisting them to both learn about and understand seminal research, as well as translate that research into practice. Paying attention to the systemic functions of data literacy, evidence-based practices, stakeholder engagement, and systems coherence, NCSI helps SEAs to cultivate knowledge and skills that enable them to achieve lasting impact for students.

Material Type: Primary Source

Author: West Ed: National Center for System Improvement

Apps for students with learning disabilities/dyslexia – Maine-AEM

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Apps for students with learning disabilities/dyslexia Overview Student using iPad to readMost of the Assistive Technology (AT) software applications designed for students with learning disabilities/dyslexia are focused on accommodating the reading process. However, there are also a large number of software applications that can assist students with learning disabilities in other ways including, planning, time management, organization, speech-to-text (for students who also have written expression issues), audio recordings, note-taking and many others. The following are lists and resources for locating lists of apps, software applications and other technologies designed to assist students with learning disabilities/dyslexia.

Material Type: Primary Source

Author: Maine AEM Program

State/Territory AT Programs

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The mission of the Assistive Technology Act Technical Assistance and Training Center (AT3) is to increase access to and acquisition of assistive technologies by individuals with disabilities across the lifespan. The Assistive Technology Act Training and Technical Assistance Center(AT3/AT3 Center) is a project funded under grant award # 90ATTA0001 by the U.S. Department of Health and Human Services Administration for Community Living (ACL). AT3 provides technical assistance and supports to State Assistive Technology (AT) Programs funded under Section 4 of the Assistive Technology Act of 1998, as amended (P.L. 108-364). The AT3 Center is a sponsored project of the Association of Assistive Technology Act Programs (ATAP) The information on this website does not necessarily reflect the position or policy of ACL, and no official endorsement should be inferred.

Material Type: Primary Source

Authors: AR3 Center, Jeremy W

Coordinating Early Childhood Systems

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Coordinating Early Childhood Systems Adults and a young child collaborating in an early learning classroom While early childhood providers and families prioritize activities that optimize interactivity with peers and the natural environment, print and digital materials and technologies are commonly present in early learning settings, including the home and community. If and when they are determined to be appropriate, interactive materials and technologies need to be accessible if children with disabilities are to benefit from inclusive settings. Examples of accessible materials and technologies in early learning settings can include: Tactile books that include a combination of print and braille Video that includes captioning of sounds and audio description of visual elements Mobile apps that are compatible with a child’s assistive technology (AT) Ensuring that children with disabilities in early childhood programs can participate in all range of activities in early childhood programs is effectively achieved through a coordinated approach requiring collaboration between a number of agencies, federal, state, and local service providers, and families and caregivers.

Material Type: Primary Source

Author: National Center on Accessible Educational Materials

Coordinating Workforce Development Systems

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Coordinating Workforce Development Systems Adults in a workplace environment collaborating Career training and other workforce development activities take place across a variety of settings. For example, students with disabilities transition to a range of postsecondary programs, including two- and four-year colleges, career training programs (e.g., pre-apprenticeships and apprenticeships), and directly to employment or to seeking employment. The Critical Components of the Quality Indicators for Workforce Development are designed to assist in the development of coordinated systems that result in the timely provision of accessible materials and technologies for all students and job seekers with disabilities who need them, regardless of the setting where services are provided to them.

Material Type: Primary Source

Author: CAST

Open for Everyone: Integrating Universal Design for Learning in Open Education Practice

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The materials in this module -- including PowerPoint slides and a handout -- were developed for the Washington State Canvas Conference (WACC) 2019, co-presented by an Instructional Designer and OER Librarian. Therefore, the focus is on best practices of integrating UDL and OE principles and materials into Canvas courses. However, many concepts are basic and universal and could be adapted to any learning management system. These materials were also designed for a 60-minute session but could easily be adapted for a longer session or workshop. These materials were designed for educators already familiar with the basic concepts of UDL and OER.

Material Type: Lecture, Lesson, Teaching/Learning Strategy

Author: Tacoma Community College Library

ADA National Network

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The ADA National Network provides informal guidance on the Americans with Disabilities Act (ADA) and other disability-related laws. The ten regional Centers that comprise the ADA National Network staff a toll-free information line and respond to inquiries submitted online via email or regional Center websites. Business owners, architects and designers, representatives of state and local government agencies, employers, people with disabilities and their family members, service providers, educational entities, and others interested in the ADA can receive individualized responses - Find Your Region/ADA Center. Our ADA Specialists can answer most questions immediately and, if necessary, will research complex questions to provide you the most thorough guidance possible. Referrals to local and state/territory resources for disability issues, which are not addressed by the ADA, can also be provided.

Material Type: Primary Source

Author: ADA National Network

Get Started: Center on Inclusive Technology and Education Systems

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Get Started Sometimes the hardest part of making change is getting started. The CITES framework offers districts a step-by-step process for identifying and removing any barriers to student or staff success caused by learning disabilities by planning for and implementing inclusive technology practices. The process requires a coordinated effort by district teams to move forward seamlessly with the framework and its practices. To get started with the terms and concepts we use throughout the CITES framework, visit our Glossary.

Material Type: Primary Source

Author: CAST- Center on Inclusive Technology and Education Systems

Leadership in Inclusive Technology Systems

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Leadership in Inclusive Technology Systems Share: Line drawing of a rocket ship Effective technology leadership promotes the development of a balanced and inclusive technology infrastructure that examines assistive technology (AT), educational technology (EdTech), and information technology (IT) as part of a technology ecosystem. The Center for Inclusive Technology in Education Systems (CITES) has utilized a design-thinking process, in partnership with local districts, to refine a set of leadership practices that enhance the development of a balanced and inclusive technology infrastructure. CITES leadership practices include: Create vision & goals Develop a strategic plan Measure progress Develop learning outcomes Plan infrastructure

Material Type: Primary Source

Author: CAST- Center on Inclusive Technology and Education Systems

Marrakesh Treaty Impact Act

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What is the Marrakesh Treaty? The Marrakesh Treaty to Facilitate Access to Published Works for Persons Who Are Blind, Visually Impaired or Otherwise Print Disabled, was adopted on June 27, 2013 by the member states of the World Intellectual Property Organization (WIPO).  Prompting its adoption was the widespread recognition of the problem known as a “book famine,” the situation where very few books are published in formats that are accessible to those who are blind and visually impaired.  The goal of this treaty is increase access to printed materials for these persons around the world.     The Marrakesh Treaty requires its contracting member nations to create limitations and exceptions to copyright law that will make it easier for those with these kinds of print disabilities to access printed works in accessible formats such as Braille and digital audio files.  It also establishes rules for the exchange of such accessible format copies across borders.   On September 30, 2016, the Marrakesh Treaty entered into force with 20 member states.    On February 8, 2019, the United States became the 50th member to deposit its instrument of ratification of this treaty with WIPO, and the treaty came into force in the United States on May 8, 2019.   To see how many other countries are covered by this treaty, see the Copyright Office’s circular at https://www.copyright.gov/circs/circ38a.pdf.

Material Type: Primary Source

Author: United State Copyright Office

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