These materials are intended to be used both in graduate courses related to copyright or accessibility and by practitioners interested in learning more on the topic. Topics covered include the Chafee Amendment and how it has changed post-Marrakesh Treaty, the role of accessibility in the Authors Guild, Inc. v. HathiTrust decision, the importance of the Marrakesh Treaty for international efforts to make materials accessible across borders, and how licensing provisions can impact these various rights. The resources include videos explaining the key points of each topic, along with editable slide decks for those who wish to build on the existing materials, activities and options for assignments, recommended pre-class readings, discussion prompts, and related resources for those who want to learn more on the topics introduced in this OER module. There are also teaching notes for those interested in using the module in a class they are teaching.
D2. Describing the Legal Landscape of Disability and Accessibility
This text is a complete team-based and project-based learning course focused on the application of the World Health Organization’s International Classification of Functioning, Disability and Health (ICF) to unique groups of program clients and patients. It is designed to engage undergraduate students in exploration of the different facets of the ICF, in how the ICF differs from medical and social models because of these facets, and how each applies to, and ensures, an awareness of all of the ways in which health affects and is affected by peoples’ characteristics and environments. The text includes readings, digital links, readiness assurance elements, and guidelines for individual and team deliverables, but can also be used as a stand-alone text to provide a rich constructivist approach to understanding the structure of the ICF and how to use it for problem solving and decision-making with a patient/client population.
It is the author’s intention that the text be used as suits the instructor, and modified to fit the pre-professional or paraprofessional healthcare students being taught, so while case study examples for rehabilitation are include, the text will lend itself to any patient or client group.
This activity asks students to read and compare the language of selected civil rights legislation.By tracing the changes in language (from "handicapped" to "people with disabilities," for example) and the necessity of restating and reinforcing Constitutional rights, the analysis likewise asks them to think about prejudice, stigma and fundamental rights and freedoms.
This Book Will Be Helpful to:
This book is aimed primarily at those who are responsible for implementing accessibility at an organizational level. These people tend to be managers, but may also be accessibility specialists, whose role it is to oversee the implementation of accessibility strategies and awareness throughout an organization.
Web developers may also wish to read this book to expand their understanding of the organizational aspects of implementing accessibility, extending their role as an IT accessibility specialist, often being the person who leads the implementation of accessibility culture in an organization.
While managers and web developers are the primary audience for this book, anyone who has an interest in the aspects of implementing accessibility culture in an organization will find this book informative.
This game is designed to test, reinforce, and enhance students' understanding of Disability Rights Law. I've used it in several different ways: as a game that students play in class, with a prize for the winning student or team (playing the game and discussing the correct answers takes about one hour of class time); as a closed-book quiz that students take in class, followed by discussion of the correct answers (again, about one hour of class time); and as an open-book assignment that students complete before class, followed by discussion of the correct answers in class (about 30 minutes of class time).
This manual is intended to help all those who care about the human rights of persons with disabilities to become effective educators and advocates on human rights and disability, able to share both their passion and their knowledge. Human Rights. YES! draws on the experience of many educators and organizations, illustrating effective advocacy practices and distilling their accumulated insights in the development of participatory exercises. Human Rights. YES! is unique in that it is written and designed for use by people with disabilities.
- Social Science
- Material Type:
- University of Minnesota
- Provider Set:
- University of Minnesota Human Rights Resources Center
- Janet Lord
- Joelle Balfe
- Katherine Guernsey
- Nancy Flowers
- Valerie Karr
- Date Added:
This Q&A provides states, state educational agencies (SEAs), local educational agencies (LEAs), and other interested parties with information to facilitate implementation of the NIMAS and coordination with the NIMAC.
The Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education issued a Q&A document in August 2010 to provide states, state educational agencies (SEAs), local educational agencies (LEAs), and other interested parties with information to facilitate implementation of the NIMAS and coordination with the NIMAC. OSERS has updated this document to reflect changes in the NIMAS resulting from the 2020 Notice of Interpretation (NOI)  and the Marrakesh Treaty Implementation Act (MTIA).  This Q&A document supersedes the previous document and will be updated with new questions and answers as important issues arise or to amend existing questions and answers, as needed.
On November 17, 2004, a bipartisan House-Senate conference committee approved a final special education reform bill that reauthorized the Individuals with Disabilities Education Act (IDEA) and set in motion important reforms that helped teachers, parents, and schools ensure every student with disabilities receives a quality education. The bipartisan agreement is based on legislation authored by House Education Reform Subcommittee Chairman Mike Castle (R-DE) that passed the House in 2003 with bipartisan support. The measure includes reforms recommended in 2002 by President Bush's special education commission, as well as key elements of the IDEA reauthorization bill passed by the Senate in 2004. On December 3, 2004, the President signed IDEA 2004 and stated:
"All students in America can learn. That's what all of us up here believe. All of us understand we have an obligation to make sure no child is left behind in America. So I'm honored to sign the Individuals with Disabilities Education Improvement Act of 2004, and once again thank the members for being here."
The purpose of this brief is to help families and educators understand the right of students with disabilities who need accessible educational materials to receive these materials in a timely manner. This right is based on provisions in the Individuals with Disabilities Education Act (IDEA), as well as in the disability civil rights statutes Section 504 and Title II of the Americans with Disabilities Act (ADA).