The Americans with Disabilities Act and Internet Accessibility for the Blind, 25 J. Marshall J. Computer & Info. L. 543 (200
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IPC Accessibility Guide
2 TABLE OF CONTENTS FIGURES AND TABLES ................................................................................................................. 8 Foreword ........................................................................................................................................... 10 Introduction ................................................................................................................................. 10 Evolving content ......................................................................................................................... 10 Disclosure ...................................................................................................................................... 11 Structure and content of the IPC Accessibility Guide ...................................................... 11 Content ........................................................................................................................................... 11 Executive summary ......................................................................................................................... 12 Aim and purpose of the Guide ................................................................................................ 12 Key objectives of the Guide ..................................................................................................... 12 Target audience of the Guide ................................................................................................. 12 1 General information -
ADA Day Draft
Americans With Disabilities Act ADA DAY 7.26.21 What is ADA Day? History The ADA (Americans with Disabilities Act) is a civil rights law for people with disabilities that was passed on July 26, 1990. The law prohibits discrimination against individuals with disabilities, assuring them of equality and equity of opportunity, full community participation, independent living, and economic self-sufficiency. In enacting the ADA, Congress recognized that physical and mental disabilities do not reduce a person’s right or ability to fully participate in all aspects of society, but that people with physical or mental disabilities are frequently excluded from doing so as a result of prejudice and inaccessibility. With the help of the ADA, 1 in 4 Americans with disabilities is able to participate in their communities and workplaces today. Every July 26th we celebrate the ADA, our fellow individuals with disabilities, and look ahead to the work that is still being done to make a more inclusive, accessible life for those with disabilities. Areas of assistance under the ADA Employment Transportation Public Accommodations President George Bush signing the ADA act on July 26, 1990 Communications and access to state and local government programs and services 01 Overview of Americans with Disabilities Act Title I of the Americans with Disabilities Act (ADA): Prohibits private and government employers, employment agencies, and worker’s unions from discriminating against qualified individuals with disabilities. This covered all termsof employment, including applications, hiring, firing, promotion, and job training. It is enforced by the U.S Equal Employment Opportunity Commission. Those who believe they have been discriminated against on the basis of their disability can file a charge to the department citing disability discrimination. -
2015 Roadmap to Web Accessibility in Higher Education 22
White Paper 201 ROADMAP TO WEB ACCESSIBILITY IN HIGHER5 EDUCATION 2015 Roadmap to Web Accessibility in Higher Education 2 Table of Contents TABLE OF CONTENTS ................................................................................................................................ 2 EXECUTIVE SUMMARY ............................................................................................................................. 4 WHO IS THIS WHITE PAPER FOR? ............................................................................................................. 4 WEB ACCESSIBILITY – A GROWING CONCERN FOR HIGHER EDUCATION .................................................. 5 WHAT IS WEB ACCESSIBILITY? ........................................................................................................................... 5 A SURGE IN THE DISABLED POPULATION .............................................................................................................. 5 IMPACT OF ACCESSIBILITY LAWS ON UNIVERSITIES .................................................................................................. 6 THE REHABILITATION ACT.................................................................................................................................. 6 THE AMERICANS WITH DISABILITIES ACT .............................................................................................................. 6 TYPES OF DISABILITIES ..................................................................................................................................... -
RSCAS 2013 47Rev. the Role of Internet Access in Enabling
RSCAS 2013/47 Robert Schuman Centre for Advanced Studies Centre for Media Pluralism and Media Freedom The Role of Internet Access in Enabling Individual’s Rights and Freedoms Nicola Lucchi European University Institute Robert Schuman Centre for Advanced Studies Centre for Media Pluralism and Media Freedom The Role of Internet Access in Enabling Individual’s Rights and Freedoms Nicola Lucchi EUI Working Paper RSCAS 2013/47 This text may be downloaded only for personal research purposes. Additional reproduction for other purposes, whether in hard copies or electronically, requires the consent of the author(s), editor(s). If cited or quoted, reference should be made to the full name of the author(s), editor(s), the title, the working paper, or other series, the year and the publisher. ISSN 1028-3625 © Nicola Lucchi, 2013 Printed in Italy, July 2013 European University Institute Badia Fiesolana I – 50014 San Domenico di Fiesole (FI) Italy www.eui.eu/RSCAS/Publications/ www.eui.eu cadmus.eui.eu Robert Schuman Centre for Advanced Studies The Robert Schuman Centre for Advanced Studies (RSCAS), created in 1992 and directed by Stefano Bartolini since September 2006, aims to develop inter-disciplinary and comparative research and to promote work on the major issues facing the process of integration and European society. The Centre is home to a large post-doctoral programme and hosts major research programmes and projects, and a range of working groups and ad hoc initiatives. The research agenda is organised around a set of core themes and is continuously evolving, reflecting the changing agenda of European integration and the expanding membership of the European Union. -
Gauging ADA Compliance in the 21St Century Business Internet: a Pilot Study
Communications of the IIMA Volume 16 Issue 4 Article 3 2018 Gauging ADA Compliance in the 21st Century Business Internet: A Pilot Study Daniel McDonald Georgia College & State University, [email protected] Tanya Goette Georgia College & State University, [email protected] Hannah Petoia Georgia College & State University Follow this and additional works at: https://scholarworks.lib.csusb.edu/ciima Part of the Management Information Systems Commons Recommended Citation McDonald, Daniel; Goette, Tanya; and Petoia, Hannah (2018) "Gauging ADA Compliance in the 21st Century Business Internet: A Pilot Study," Communications of the IIMA: Vol. 16 : Iss. 4 , Article 3. Available at: https://scholarworks.lib.csusb.edu/ciima/vol16/iss4/3 This Article is brought to you for free and open access by CSUSB ScholarWorks. It has been accepted for inclusion in Communications of the IIMA by an authorized editor of CSUSB ScholarWorks. For more information, please contact [email protected]. Gauging ADA Compliance in the 21st Century Business Internet: A Pilot Study ABSTRACT This paper explores issues of accessibility in Web design, including the applicability of various federal statutes such as the Americans with Disabilities Act of 1990 (ADA) and Section 508 of the Rehabilitation Act of 1973. A pilot study of six private sector websites is completed to gauge the effectiveness of current accessibility standards as interpreted from the ADA and Section 508. Evaluating these sites shows that even after 25 years, sites still have accessibility issues. Keywords: web accessibility, Americans with Disabilities Act, ADA, web design, accessibility standards, WCAG 2.0, HTML Section 508 checklist INTRODUCTION The Americans with Disabilities Act of 1990 (ADA) created a legal incentive for businesses to stop discriminating against people with disabilities. -
Accessibility in Web Development Courses: a Case Study
informatics Article Accessibility in Web Development Courses: A Case Study Mexhid Ferati 1,* and Bahtijar Vogel 2 1 Informatics Department, Linnaeus University, 392 31 Kalmar, Sweden 2 Department of Computer Science and Media Technology, Malmö University, 205 06 Malmö, Sweden; [email protected] * Correspondence: [email protected] Received: 11 February 2020; Accepted: 13 March 2020; Published: 17 March 2020 Abstract: Web accessibility is becoming a relevant topic with an increased number of people with disabilities and the elderly using the web. Numerous legislations are being passed that require the web to be universally accessible to all people, regardless of their abilities and age. Despite this trend, university curricula still teach traditional web development without addressing accessibility as a topic. To investigate this matter closely, we studied the syllabi of web development courses at one university to evaluate whether the topic of accessibility was taught there. Additionally, we conducted a survey with nineteen students who were enrolled in a web development course, and we interviewed three lecturers from the same university. Our findings suggest that the topic of accessibility is not covered in web development courses, although both students and lecturers think that it should. This generates lack of competence in accessibility. The findings also confirm the finding of previous studies that, among web developers, there is a low familiarity with accessibility guidelines and policies. An interesting finding we uncovered was that gender affects the motivation to learn about accessibility. Females were driven by personal reasons, which we attribute to females having an increased sense of empathy. Finally, our participants were divided in their opinions whether accessibility contributes to usability. -
Universal Design Principles Into Astronomy Education and Research
INCORPORATING UNIVERSAL DESIGN PRINCIPLES INTO ASTRONOMY EDUCATION AND RESEARCH Panelists: Alicia Aarnio (University of Colorado/AAS WGAD) Jackie Monkiewicz (Arizona State/AAS WGAD) Sharron Rush (Knowbility.org) Organized by: Sarah Tuttle (University of Washington/ AAS CWSA-WGAD liaison) CART captioning: Polly Fife (Texas Closed Captioning) Universal Access Note: • Please use this space as you need or prefer. • Sit in chairs or on the floor, pace, lie on the floor, rock, flap, spin, move around, knit, step in and out of the room. • Feel free to use your laptop or your electronic devices or your mechanical fidget devices if you brought them. Take notes or play video games. • Meeting tag #wiaiv; us: @AAS_WGAD, @AliciaAarnio, @jmonkiew, @knowbility • Please use headphones if you use audio. -adapted from Lydia Brown, @autistichoya Motivation 1 in 5 Americans is disabled (CDC, 2015) • ADA: Americans with Disabilities Act (1990) prohibits discrimination… • BUT Disability Offices and ADA compliance varies from institution to institution • Graph shows percentage of students with disabilities in STEM degrees: 10% undergraduate; 5% graduate level, 1% who complete PhD programs. Accessibility 101 • Intersectionality Reminder • Medical vs. Social Model of Disability • Visible vs. Invisible Disability, risks of disclosure • ADA Compliance (and its limits) • Common forms of Prejudice & Discrimination • Representation • Movement towards Self-Advocacy • ADA Compliant vs. Barrier-free vs. Universal Design Defining our terms: • Disability: Condition which -
Right to Internet Access – a Constitutional Argument
DATE DOWNLOADED: Mon Jul 6 02:13:47 2020 SOURCE: Content Downloaded from HeinOnline Citations: Bluebook 20th ed. Kartik Chawla, Right to Internet Access - A Constitutional Argument, 7 Indian J. Const. L. 57 (2017). ALWD 6th ed. Kartik Chawla, Right to Internet Access - A Constitutional Argument, 7 Indian J. Const. L. 57 (2017). APA 7th ed. Chawla, K. (2017). Right to Internet Access A Constitutional Argument. Indian Journal of Constitutional Law, 7, 57-88. Chicago 7th ed. Kartik Chawla, "Right to Internet Access - A Constitutional Argument," Indian Journal of Constitutional Law 7 (2017): 57-88 McGill Guide 9th ed. Kartik Chawla, "Right to Internet Access - A Constitutional Argument" (2017) 7 Indian J of Constitutional L 57. MLA 8th ed. Chawla, Kartik. "Right to Internet Access - A Constitutional Argument." Indian Journal of Constitutional Law, 7, 2017, p. 57-88. HeinOnline. OSCOLA 4th ed. Kartik Chawla, 'Right to Internet Access - A Constitutional Argument' (2017) 7 Indian J Const L 57 -- Your use of this HeinOnline PDF indicates your acceptance of HeinOnline's Terms and Conditions of the license agreement available at https://heinonline.org/HOL/License -- The search text of this PDF is generated from uncorrected OCR text. -- To obtain permission to use this article beyond the scope of your license, please use: Copyright Information Right to Internet Access - A Constitutional Argument Kartik Chawla* Abstract It all started the prntingnoth press, which was a revolutionary technologicalinnovtion or its time, eypecially where the freedoms of speech, expression and information were concerned. So revolutionay in fact that the concept of the 'reedom ofpress' was introduced to ensure that the right of individuals to exercise their riht to speech and expression through the medium of the press was preserved. -
ACCESS to the INTERNET in the EU: a POLICY PRIORITY, a FUNDAMENTAL, a HUMAN RIGHT OR a CONCERN for EGOVERNMENT? Lina Jasmontaite and Paul De Hert*
BRUSSELS PRIVACY HUB WORKING PAPER VOL. 6 • N° 19 • FEBRUARY 2020 ACCESS TO THE INTERNET IN THE EU: A POLICY PRIORITY, A FUNDAMENTAL, A HUMAN RIGHT OR A CONCERN FOR EGOVERNMENT? Lina Jasmontaite and Paul de Hert* fter outlining the relevant regulatory provisions governing access to the Internet in the EU (section 2) and its Member States (section 3), and after summarizing arguments supporting the introduction of the right to Internet access, the authors seek to broaden the scope of social and legal debates on Internet access in the EU. In particular, they question (a) whether the Internet is a vital element to achieve a decent standard of living in the Gigabit society A(section 4); and (b) whether it deserves a place alongside the fundamental rights or human rights (section 5) and under what conditions it could be incorporated among the EU fundamental rights (section 6). The following sections of the chapter reflect on the potential scope of a right to Internet access (sections 7 and 8) and how eGovernment could facilitate the introduction of such a right (section 9). Considerations about limitations of a right to Internet access are addressed in section 10. Access to the Internet is inherently an Internet governance matter and therefore its regula- tion should entail a multi-stakeholder debate.8 Access to the Internet then would be seen not only in a technical way as a communication service but as ‘the set of devices, services, facilities and skills that allow people to connect to and use Internet services, applications and content’.9 Perhaps, this shift in approach could strengthen the EU’s role within the broader context of Internet governance. -
Information and Communication Technology (Ict) and Disability
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AND DISABILITY Toolkit on disability for AFRICA INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AND DISABILITY TOOLKIT ON DISABILITY FOR AFRICA TABLE OF CONTENTS 1. OVERVIEW ....................................................................................................................................................1 2. TECHNICAL CONTENT .........................................................................................................................3 2.A Background .............................................................................................3 2.B Legal Framework .....................................................................................4 2.C Making ICT Inclusive for Persons with Disabilities ........................................ 6 2.D Policy Tools to Promote Inclusive ICT for Persons with Disabilities ...........11 Country Checkpoint ...............................................................................11 2.E Promoting ICT Accessibility with DPOs ...................................................15 3. SUMMARY & KEY LEARNING POINTS ..................................................................................17 4. USEFUL RESOURCES .........................................................................................................................18 4.B. Appendix A: Specific Applications and Services for Various Types of Disabilities and Situations .......................................................................20 5. LEARNING -
Protecting the Right to Freedom of Expression Under the European Convention on Human Rights
PROTECTING THE RIGHT TO FREEDOM OF EXPRESSION This handbook, produced by the Human Rights National Implementation Division of the Directorate General of Human Rights and Rule of Law, is a practical UNDER THE EUROPEAN CONVENTION tool for legal professionals from Council of Europe member states who wish to strengthen their skills in ON HUMAN RIGHTS applying the European Convention on Human Rights and the case law of the European Court of Human Rights in their daily work. Interested in human rights training for legal professionals? Please visit the website of the European Programme for Human Rights Education for Legal Professionals (HELP): www.coe.int/help Exergue For more information on Freedom of Expression and the ECHR, have a look at the HELP online course: 048117 Prems Citation http://www.coe.int/en/web/help/help-training-platform www.coe.int/nationalimplementation ENG The Council of Europe is the continent’s leading human Dominika Bychawska-Siniarska rights organisation. It comprises 47 member states, A handbook 28 of which are members of the European Union. All for legal practitioners www.coe.int Council of Europe member states have signed up to the European Convention on Human Rights, a treaty designed to protect human rights, democracy and the rule of law. The European Court of Human Rights oversees the implementation of the Convention in the member states. PROTECTING THE RIGHT TO FREEDOM OF EXPRESSION UNDER THE EUROPEAN CONVENTION ON HUMAN RIGHTS A handbook for legal practitioners Dominika Bychawska-Siniarska Council of Europe The opinions expressed in this work are the responsibility of the author and do not necessarily reflect the official policy of the Council of Europe. -
Why There Can Be a Human Right to Internet Access
WHY THERE CAN BE A HUMAN RIGHT TO INTERNET ACCESS Zhengyue Huang A Thesis Submitted for the Degree of MPhil at the University of St Andrews 2019 Full metadata for this thesis is available in St Andrews Research Repository at: http://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this thesis: http://hdl.handle.net/10023/17802 This item is protected by original copyright This item is licensed under a Creative Commons License https://creativecommons.org/licenses/by-nc-sa/4.0 Why There Can Be a Human Right to Internet Access Zhengyue Huang This thesis is submitted in partial fulfilment for the degree of Master of Philosophy (MPhil) at the University of St Andrews February 2019 Candidate's declaration I, Zhengyue Huang, do hereby certify that this thesis, submitted for the degree of MPhil, which is approximately 36,000 words in length, has been written by me, and that it is the record of work carried out by me, or principally by myself in collaboration with others as acknowledged, and that it has not been submitted in any previous application for any degree. I was admitted as a research student at the University of St Andrews in September 2016. I confirm that no funding was received for this work. Date 13 Feb 2019 Signature of candidate Supervisor's declaration I hereby certify that the candidate has fulfilled the conditions of the Resolution and Regulations appropriate for the degree of MPhil in the University of St Andrews and that the candidate is qualified to submit this thesis in application for that degree.