PPD/IEP: Information Access - Education, Opportunities, and Technology

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The University of Delaware has completed three years of NSF- supported research focused on increasing the number of students with disabilities in scientific academic programs and professions. This effort has focused on increasing the access to information by students with disabilities necessary for success in education and careers in science, engineering, and mathematics. The project has also emphasized hands-on opportunities for students with disabilities studying these disciplines and providing the technological tools that provide the students full participation in these fields. Specifically, research and development efforts have centered on three critical areas: . Model outreach projects for high school and university students. This component includes an Internet-based mentoring program, technology based workshops and summer programs, internships, campus organizations and support groups, and a campus lecture series focused on disability, education, and employment topics. . Educational and professional development programs for parents and educators. These programs are designed to allow greater advocacy by parents and increase the knowledge base of educators. Components include workshops and lecture series open to all parents and educators covering topics related to disability, education, employment, and assistive technology. Additionally, both pre-service and in-service education of pre-college science and mathematics teachers is provided at the university by project staff. . Research and development of information access tools. Information access tools are being developed to allow individuals with disabilities use of laboratory instruments and access to classroom and scientific information. Research will continue to focus on engineering solutions to information access problems including tactile rendering of information, haptic and sonification r epresentations of data, classroom access and communication tools for the deaf and hard-of- hearing, as well as alternative output and remote access laboratory instruments. To ensure a widespread and lasting impact, many of the program components were established and operated in partnership with other institutions, organizations, and projects. Several of these components have started the process of institutionalization through their independent continuation or through institutional support. This process of institutionalization will be continued during the next three years building on the successes achieved during the previous award.