Journal Article
16 May 2025
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Journal Article
16 May 2025
Shifting to a Culture of Inclusion by Design: Applying a Mixed-Methods Approach to Advance Accessibility of Public Health Emergency Information & Communication Technology
Adults with intellectual and developmental disabilities (IDD) experience inequities in access to timely, accurate, and understandable information and communication technology (ICT), which increases risk for public health emergency (PHE)-related health disparities and impedes opportunities to achieve optimal health. This study assessed federal COVID-19 webpage accessibility levels and explored existing knowledge of and experience with filing accessibility complaints for federal ICT among adults with IDD. Through a mixed-methods approach, we evaluated compliance with accessibility standards for 18 federal agencies’ COVID-19 webpages (study 1) and interviewed 16 adults with IDD about experiences accessing federal webpages and filing accessibility complaints (study 2). We analyzed the study 1 data using an automated accessibility testing tool, which flagged 3,004 potential accessibility issues across the cumulative sample, with the U.S. Department of Defense webpages exhibiting the most flags. We used reflexive thematic analysis in study 2 to identify three major cross-cutting themes and subthemes: (1) technological accessibility barriers (subthemes: plain language, page structure and assistive technology compatibility, timeliness); (2) structural, systemic, and institutional accessibility barriers (subthemes: agency responsiveness, community advocacy); and (3) areas for improvement (subthemes: efficiency, prioritization of adults with IDD). This research underscores the need for greater inclusion of adults with IDD through development and dissemination processes to ensure accessible ICT for all. Integrated findings from both studies generated six recommendations related to (1) plain language and simplified data, (2) inclusive ICT development, (3) centralized accessibility information on webpages, (4) accessible formatting for diverse IDDs and assistive technologies, (5) timely and informative follow-up, and (6) updated legislation that evolves with advancing technology. Achieving a fully accessible and inclusive society to advance health equity requires fundamental shifts in how the public health field approaches the concept of disability and recognizes the positive health impact of inclusion for the whole community.Current Articles
Journal Article16 May 2025
Digital Accessibility: A Critical Imperative for Inclusive Information Access
Journal Article16 May 2025
Editorial: Digital Accessibility Practices Guided by Past Models and Modern Research
Journal Article16 May 2025
Access to IDEA Data by People with Disabilities, For People with Disabilities
The Rhonda Weiss Center for Accessible IDEA Data’s (Weiss Center) mission is to improve state capacity to collect, report, analyze, and use IDEA data in accessible formats for individuals with disabilities. IDEA stands for Individuals with Disabilities Education Act. One of the ways we at the Weiss Center aim to achieve this is through the development and adoption of our Accessible Data Analysis and Publishing Tool (ADAPT). States are responsible for numerous federal reporting requirements on performance indicators related to infants, toddlers, and children with disabilities. States often have limited capacity and resources to ensure this data is fully accessible. As a modern, web-based solution, ADAPT addresses this challenge by allowing states to author and publish IDEA-related reports that are accessible to everyone, including individuals with disabilities. To create ADAPT, the Weiss Center conducted information-gathering sessions with various stakeholders across the country from over 80 individuals. This real-life testing further informed usability and accessibility of ADAPT, allowing the Weiss Center to continue to enhance its design and development. These efforts also helped to further inform the existing needs and challenges related to accessing IDEA data. ADAPT consists of an Admin component leveraged by state users to create and manage accessible data reports, and a Public Viewer component for the public to access published reports. The ADAPT tool meets and exceeds accessibility requirements of Section 508, and the recently updated ADA Title II ruling. A key feature of ADAPT is its Accessibility Settings component. This allows individuals to tailor their experience by customizing text size, color schemes, and content density. We continue to encourage input and remain open to further enhancements by leveraging emerging technologies. The students with disabilities of today will grow into adults with disabilities of tomorrow. Everyone deserves the right to IDEA data that is accessible and user-friendly.Journal Article16 May 2025
Optimizing Accessibility Training by Prioritizing Cognitive Needs of Students with Disabilities
Despite the significant enrollment of students with disabilities in higher education, research and practice rarely center the voices and leadership of these students, particularly in accessibility training efforts. This paper addresses this gap by presenting an autoethnographic study of a digital accessibility training initiative co-led by a student with multiple disabilities. Using a process that combines participatory research and first-person narrative, this study outlines the development and implementation of faculty training on accessibility that centers the experiences of a student with cognitive disabilities. We propose a new framework for understanding "dynamic disability," a concept that recognizes the complex and evolving nature of disability as experienced in diverse, intersectional ways. Findings from this project include insights into challenges faced during collaborative training development, strategies for building inclusive educational practices, and recommendations for institutions aiming to incorporate the voices of students with disabilities into their accessibility initiatives. Suggestions for practice are offered to guide educators in creating accessible, responsive learning environments.Journal Article16 May 2025
Where Digital Accessibility Meets Universal Design: Transforming Classrooms for Multilingual Learners with Disabilities
Multilingual learners with disabilities comprise an important population of diverse students that need to be empowered with accessible instructional and assessment materials on their pathways to college, career, and community readiness. These students require integrated supports for both language- and disability-related needs. Conventional approaches to accessibility often fall short in addressing the diverse linguistic, cognitive, and cultural needs of multilingual learners with disabilities. This article examines the intersection of digital accessibility and principles of universal design to create more inclusive and equitable educational environments for these students. Universal design provides a flexible framework that accommodates diverse learning needs by offering multiple means of engagement, representation, and expression. The principles of accessibility have evolved to include linguistic, cognitive, and sensory needs, which are critical for multilingual learners with disabilities. By leveraging digital tools aligned with Web Content Accessibility Guidelines (WCAG), educators can remove barriers to learning and assessment. Additionally, incorporating culturally relevant pedagogy into support systems for multilingual learners with disabilities fosters a more inclusive and affirming learning experience for these students, recognizing their unique cultural identities. The article offers considerations for various interest holders who serve multilingual learners with disabilities and advocates for the co-creation of digital resources by students, educators, and developers to ensure they meet real-world accessibility challenges. Advancements in artificial intelligence are considered as well, as they offer new possibilities for personalized learning experiences that support linguistic diversity and accessibility. By addressing the complex needs of multilingual learners with disabilities through proactive accessibility strategies, educators can create classrooms that are not only legally compliant but also equitable, culturally responsive, and empowering for all students. This approach is essential for dismantling barriers and fostering the academic success and social inclusion of multilingual learners with disabilities.Journal Article16 May 2025
Enhancing Online and Blended Course Design Through Conversations and Observations: The Role of Stakeholders
Online course enrollment for K-12 students has increased dramatically since the early 2000s. This has resulted in promising opportunities for students with disabilities but also requires careful consideration of accessibility in course design and instructional delivery. This mixed-methods study investigated how stakeholder feedback influences the design of blended courses at North Carolina Virtual Public School (NCVPS), a graduation pathway for students with disabilities requiring significant support. Data was collected through surveys of NCVPS online teachers and co-teachers, analysis of course history documents, and the NCVPS student registration system. Findings revealed that educators often modify course templates to accommodate diverse learning needs, prioritizing content readability and clarity. Specific challenges included content complexity, navigation issues, and the need for additional accessibility features such as read-aloud functionality. This study highlights the crucial role of stakeholder collaboration in promoting inclusive course design. Recommendations emphasize incorporating diverse perspectives, providing robust accessibility features, and offering professional development on accessible online instruction to ensure equitable learning experiences for all stakeholders.Journal Article16 May 2025
Shifting to a Culture of Inclusion by Design: Applying a Mixed-Methods Approach to Advance Accessibility of Public Health Emergency Information & Communication Technology
Adults with intellectual and developmental disabilities (IDD) experience inequities in access to timely, accurate, and understandable information and communication technology (ICT), which increases risk for public health emergency (PHE)-related health disparities and impedes opportunities to achieve optimal health. This study assessed federal COVID-19 webpage accessibility levels and explored existing knowledge of and experience with filing accessibility complaints for federal ICT among adults with IDD. Through a mixed-methods approach, we evaluated compliance with accessibility standards for 18 federal agencies’ COVID-19 webpages (study 1) and interviewed 16 adults with IDD about experiences accessing federal webpages and filing accessibility complaints (study 2). We analyzed the study 1 data using an automated accessibility testing tool, which flagged 3,004 potential accessibility issues across the cumulative sample, with the U.S. Department of Defense webpages exhibiting the most flags. We used reflexive thematic analysis in study 2 to identify three major cross-cutting themes and subthemes: (1) technological accessibility barriers (subthemes: plain language, page structure and assistive technology compatibility, timeliness); (2) structural, systemic, and institutional accessibility barriers (subthemes: agency responsiveness, community advocacy); and (3) areas for improvement (subthemes: efficiency, prioritization of adults with IDD). This research underscores the need for greater inclusion of adults with IDD through development and dissemination processes to ensure accessible ICT for all. Integrated findings from both studies generated six recommendations related to (1) plain language and simplified data, (2) inclusive ICT development, (3) centralized accessibility information on webpages, (4) accessible formatting for diverse IDDs and assistive technologies, (5) timely and informative follow-up, and (6) updated legislation that evolves with advancing technology. Achieving a fully accessible and inclusive society to advance health equity requires fundamental shifts in how the public health field approaches the concept of disability and recognizes the positive health impact of inclusion for the whole community.Journal Article16 May 2025
Enhancing Digital Accessibility for Deaf or Hard of Hearing Learners- Innovative Strategies for Inclusive Education
This research-to-practice brief explores innovative strategies to enhance digital accessibility for Deaf or Hard of Hearing (D/HH) learners, focusing on practical applications for inclusive K-12 education. Despite advances in digital learning, D/HH learners face unique barriers due to auditory-centered designs. Accessibility legislation such as the ADA, Section 504, and IDEA mandate educational inclusion for these learners. Key strategies include the integration of assistive technologies (e.g., captioning, ASL video interpretation), the application of the Universal Design for Learning (UDL) 3.0 guidelines, and adherence to WCAG 2.1 principles for accessible content design. The research-to-practice brief provides actionable insights for educators, administrators, and policymakers to support equitable access and optimize academic outcomes for D/HH learners.Most Popular Articles
Journal Article
25 March 2021
Assessing and Mitigating Risk for Applied Behavior Analysis Providers During a Pandemic
The COVID-19 pandemic has significantly impacted the extent to which human service providers can safely deliver close-contact therapies in which social distancing cannot occur. Applied behavior analysis (ABA) therapy for children with autism spectrum disorder (ASD) is one such example, with the pandemic creating several barriers to safely delivering this essential service. The present paper describes the development and administration of a risk assessment and mitigation toolkit that was designed for ABA providers to make decisions about how to identify and mitigate risk in delivering therapeutic services to children with ASD. The toolkit includes considerations for clients, other household members, providers, and treatment space to mitigate risks of COVID-19 exposure and spread. Three Board Certified Behavior Analysts piloted the toolkit with 20 clients. The findings indicate the toolkit can be used to identify situations in which a client, family member, or provider may be at higher risk and ensure increased mitigation strategies in such situations. Although developed for use in ABA treatment, the toolkit could potentially be modified for use across a range of educational and human service situations that provide similar close-contact therapies.Journal Article
6 September 2024
Inclusion in Disability Evaluation and Surveillance Projects: Reflections and Recommendations For Inclusive Project Teams
Disability rights advocates emphasize “Nothing about us without us,” yet a program evaluation or surveillance team’s composition rarely reflects inclusion of the individuals from the disability populations they focus on. Individuals who have lived experience with disabilities should be present during all steps of program evaluation and surveillance projects in meaningful ways to progress the impact of disabilities work. In this paper, we describe a process used by staff at Alaska’s University Centers for Excellence in Developmental Disabilities (UCEDD) to hire, train, and work with individuals with intellectual, development disabilities (IDD) as team members. The case example for the inclusion effort was the National Core Indicators (NCI) In-Person Survey (IPS). Recruitment started in December 2020 with Zoom interviews for the NCI IPS occurring from March through August 2021. The project team included ten staff members, one of whom also was an individual who experiences an IDD (partner interviewer). Team members completed web based and Zoom training sessions. Throughout the training and onboarding process, project leads sought to modify the training and project implementation to better suit the expressed needs of all team members. To support the partner interviewer with IDD, two team members with research and program evaluation experience served as “lead” interviewers. Project leads also created a simplified version of the NCI IPS instrument for data collection. Multiple training sessions were held to acclimate the lead and partner interviewer with the team interview process and modified data collection instrument. Recommendations for improving our UCEDD program evaluation and surveillance inclusive practices were noted: Involve individuals with disabilities in every part of project planning processes; allow team members agency in selecting their projects and room for flexibility if research plans don’t work out; establish open communication and safe spaces for all team members; provide comprehensive, accessible, and equitable training; give team members a sense of timelines and trajectories of research projects with regular check-ins; adjust practices for an increasingly online work environment with COVID-19; develop accessible training, data collection and data entry systems; and invest in all team members long-term.Journal Article
21 February 2023
Disability Decolonized: Indigenous Peoples Enacting Self-determination
Populations researched often have little if any input in the means of data collection, analysis, or authorship of the findings published. They are excluded from participating in the scientific methods even though they are the subject of the content that is being produced. This is true for Indigenous populations and the disability community around the globe. Researchers usually use colonial methodology that does not encompass the values of these communities or have their well-being in mind. This paper examines the history of colonization and how it has infiltrated science and inhibits self-determination of Indigenous peoples. Indigenous communities need to have the means and power for self-determination. For individuals with disabilities, this includes rights to services and programs that give the respect and person-centered care they deserve to make informed decisions about their lives. Moreover, there is a recognized need for culturally appropriate services that empower American Indian and Alaska Native (AI/AN) people with disabilities to lead independent lives in their own communities—urban or rural. AI/AN cultures may view disabilities differently than those in the mainstream U.S. Barriers and challenges for AI/AN individuals with intellectual and developmental disabilities (IDD) and AI/AN families of individuals with IDD in access to services include inadequate funding, personnel shortages, housing shortages, lack of coordination among agencies, lack of consultation with tribes, and problems identifying persons eligible for services. AI/AN-specific programs that have begun to bridge the gap in access to and development of culturally competent services such as Oyáte Circle and development of collegiate courses focused on AI/AN disabilities issues. There remains a need for partnership with AI/AN tribes for disability services and incorporation of AI/AN people with disabilities as equitable partners in program development and implementation. To reach a full decolonization of IDD health care and fully embrace diversity, equity, and inclusion (DEI) principles, individuals in these communities need to be viewed as experts in their journey of resilience.Journal Article
25 March 2021
Increasing Access to Augmentative and Alternative Communication Services for People with Complex Communication Needs During COVID-19 and Beyond
The COVID-19 global pandemic has affected the disability network across the world. In the United States, there are millions of people who cannot use their natural speech to communicate. Augmentative and alternative communication (AAC), a form of assistive technology (AT), helps people with complex communication needs (CCNs) to communicate with others. Examples of AAC include printed pictures and speech-generating devices. A team of professionals work together with the person with CCNs and their caregivers to choose the right type of AAC. Often, people with CCNs need face-to-face and ongoing AAC support. Prior to the COVID-19 pandemic, this population already faced multiple challenges to receive on-going support and services due to multiple factors, including limited access to AAC specialists and travel constraints. As a result of the COVID-19 pandemic, many services for people with CCNs stopped to abide by stay-at-home orders and ensure the safety of the person with CCNs and their caregivers. This paper describes how one AT Program at a University Center for Excellence in Developmental Disabilities (UCEDD) adapted AAC services and increased access to support using (a) tele-AAC assessment practices, (b) services through a partnership with our state AT Act program, and (c) tele-coaching strategies to help providers and caregivers in their facilitation and implementation of AAC services. We also discuss key considerations in tele-AAC practices to help people with CCNs and their caregivers during COVID-19 and beyond.Journal Article
6 September 2024
An Examination of Transition Professional Profiles Based on Value-based Principles: A Latent Profile Analysis
This paper presents findings from a study utilizing Latent Profile Analysis to examine the value-based principles of transition professionals from two distinct disciplines: special education and Centers for Independent Living (CIL). Specifically, this paper aimed to identify profiles emerging from the value orientations of special education and CIL professionals, and to explore how individual factors such as professional role, disability status, education, and years’ experience differ across these profiles. Findings revealed a taxonomy comprising four distinct profiles within the transition professionals sampled. These profiles delineate varying dominant values that encapsulate the convergence of special education and independent living philosophies. Implications for research and practice are also discussed.Journal Article
25 March 2021