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Description de l’éditeur
BACKGROUND Students with learning disabilities are the largest group of students with disabilities on most college campuses, but efforts to develop guidelines and standards regarding the accessibility of education-based information technology have been focused primarily on persons with sensory impairments (Bryant & Seay, 1998). Relatively little research has been done to determine the nature and extent of barriers that students with learning disabilities may face in accessing education-based information technology. Without more detailed information about such barriers, it is difficult to know how to best meet the needs of students with learning disabilities in educational settings, where effective use of information technology is essential. Increasingly, students with learning disabilities are using assistive technology to help them in accessing information technology (Bryant & Bryant, 1999). There may be a variety of reasons, however, that make it difficult for students with learning disabilities to obtain and use assistive technology, and the presence of assistive technology in and of itself does not guarantee that these students will have access to information technology.