Activity 2C
C & I 335
Summer, 1998

Melissa Netznik
Lincoln School
Springfield, IL

The Internet: An Inclusive Magnet for Teaching All Students http://www.dinf.org/csun_98/csun98_111.htm

Betsy Bayha, Director Technology Policy
Tanis Doe, Research Consultant
World Institute on Disability

The first article that I found on the Internet pertaining to this issue provided a strong argument for the need to use the Internet as a learning tool for all students, especially those with disabilities. The reasons that the Internet is such a positive tool, according to the author, are as follows:

Using the Internet:

• Provides a great deal of new information and access.
• Provides the opportunity to develop social skills and independence for some students.
• Provides strategies for including students representing all types of disabilities.

As the article mentions, most teachers agree that using the Internet provides great benefits for students. However, many teachers are not using the Internet with students who have disabilities because they are not aware of the technology available to help these students gain access. Therefore, a handbook was designed to provide hints from other teachers who have incorporated helpful strategies when using the Internet with their disabled students. An electronic copy of the handbook is available at http://www.wid.org/tech/handbook/. Strategies such as using larger screens, color-coding keys, and using an alternative type of mouse are suggested.

Judith M. Dixon
Consumer Relations Officer
National Library Service for the Blind and Physically Handicapped
Library of Congress
Washington, DC

Doug Wakefield
Arlington, VA

This article focuses on the use of the Internet for users who are blind and who wish to access audio and video on the Internet. According to the author, both are accessible to blind users, given the knowledge and sometimes very expensive equipment. The main types of audio files are explained as well as the formats for computer images. As far as graphics, the author suggests using raised computer-generated graphics when appropriate.

As the article explains, both audio and video components may be accessible to blind users. However, page designers must also be aware of accessibility problems when creating sites.

Both articles, as well as others which I located, were helpful in raising my awareness of the technology and strategies available to help make the Internet more accessible to students with disabilities. Although I have not had to face this issue up to this point, there will be a cluster of hearing-impaired students in my classroom next year. I feel that the Internet is an important learning tool in my classroom, and I want to make it accessible to all of my students.