Access to Information and Instructional Technologies in Higher Education II: Practical Recommendations for Disability Service Providers

Abstract

This is an applied companion to our empirical article elsewhere in this issue (Fichten et al., in press) on technological needs and concerns of Canadian junior/community college- and university-based disability service providers. Here, we provide highlights of our findings as well as timely, practical recommendations to disability service providers about ensuring access to the growing array of information and instructional technologies on campus. The objective is to provide (a) an overview of the emerging landscape of information and instructional technologies appearing on campus, (b) campus-based disability service providers’ views about these and how these relate to adaptive technologies, and (c) suggestions about how to be proactive on campus so that information and instructional technologies are accessible to all students, particularly those with disabilities. The underlying premise of this article is that information and instructional technologies are

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