Disability Business Technical Assistance Centers
(DBTAC)
Established to provide information, training, and technical assistance to employers, people with disabilities, and other entities with responsibilities under the ADA
DBTACs
10 regional centers; work with “state affiliates”
Established under the National Institute on Disability and Rehabilitation Research (NIDRR), US Department of Education
800-949-4232
www.adata.org/dbtac.html
AT Act “Title I” Programs
Statewide
Cross-age
Cross-disability
Credible, respected entities (1 in each state)
Knowledgeable about assistive technology
Collaborators with individuals with disabilities and disability organizations
History of working with education-related entities
The Need
Growing responsibility of education entities to prepare students for work that involves technology
Increasing utilization of technology as an instructional tool (computers; Internet)
Technology as a “delivery” system for education (e.g. varying modes of distance learning
The Issues
Teachers not prepared to utilize or integrate technology (generational/attitudinal)
Separate service delivery system (and funding) for many learners identified with “special needs”
Lack of awareness of potential technology-related barriers for persons with disabilities
Lack of consideration of needs of future users
(e.g. “universal design”)
Legal requirement to provide for access to or accessible EIT in education settings clear in some cases, unclear in others
DBTAC+AT ACT=A Perfect Fit
2001 RFP for DBTACs included significant responsibilities for technical assistance, education and training, and information dissemination regarding E&IT access in education settings
RFP included significant additional funds to accomplish these activities
RFP included language encouraging collaboration; did not mandate AT Act Title I project involvement
Approximately 2/3 of AT Act projects involved in some way (not all receive funding through
DBTAC)
Mid-Atlantic Region
Compact geographical but highly populated region: Delaware, District of Columbia, Maryland, Pennsylvania, Virginia, West Virginia
Strong ADA Information Center, housed at TransCen, Inc., a non-profit known for school-to-work transition initiatives; school/business partnerships; systems change in education
Strong, “mature” and stable AT Act programs
AT Act projects housed at universities (DE; PA; WV) and have history of working with higher ed or other educational entities (including as subcontractors)
Mid-Atlantic Accessible Education-Based Information Technology Consortium
State-by-state activities focused on promoting awareness of accessible EIT concerns in education settings; information and referral; training; technical assistance
Regional activities include resource for more advanced assistance; training; single regional website; coordination of resources
Activities
TA regarding legal obligations
Dissemination (newsletters; media)
Demonstrations of accessibility
Resources for borrowing accessible EIT/AT
Training on EIT
Promotion of best practices (e.g. encouraging educational entities to purchase IT consistent with 508 standards)
Start-Up
Began October 1, 2001
Staff designated or recruited in each AT Project and at TransCen
Capacity-building activities: EASI courses; vendor webcasts to familiarize staff with particular products and accessibility features (on-going)
Start-up (continued)
Identification of products for use in training and demonstration (on-going)
Identification of existing resources (e.g. Q&As, fact sheets developed by AccessIT; WebAIM; W3C; ATAP)
Development of relationships with vendors (product donations; discounts; demonstration; trainings)
Administrative activities (communication; data collection)
Accomplishments: Awareness
Press releases announcing collaboration
Targeted outreach (p/cs; meetings)
Integration of EIT information in ongoing AT Act project activities
Dissemination of materials at conferences; exhibits
Newsletter articles: What is EIT? What is the importance of accessible EIT in Education? What is this new resource (Mid-Atlantic Consortium)?
Accomplishments to date: Systemic Changes
Development of model accessible website “template” for state education agencies, which can be adopted by LEAs (VA)
Development of model university guidelines on web accessibility (PA)
Key activities: Coordination with other Federal Programs
RERCs
Title I AT Act
Title III AT Act
Regional Technology In Education Consortia (ESEA Title III, Technology for Education Act of 1994)
State Parent Training and Information Centers
University Centers on Excellence in Developmental Disabilities
Other federally-funded education-related programs
Training and Demonstrations
Statewide conferences (e.g. “Doing IT Right”)
IT accessibility equipment demonstrations
Addition of equipment to device lending programs
Findings Based on first 7 months
On the administrative, instructional (K-12; higher ed) and student/family/consumer levels:
Lack of awareness of the issues regarding access to EIT for persons with disabilities
Lack of awareness of the legal requirements (where they exist) regarding access to EIT
Findings (continued)
Lack of knowledge of standards (508, W3C, state-specific)
Lack of knowledge about resources for learning more about requirements and standards
Lack of knowledge about AT or accessible EIT products (or inaccessible…)
Contacts
Delaware: Beth Mineo Mollica, Director
mineo@asel.udel.edu, 302-651-6790
District of Columbia: Alicia Johns, Program Manager; ajohns@uls-dc.com, 202-547-0198
Maryland: Paul Rasinski, Executive Director, rasinki@charm.net, 410-554-9235
Pennsylvania: Amy Goldman, Project Director, piat@temple.edu, 215-204-3862
Virginia: Ken Knorr, Director; knorrkh@drs.state.va.us, 804-662-9995
West Virginia: Jack Stewart, Program Manager; jstewart@wvu.edu, 304-293-4692