The Department of Justice’s revised regulations for Titles II and III of the Americans with Disabilities Act of 1990 (ADA) were published in the Federal Register on September 15, 2010. These regulations adopted revised, enforceable accessibility standards called the 2010 ADA Standards for Accessible Design, "2010 Standards." On March 15, 2012, compliance with the 2010 Standards was required for new construction and alterations under Titles II and III. March 15, 2012, is also the compliance date for using the 2010 Standards for program accessibility and barrier removal.
The long-term mission of ADA Site Compliance is to educate and evangelize the benefits of ADA site compliance to small and medium businesses to ensure that their websites are open and accessible to all site visitors. Test Your Website for ADA Compliance.
Braille Authority of North America (BANA) mission is to assure literacy for tactile readers through the standardization of braille and/or tactile graphics. The purpose of BANA is to promote and to facilitate the uses, teaching, and production of braille. Pursuant to this purpose, BANA will promulgate rules, make interpretations, and render opinions pertaining to braille codes and guidelines for the provisions of literary and technical materials and related forms and formats of embossed materials now in existence or to be developed in the future for the use of blind persons in North America.
This brochure from is one of a series on human resources practices and workplace accommodations for persons with disabilities edited by Susanne M. Bruyère, Ph.D., CRC, Director, Employment and Disability Institute, Cornell University ILR School.
One of the most important prerequisites in planning a student's educational program is assessing the student's strengths and weaknesses. Assessment for students with low vision includes comprehensive evaluations by members of the student's multidisciplinary team. Areas of assessment summarized in the following paragraphs include: functional vision assessment, expanded core curriculum assessments, learning media assessments, clinical low vision evaluations, and ophthalmologic and optometric evaluations. These tests are specific to vision related fields. State tests and standards of learning for students with low vision are not addressed in this fact sheet.
Accommodations facilitate how the test is administered and responded to. Appropriate accommodations reduce error in test scores due to poor access. They do not change or replace the skills that the test is designed to measure. Each state develops its own set of acceptable accommodations. By writing this article, I hope I can help you navigate the rapidly changing world of testing.
Students who are visually impaired need to prepare for and arrange test-taking accommodations as they gather information about the tests they need to take. If your child is taking the SAT or ACT tests, you and he or she need to consult his or her guidance counselor and teacher of students with visual impairments (TVI) about arranging, well in advance, for special accommodations available to students with disabilities.
If you are involved in the well-being of an infant, toddler, child, or youth with disabilities, you’ll find reading the exact language of IDEA both illuminating and important. In addition to being able to read it here online, you may also wish to download a full copy, print it out, and keep it handy.
This website uses APHont™, a font made for low vision readers by the American Printing House for the Blind.