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Adam Engel

Marrakesh Treaty to Facilitate Access to Published Works for Persons Who Are Blind, Vis... - 0 views

www.wipo.int/...marrakesh

online learning accessibility copyright itg blog itgwwr

shared by Adam Engel on 09 May 18 - No Cached
  • Adam Engel on 09 May 18
     
    Home page of the Marrakesh Treaty, an important international document for the future of accessibility! If the US ratifies it, it will effectively become an extension of the Chafee Amendment to Title 17 (the US Copyright Act) that will allow artistic works like drama and sheet music to be remediated and distributed to the print disabled without violating copyright law. From the site: "The Marrakesh Treaty was adopted on June 27, 2013 in Marrakesh and it forms part of the body of international copyright treaties administered by WIPO. It has a clear humanitarian and social development dimension and its main goal is to create a set of mandatory limitations and exceptions for the benefit of the blind, visually impaired, and otherwise print disabled (VIPs)."
Natalie Hebshie

Why We Dread Disability Myths - The Chronicle of Higher Education - 0 views

www.chronicle.com/...240156

disability accessibility accomodations

shared by Natalie Hebshie on 31 May 17 - No Cached
  • Not only does that message put the burden of access on the student, it also positions the accommodations talk as a moment to wean students off their accommodations. Such images are common in disability representations: the individual with a disability is presented as the "problem" and the simple resolution is that they "overcome" the disability. In other words, just make it go away, like magic!
  • he most important voices we need to be listening to are the students themselves instead of "speaking for, through, and about" them.
  • disregards the significance of accommodations and perpetuates the attitude that the burden of access is something individual students can carry on their own — with just a little bit of elbow grease.
  • ...4 more annotations...
  • We also believe that disability is an identity marker for many students and, as such, deserves respect, dignity, and acknowledgement of value.
  • Disability can positively reshape the conditions and spaces in which students learn and can work to generate new ideas, new understandings.
  • This myth is the most insidious of all because it is presented as a matter of common sense: that disability is something to dread. Now imagine students who see disability as a part of their identity.
  • Disability is not something to dread. It just is. We, too, should recognize, value, and (automatically) validate the experiential knowledge of students
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