Virtually accessible: empowering students to advocate for accessibility and support universal design
| Published date | 01 December 2002 |
| Pages | 452-461 |
| DOI | https://doi.org/10.1108/07378830210452659 |
| Date | 01 December 2002 |
| Author | Jo Ann Oravec |
| Subject Matter | Information & knowledge management,Library & information science |
Virtually accessible:
empowering students to
advocate for
accessibility and support
universal design
Jo Ann Oravec
Introduction
The Internet presents new opportunities for
those with disabilities, linking them with
resources worldwide. It can provide access to
job offers (Love, 1998) as well as connect
individuals with educational opportunities and
vocational rehabilitation counseling (Caverly
and MacDonald, 1999; Riemer-Reiss, 2000). It
can also support the formation and
maintenance of community and group
connections (Braithwaite et al., 1999; Galegher
and Sproull, 1998). However, the Internet and
computer technology in general have provided
an assortment of new and complex challenges
for developers. Given this turbulent
environment, the commitment of many
technical professionals to accessible and
inclusive design practices has been minimal, as
demonstrated in the large proportion of
relatively inaccessible Websites.
Recent research by Schmetzke (Foster, 2001;
Schmetzke, 2001a, b) shows that, typically,
one-quarter to one-half of the Web pages in
higher education are free of major accessibility
barriers. This problem is especially critical in
governmental and academic contexts;
substantial barriers are being placed between
individuals with disabilities and the essential
online services and education they need. A
number of other computer applications
(including office and home products) are
currently only marginally accessible, and many
need to be altered to meet Federal guidelines
(Costlow, 2001).
In this article, I explore the social
construction of disability-related problems
within professional and organizational realms. I
analyze some of the organizational constraints
that technical professionals face in their
technological development efforts. Inattention
to accessibility issues in computer technology
contexts can signal larger issues involving the
way individuals with disabilities are construed
as organizational participants. I provide
suggestions as to how educators can work with
computer technology students to stimulate
interest in accessibility, and to empower them
to become effective advocates in organizational
realms. I also discuss how educators can
interact with textbook and supplementary
source developers to encourage them to
The author
Jo Ann Oravec is at the College of Business and Economics,
University of Wisconsin-Whitewater, Whitewater, Wisconsin,
USA. E-mail: oravecj@uwwvax.uww.edu
Keywords
Internet, Disabled people, Blind people,
Empowerment, Web sites
Abstract
Students' professional training often focuses on narrow
technical considerations that exclude accessibility concerns
and universal design perspectives. This can make them ill-
equipped to understand the importance of accessibility
approaches let alone become advocates for them. This
article explores how students who design Web sites and
work with computer end users in support capacities can be
introduced to accessibility approaches and empowered to
promote them in organizational contexts. The issues
involved can also be used as springboards for examination
of larger matters concerning universal design perspectives
and humanistic approaches to management.
Electronic access
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The current issue and full text archive of this journal is
available at
http://www.emeraldinsight.com/0737-8831.htm
Theme articles
452
Library Hi Tech
Volume 20 .Number 4 .2002 .pp. 452±461
#MCB UP Limited .ISSN 0737-8831
DOI 10.1108/07378830210452659
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