AccessSTEM

The United States Department of Labor includes the Office of Disability Employment Policy (ODEP), which was created in 2001 as a sub-cabinet policy agency.

In DO-IT projects such as AccessComputing and AccessSTEM, project staff developed an easy-to-use document called Preparing for Success with Work-Based Learning Experiences. This "work-based learning menu" was developed to be a useful, non-threatening tool in securing employer support for work-based learning offerings to students with disabilities.

The U.S. Architectural and Transportation Barriers Compliance Board (Access Board), as mandated by the 1998 Section 508 amendment to the Rehabilitation Act of 1973, developed standards for electronic and information technology developed, maintained, procured, or used by the federal government and covered state entities. These standards became effective in 2001. Some organizations not required to comply with 508 have adopted and used these standards voluntarily.

Accessible electronic and information technology is technology that can be used by people with a wide range of abilities and disabilities. It incorporates the principles of universal design. Each user is able to interact with the technology in ways that work best for them. Accessible technology is either directly accessible—in other words, it is usable without assistive technology—or it is compatible with standard assistive technology.

Be sure that the library's web pages and other electronic and information resources are designed to be accessible to people with disabilities. Consider these items in ensuring accessible information technology.

In recent years, researchers have published their findings regarding the accessibility of web pages. Some of these findings have been made available on the web.

In Research on Web Accessibility in Higher Education, Terry Thompson, Sheryl Burgstahler, and Dan Comden evaluated ten critical sites at each of the 102 public extensive research universities in the United States. They conducted manual evaluations and automated evaluations using Bobby and compared results of the two methods.

The Access Board is an independent federal agency devoted to accessibility for people with disabilities. The Board is structured to function as a coordinating body among Federal agencies and to directly represent the public, particularly people with disabilities. Half of the Board members are representatives from most of the Federal departments. The other half is comprised of members of the public appointed by the President, a majority of whom must have a disability.

The knowledge, advice, and resources a mentor shares depend on the format and goals of a specific mentoring relationship. A mentor may share with a mentee (or protege) information about his or her own career path, as well as provide guidance, motivation, emotional support, and role modeling. A mentor may help with exploring careers, setting goals, developing contacts, and identifying resources. The mentor role may change as the needs of the mentee change.

It is the student's responsibility to provide documentation required by a college or university. Postsecondary institutions may set their own requirements for documentation as long as they comply with relevant legislation. The assessments, screenings, and reports generated by precollege professionals may not meet postsecondary documentation requirements. Students should contact the schools they are interested in attending for information regarding documentation requirements.

The Workforce Recruitment Program (WRP), which is co-sponsored by the U.S. Department of Labor's Office of Disability Employment and the US Department of Defense, is a recruitment and referral program for college students and recent college graduates with disabilities. Through the program, students are matched with summer internships or permanent jobs in the federal government. Since 1995, over seven thousand students or recent graduates have been placed in internships or jobs in a wide variety of fields and locations through the WRP.