Ability: Internet Index
http://www.ability.org.uk/index1.html
Online services and Internet index for individuals with disabilities.

AbleData [Seems to now be defunct]
8630 Fenton St., Ste. 930
Silver Spring, MD 20910
800-227-0216 (toll free voice)
301-608-8912 (TTY)
301-608-8958 (fax)
abledata@macrointernational.com
Information on assistive technology and disability issues in general. Sponsored by NIDRR and the U.S. Department of Education.

Access Board
1331 F St. N.W., Ste. 1000
Washington, DC 20004-1111
800-872-2253 (toll free voice)
800-993-2822 (toll free TTY)
202-272-0080 (voice)
202-272-0082 (TTY)
202-272-0081 (fax)
info@access-board.gov
http://www.access-board.gov/
Federal agency that enforces requirements for access to Federally-funded buildings and facilities, sets guidelines under the Americans with Disabilities Act, Section 508 of the Rehabilitation Act, and other federal laws, and provides technical assistance and information.

AccessCollege
https://www.washington.edu/doit/programs/accesscollege
Features websites for postsecondary educators, student services staff, employment personnel, students with disabilities, administrators, and campus-wide leaders.

AccessComputing
http://www.washington.edu/accesscomputing/
Resources on making computing departments and labs accessible to students and instructors with disabilities.

AccessDL
https://www.washington.edu/doit/programs/accessdl
Resources on how to design distance learning courses that are accessible to students and instructors with disabilities.

AccessSTEM
https://www.washington.edu/doit/programs/accessstem/overview
A website where K-12 teachers, postsecondary educators, an employers learn to make classroom and employment opportunities in science, technology, engineering, and mathematics accessible to individuals with disabilities.

ADA—A Guide to Disability Rights Laws
U.S. Department of Justice
Civil Rights Division
950 Pennsylvania Ave. N.W.
Disability Rights Section - NYA
Washington, DC 20530
800-514-0301 (toll free voice)
800-514-0383 (toll free TTY)
202-307-1198 (fax)
http://www.ada.gov/cguide.htm
Overview of disability rights and legislation in the U.S.

Alexander Graham Bell Association for the Deaf and Hard of Hearing
3417 Volta Pl. N.W.
Washington, DC 20007
202-337-5220 (voice)
202-337-5221 (TTY)
202-337-8314 (fax)
http://www.agbell.org/
Resources for people who are deaf and/or hard of hearing.

American Academy of Audiology
11730 Plaza America Dr., Ste. 300
Reston, VA 20190
800-222-2336 (toll free voice)
703-790-8631 (fax)
http://www.audiology.org/
Audiology resources.

American Association of the Deaf-Blind (AADB)
8630 Fenton St., Ste. 121
Silver Spring, MD 20910-3803
301-495-4403 (voice)
301-495-4402 (TTY or Video Phone)
301-495-4404 (fax)
aadb-info@aadb.org
http://www.aadb.org/
A national consumer advocacy organization for people who have combined hearing and visual impairments.

American Council of the Blind (ACB)
2200 Wilson Blvd., Ste. 650
Arlington, VA 22201
800-424-8666 (toll free voice)
202-467-5081 (voice)
703-465-5085 (fax)
info@acb.org
http://www.acb.org/
An information referral and advocacy agency for people who are blind and visually impaired.

American Deafness and Rehabilitation Association (ADARA)
P.O. Box 480
Myersville, MD 21773
adaraorg@comcast.net
http://www.adara.org/
A network of professionals who serve people who are deaf or hard of hearing.

American Diabetes Association
1701 N Beauregard St.
Alexandria, VA 22311
800-342-2383 (toll free voice)
AskADA@diabetes.org
http://www.diabetes.org/
General information on diabetes.

American Foundation for the Blind (AFB)
2 Penn Plaza, Ste. 1102
New York, NY 10001
800-232-5463 (toll free voice)
212-502-7600(voice)
212-502-7662 (TTY)
212-502-7777 (fax)
afbinfo@afb.net
http://www.afb.org/
A national information and referral resource for people who are blind or visually impaired.

American Printing House for the Blind (APH)
1839 Frankfort Ave.
P.O. Box 6085
Louisville, KY 40206-0085
800-223-1839 (toll free voice)
502-895-2405 (voice)
502-899-2274 (fax)
info@aph.org
http://www.aph.org/
An organization that creates educational, workplace, and lifestyle products and services for people with visual impairments.

American Psychiatric Association
1000 Wilson Blvd., Ste. 1825
Arlington, VA 22209
888-357-7924 (toll free voice)
apa@psych.org
http://www.psychiatry.org/
Information on the diagnosis and treatment of mental and emotional illness and disorders.

American Psychological Association (APA)
750 1st St. N.E.
Washington, DC 20002-4242
800-374-2721 (toll free voice)
202-336-5500 (voice)
202-336-6123 (TTY)
http://www.apa.org/
Information and resources for educators, parents, and students.

American Speech-Language-Hearing Association (ASHA)
2200 Research Blvd.
Rockville, MD 20850-3289
800-638-8255 (Non-Member toll free voice)
800-638-8255 (Public toll free voice)
301-296-8580 (fax) actioncenter@asha.org
http://www.asha.org/
Information and resources on speech, language, and hearing disorders.

Americans with Disabilities Act (ADA)
U.S. Department of Justice
Civil Rights Division
Disability Rights Section—NYA
950 Pennsylvania Ave. N.W.
Washington, DC 20530-0001
800-514-0301 (toll free voice)
800-514-0383 (toll free TTY)
202-307-1198 (fax)
http://www.ada.gov/
Information and technical assistance on the Americans with Disabilities Act (ADA).

Anxiety Disorders Association of America (ADAA)
8730 Georgia Ave., Ste. 600
Silver Spring, MD 20910
240-485-1001 (voice)
240-485-1035 (fax)
information@adaa.org
http://www.adaa.org/
Information on the prevention and treatment of anxiety disorders.

Applied Science and Engineering Labs
P.O. Box 269
Wilmington, DE 19899
302-651-6830 (voice)
302-651-6834 (TTY)
302-651-6895 (fax)
http://www.asel.udel.edu/
New technologies for people with disabilities.

The Arthritis Foundation
P.O. Box 7669
Atlanta, GA 30357-0669
800-283-7800 (toll free voice)
http://www.arthritis.org/
Information and resources on arthritis.

Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER)
1703 N. Beauregard St., Ste. 440
Alexandria, VA 22311
877-492-2708 (toll free voice)
703-671-4500 (voice)
703-671-6391 (fax)
http://www.aerbvi.org/
Support and assistance to professionals working with individuals who have visual impairments.

Association on Higher Education and Disability (AHEAD)
107 Commerce Center Dr., Ste. 204
Huntersville, NC 28078
704-947-7779 (voice)
617-287-3882 (TTY)
704-948-7779 (fax)
http://www.ahead.org/
An organization of higher education disability service providers that share information about research, accommodations, and legislation.

Attention Deficit Disorder Association (ADDA)
P.O. Box 7557
Wilmington, DE 19803-9997
800-939-1019 (toll free voice/fax)
adda@jmoadmin.com
http://www.add.org/
Nonprofit organization dedicated to providing information, resources, and networking opportunities to people with AD/HD and those that work with them.

Autism Society of America
4340 East-West Hwy., Ste. 350
Bethesda, MD 20814-3067
800-328-8476 (toll free voice)
301-657-0881 (voice)
www.autismsociety.org
Information on Autism and how to promote self-determination strategies for those who are affected by it.

Beach Center on Disability The University of Kansas
Haworth Hall, Rm. 3136
1200 Sunnyside Ave.
Lawrence, KS 66045
785-864-7600 (voice)
786-864-7605 (fax)
beachcenter@ku.edu
http://www.beachcenter.org/
Provides resources for families of people with disabilities along with an electronic newsletter subscription. 

Better Hearing Institute
1444 I St. N.W., Ste. 700
Washington, DC 20005
202-449-1100 (voice)
mail@betterhearing.org
http://www.betterhearing.org/
Information on hearing loss and hearing health care.

Blindness Resource Center
New York Institute of Special Education (NYISE)
Office of Development
999 Pelham Pkwy.
Bronx, NY 10469
718-519-7000, Ext. 315 (voice)
718-231-9314 (fax)
kbenisatto@nyise.com
http://www.nyise.org/
Information on universal access and online resources for those who are visually impaired.

Brain Injury Association of America
1608 Spring Hill Rd., Ste. 110
Vienna, VA 22182
703-761-0750 (voice)
703-761-0755 (fax)
info@biausa.org
http://www.biausa.org/
Information and resources on brain injury prevention, research, education, and advocacy
 

Center for Applied Special Technology (CAST)
40 Harvard Mills Square, Ste. 3
Wakefield, MA 01880-3233
781-245-2212 (voice)
cast@cast.org
http://www.cast.org/
A nonprofit organization expanding opportunities for individuals with disabilities through universal design for learning.
 

Center for Hearing and Communication
50 Broadway, 6th Floor
New York, NY 10004
917-305-7700 (voice)
917-305-7999 (TTY)
917-305-7888 (fax)
appointments@chchearing.org
http://www.lhh.org/
A wide range of services and resources for people with hearing loss and other communication impairments.
 

Center for Independent Living (CIL)
2539 Telegraph Ave.
Berkeley, CA 94704
510-841-4776 (voice)
510-848-3101 (TTY)
510-841-6168 (fax)
http://www.cilberkeley.org/
info@cilberkeley.org
A national leader in helping people with disabilities live independently and become productive, fully participating members of society.
 

Center for Psychiatric Rehabilitation
940 Commonwealth Ave. W.
Boston, MA 02215
617-353-3549 (voice)
617-353-7700 (fax)
psyrehab@bu.edu
http://www.bu.edu/cpr/
An online resource for employers and educators on reasonable accommodations for people with psychiatric disabilities.
 

Center for Universal Design (CUD)
North Carolina State University College of Design Campus Box 8613
Raleigh, NC 27695-8613
800-647-6777 (toll free voice info line)
919-515-3082 (voice/TTY)
919-515-8951 (fax)
cud@ncsu.edu
http://www.ncsu.edu/ncsu/design/cud/
Information and technical assistance for universal design in facilities and products.
 

Center for Universal Design in Education (CUDE)
University of Washington Box 354842
Seattle, WA 98195-4842
doit@uw.edu
www.washington.edu/doit/programs/center-universal-design-education/overview
Research and applications related to universal design of instruction, services, physical spaces, and technology in educational settings.
 

Center on Human Policy
Syracuse University 805 S. Crouse Ave.
Syracuse, NY 13244-2280
800-894-0826 (toll free voice)
315-443-3851 (voice)
315-443-4355 (TTY)
315-443-4338 (fax)
thechp@syr.edu
http://thechp.syr.edu/
A policy, research, and advocacy organization involved in the national movement to ensure the rights of people with disabilities.
 

Children and Adults with Attention- Deficit/Hyperactivity Disorder (CHADD)
8181 Professional Pl., Ste. 150
Landover, MD 20785
800-233-4050 (toll free voice)
301-306-7070 (voice)
301-306-7090 (fax)
http://www.chadd.org/
Advocacy organization for those with AD/HD. 
 

Web Captioner
https://webcaptioner.com/
Closed-captioned tools for people with disabilities and links to information on jobs, movies, resources, hardware, software, and more.

 

Closing the Gap
526 Main St. P.O. Box 68
Henderson, MN 56044
507-248-3294 (voice)
507-248-3810 (fax)
http://www.closingthegap.com/
Information on assistive technology for people with disabilities.
 

Community Services for the Blind and Partially Sighted (CSBPS)
9709 Third Ave. N.E., Ste. 100
Seattle, WA 98115-2027
800-458-4888 (toll free voice/TDD)
206-525-5556 (voice/TDD)
206-525-0422 (fax)
csbps@csbps.com
http://www.sightconnection.org/
Promotes independence and general well being for people with impaired vision. Offers resources for individuals, families, and communities.
 

Council for Exceptional Children
1110 N. Glebe Rd., Ste. 300
Arlington, VA 22201
888-232-7733 (toll free voice)
866-915-5000 (toll free TTY)
703-264-9494 (fax)
service@cec.sped.org
http://www.cec.sped.org/
An international professional organization dedicated to improving educational outcomes for individuals with exceptionalities. Resources include publications, a clearinghouse on disabilities and the gifted, education resources, and discussion lists.
 

CSUN Center on Disabilities
California State University, Northridge 18111 Nordhoff St.,
Bayramian Hall 110
Northridge, CA 91330-8340
818-677-2684 (voice)
818-677-4929 (fax)
codss@csun.edu
http://www.csun.edu/cod/
Sponsors annual conferences, workshops and seminars related to computer use by people with disabilities.
 

Deaf Resource Library
http://www.deaflibrary.org/
Online collection of reference material and links to educate and inform people about Deaf culture.
 

Depression and Related Affective Disorder Association (DRADA)
Meyer 3-181, 600 N. Wolfe St.
Baltimore, MD 21287-7381
410-955-4647 (Baltimore voice)
202-955-5800 (Washington DC voice)
Information on depressive and manic-depressive illnesses.
 

Depression and Bipolar Support Alliance
730 N Franklin St., Ste. 501
Chicago, IL 60654-7225
800-826-3632 (toll free voice)
312-642-7243 (fax)
info@dbsalliance.org
http://www.ndmda.org/
Serves to educate, foster self-help, and eliminate discrimination.
 

Described and Captioned Media Program National Association of the Deaf
1447 E. Main St.
Spartanburg, SC 29307
800-237-6213 (toll free voice)
800-237-6819 (toll free TTY)
800-538-5636 (fax)
info@dcmp.org
http://www.dcmp.org/
Information on captioning films and videos for people who are deaf.
 

Descriptive Video Service/
WGBH Media Access Group at WGBH One Guest St.
Boston, MA 02135
617-300-3600 (voice/TTY)
617-300-1020 (fax)
access@wgbh.org
http://main.wgbh.org/wgbh/pages/mag/description.html
Information on media access for people who are blind or have low vision.
 

Disabilities, Opportunities, Internetworking, and Technology (DO-IT)
University of Washington Box 354842
Seattle, WA 98195-4842
888-972-3648 (toll free voice/TTY)
206-685-3648 (voice/TTY)
Seattle office 509-328-9331 (voice/TTY)
Spokane office 206-221-4171 (fax)
doit@uw.edu
http://www.washington.edu/doit/
Free and low cost educational publications and video presentations that help educators, students, and employers learn about access issues and solutions for people with disabilities; strategies and programs to help people with disabilities achieve success in college and careers.
 

Disabilities, Teaching Strategies, and Resources
http://www.as.wvu.edu/~scidis/sitemap.html
Accommodation and inclusion strategies for students with disabilities in science education.
 

Disability Resources on the Internet
http://www.disabilityresource.org/
Links to disability-related websites and other electronic resources.
 

Disability-Related Resources on the Internet
www.washington.edu/doit/resources/popular-resource-collections/disability-related-resources-internet-0
Links to resources for people with disabilities.
 

Distance Education: Access Guidelines for Students with Disabilities
http://www.htctu.net/publications/guidelines/distance_ed/disted.htm
Distance education access guidelines for California Community Colleges.
 

Easter Seals Disability Services
233 South Wacker Dr., Ste. 2400
Chicago, IL 60606
800-221-6827 (toll free voice)
312-726-6200 (voice)
312-726-4258 (TTY)
312-726-1494 (fax)
http://www.easterseals.com/
Provides a wide variety of services for people with disabilities and their families.
 

Educational Equity Center at The Academy for Educational Development
100 Fifth Ave. 8th Floor
New York, NY 10011
212-243-1110 (voice)
212-627-0407 (fax)
lcolon@aed.org
http://www.edequity.org/
Resources for promoting and developing bias-free learning inside and outside of the classroom. Goal-oriented towards eliminating inequalities based on gender, race/ethnicity, disability, and family income.
 

Epilepsy Foundation of America
8301 Professional Pl.
Landover, MD 20785
800-332-1000 (toll free voice)
http://www.epilepsyfoundation.org/
General information, research, and advocacy services for individuals with epilepsy.
 

Equal Access to Software and Information (EASI)
P.O. Box 818
Lake Forest, CA 92609
949-916-2837 (voice)
info@easi.cc http://easi.cc/
Promotes equal access through on-site and online workshops, courses, and presentations; a website, publications, and e-mail discussion lists; and an electronic journal.
 

Equity and Excellence in Higher Education
Kirsten Behling Institute on Disability
10 West Edge Dr., Ste. 101
Durham, NH 03824
603-862-4320 (voice/TTY)
603-862-0555 (fax)
k.behling@cisunix.unh.edu
http://www.eeonline.org/
Focuses on improving the educational outcomes of postsecondary students with disabilities.
 

Faculty Room
www.washington.edu/doit/programs/accesscollege/faculty-room/overview
Professional development resources for postsecondary faculty and administrators.
 

Family Village—A Global Community of Disability-Related Resources Waisman Center
University of Wisconsin,
Madison 1500 Highland Ave.
Madison, WI 53705-2280
familyvillage@waisman.wisc.edu
http://www.familyvillage.wisc.edu/
Information on diagnoses, communications, adaptive technology and products, and education for individuals with disabilities, families, and professionals.
 

Hearing Loss Association of America
7910 Woodmont Ave., Ste. 1200
Bethesda, MD 20814
301-657-2248 (voice)
http://www.hearingloss.org/
Provides information, education, advocacy, and support for individuals with hearing loss.
 

HEATH (Higher Education and Adult Training for People with Handicaps) Resource Center
George Washington University
2134 G St. N.W.
Washington, DC 20052-0001
202-994-3365 (fax)
AskHEATH@gwu.edu http://www.heath.gwu.edu/
A clearinghouse on postsecondary education for individuals with disabilities. Humanser An organization of professionals who are blind and working, or aspiring to work, in the fields of social work, psychology, rehabilitation, and counseling. To subscribe, send a message with a blank subject line to listserv@nfbnet.org. In the body of the message type "subscribe humanser." Independent Living Aids P.O. Box 9022 Hicksville, NY 11802 800-537-2118 (toll free voice) 516-937-3906 (fax) http://www.independentliving.com/ A catalog of products to help people with disabilities live independently.
 

Institute for Human Centered Design—Adaptive Environments
200 Portland St., Ste. 1
Boston, MA 02114
617-695-1225 (voice/TTY)
617-482-8099 (fax)
info@HumanCenteredDesign.org
Information on civil rights laws and other codes that relate to accessibility and universal design.
 

Institute on Community Integration (ICI)
University of Minnesota
102 Pattee Hall 150 Pillsbury Dr. S.E.
Minneapolis, MN 55455
612-624-6300 (voice)
ici@umn.edu
http://ici.umn.edu/
ICI improves community services and supports for persons with developmental disabilities and their families. ICI offers pre-professional and professional training, provides technical assistance, and publishes materials for a broad audience.
 

International Dyslexia Association
40 York Rd., 4th Floor
Baltimore, MD 21204
410-296-0232 (voice)
410-321-5096 (fax)
https://dyslexiaida.org/​
Promotes effective teaching approaches and related clinical educational intervention strategies for dyslexics.
 

Job Accommodation Network (JAN)
P.O. Box 6080
Morgantown, WV 26506-6080
800-526-7234 (toll free voice)
877-781-9403 (toll free TTY)
304-293-7186 (voice)
304-293-5407 (fax)
jan@jan.wvu.edu
http://www.jan.wvu.edu/
Resource regarding reasonable accommodations for people with disabilities in work settings.
 

Laurent Clerc National Deaf Education Center
Gallaudet University
202-651-5636 (TTY/VP)
202-651-5031 (voice)
202-651-5646 (fax)
clerc.center@gallaudet.edu
http://clerccenter.gallaudet.edu/
Resources for people with hearing impairments.
 

LD OnLine WETA Public Television
2775 S. Quincy St.
Arlington, WA 22206
703-998-2600 (voice)
703-998-2060 (fax)
http://www.ldonline.org/
Resource for information regarding learning disabilities.
 

LD Resources: Resources for People with Learning Disabilities
http://www.ldresources.com/
Information for people with specific learning disabilities.
Learning Ally 20 Roszel Rd.
Princeton, NJ 08540
866-732-3585 (toll free voice)
800-221-4792 (toll free voice member services)
http://www.learningally.org/
Accessible book library for students with disabilities, providing taped educational books, free on loan.
 

Learning Disabilities Association of America
4156 Library Rd.
Pittsburgh, PA 15234-1349
412-341-1515 (voice)
412-344-0224 (fax)
ldanatl@usaor.net
https://ldaamerica.org/
Information and resources about learning disabilities.
 

Lighthouse International
111 E. 59th St.
New York, NY 10022-1202
800-829-0500 (toll free voice)
212-821-9200 (voice)
212-821-9713 (TTY)
212-821-9707 (fax)
info@lighthouse.org
http://www.lighthouse.org/
Text resources for people with vision impairments.
 

Media Access Group at
WGBH One Guest St.
Boston, MA 02135
617-300-3600 (voice/TTY)
617-300-1020 (fax)
access@wgbh.org
http://main.wgbh.org/wgbh/pages/mag/
Develops and delivers accessible media.
 

Mental Health Association
2000 N. Beauregard St., 6th Floor
Alexandria, VA 22311
800-969-6642 (toll free voice)
800-433-5959 (TTY)
703-684-7722 (voice)
703-684-5968 (fax)
http://www.nmha.org/
National advocacy, education, research, and service for improvement of mental health.
 

Mobility International, USA (MIUSA)
132 E. Broadway, Ste. 343
Eugene, OR 97401
541-343-1284 (voice/TTY)
541-343-6812 (fax)
http://www.miusa.org/
Serves to integrate people with disabilities into international educational exchange programs and other travel.
 

Multiple Sclerosis Foundation, Inc. (MSF)
6350 N. Andrews Ave.
Fort Lauderdale, FL 33309-2130
800-225-6495 (toll free voice)
954-776-6805 (voice)
954-938-8708 (fax)
admin@msfocus.org
http://www.msfocus.org/
Information, programming, and support for people with Multiple Sclerosis.
 

Muscular Dystrophy Association
3300 E. Sunrise Dr.
Tucson, AZ 85718
800-572-1717 (toll free voice)
mda@mdausa.org
http://www.mda.org/
Information on Muscular Dystrophy.
 

National Alliance for Research on Schizophrenia and Depression (NARSAD)
60 Cutter Mill Rd., Ste. 404
Great Neck, NY 11021
800-829-8289 (toll free voice info line)
516-829-0091 (voice)
516-487-6930 (fax)
info@narsad.org
http://www.narsad.org/
Researches the causes, cures, treatments, and prevention of brain disorders, primarily schizophrenia, depression, and bipolar disorders.
 

National Alliance of Blind Students (NABS)
c/o Patricia Castillo American Council of the Blind
1155 15th St. N.W., Ste. 1004
Washington, DC 20005
800-424-8666 (toll free voice)
202-467-5081 (voice)
202-467-5085 (fax)
info@acb.org
http://www.blindstudents.org/
A national voice for students with visual impairments.
 

National Alliance on Mental Illness (NAMI)
3803 N. Fairfax Dr., Ste 100
Arlington, VA 22203
800-950-6264 (toll free voice)
703-524-7600 (voice)
703-524-9094 (fax)
https://www.nami.org/Home
Support, education, advocacy, and research regarding severe mental illnesses.
 

National Assistive Technology Technical Assistance Partnership (NATTAP)
State Contact List 1700 N. Moore St., Ste. 1540
Arlington, VA 22209-1903
703-524-6686 (voice)
703-524-6639 (TTY)
703-524-6630 (fax)
resnaTA@resna.org
https://www.resna.org/
Programs to promote the provision of technology-related assistance for people with disabilities.
 

National Association for Visually Handicapped
22 W. 21st St., 6th Floor
New York, NY 10010
212-889-3141 (voice)
212-727-2931 (fax)
navh@navh.org
http://www.navh.org/
Low vision aids and resources for people with visual impairments.
 

National Association of the Deaf (NAD)
8630 Fenton St., Ste. 820
Silver Spring, MD 20910
301-587-1788 (voice)
301-587-1789 (TTY)
301-587-1791 (fax)
http://www.nad.org/
A consumer advocacy organization for people who are deaf or hard of hearing.

National Captioning Institute (NCI)
1900 Gallows Rd., Ste. 3000
Vienna, VA 22182
703-917-7600 (voice/TTY)
703-917-9853 (fax)
mail@ncicap.org
http://www.ncicap.org/
Provides captioned programming and technology.
 

National Center for Stuttering
200 East 33rd St.
New York, NY 10016
800-221-2483 (toll free voice)
http://www.stuttering.com/
Information, education, and resources related to stuttering.
 

National Center for the Dissemination of Disability Research
4700 Mueller Blvd.
Austin, TX 78723
800-266-1832 (toll free voice)
512-476-6861 (voice)
512-476-2286 (fax)
NCDDR@sedl.org
http://www.ncddr.org/
Resource for disability-related research.
 

National Center for Learning Disabilities
381 Park Ave. S., Ste. 1401
New York, NY 10016
888-575-7373 (toll free voice)
212-545-7510 (voice)
212-545-9665 (fax)
ncld@ncld.org
http://www.ncld.org/
Information, resources, and services regarding learning disabilities
 

National Center on Accessible Information Technology in Education (AccessIT)
University of Washington
Box 357920
Seattle, WA 98195-7920
206-685-4181 (voice)
866-866-0162 (toll free TTY)
206-543-4779 (fax)
accessit@u.washington.edu
http://www.washington.edu/accessit/
 

National Center on Secondary Education and Transition (NCSET)
University of Minnesota
6 Pattee Hall 150 Pillsbury Dr. S.E.
Minneapolis, MN 55455
612-624-2097 (voice)
612-624-9344 (fax)
ncset@umn.edu
http://www.ncset.org/
Identifies needs of youth with disabilities to successfully participate in postsecondary education and training, civic engagement, and meaningful employment.
 

National Clearinghouse of Rehabilitation Training Materials
Utah State University
6524 Old Main Hill
Logan, UT 84322-6524
866-821-5355 (toll free voice)
435-797-7537 (fax)
ncrtm@usu.edu
http://www.okdrs.org/guide/national-clearinghouse-rehabilitation-training-materials-ncrtm
Promotes best practices in rehabilitation and counseling.
 

National Council on Disability (NCD)
1331 F St. N.W., Ste. 850
Washington, DC 20004
202-272-2004 (voice)
202-272-2074 (TTY)
202-272-2022 (fax)
ncd@ncd.gov
http://www.ncd.gov/
An independent federal agency to address, analyze, and make recommendations on issues of public policy which affect people with disabilities.
 

National Federation of the Blind
200 East Wells Street at Jernigan Place
Baltimore, MD 21230
410-659-9314 (voice)
410-685-5653 (fax)
http://www.nfb.org/
Information about blindness, referral services, scholarships, literature and publications, adaptive equipment, advocacy services, job opportunities, and support for people who are blind and their families.
 

National Institute of Mental Health
6001 Executive Blvd., Rm. 8184,
MSC 9663
Bethesda, MD 20892-9663
866-615-6464 (toll-free voice)
866-415-8051 (toll-free TTY)
301-443-4513 (voice)
301-443-8431 (TTY)
301-443-4279 (fax)
nimhinfo@nih.gov
http://www.nimh.nih.gov/
Strives to understand, treat, and prevent mental illness.
 

National Institute on Deafness and Other Communication Disorders (NIDCD)
31 Center Dr., MSC 2320
Bethesda, MD 20892-2320
800-241-1055 (toll free TTY)
800-241-1044 (toll free voice)
301-496-7243 (voice)
301-402-0252 (TTY)
301-402-0018 (fax)
nidcdinfo@nidcd.nih.gov
http://www.nidcd.nih.gov/
Facilitates and enhances the dissemination of information on hearing, balance, smell, taste, voice, speech, and language disorders.
 

National Institute on Disability & Rehabilitation Research (NIDRR)
4400 Maryland Ave. S.W., Mailstop PCP-6038
Washington, DC 20202 202-245-7640 (voice/TTY)
202-245-7323 (fax)
OSERS_NIDRR@ed.gov
http://www.acl.gov/programs/NIDILRR/
Current research, publications, disability, and rehabilitation resources.
 

National Library Service for the Blind and Physically Handicapped (NLS)
Library of Congress
1291 Taylor St. N.W.
Washington, DC 20011
888-657-7323 (toll free voice)
202-707-5100 (voice)
202-707-0744 (TTY)
202-707-0712 (fax)
nls@loc.gov
http://www.loc.gov/nls/
A free library program of Braille and recorded materials.
 

National Multiple Sclerosis Society (NMSS)
733 Third Ave., 3rd Floor
New York, NY 10017
800-344-4867 (toll free voice)
http://www.nationalmssociety.org/
Information, news, and educational programs related to multiple sclerosis.
 

National Organization on Disability (NOD)
888 Sixteenth St. N.W., Ste. 800
Washington, DC 20006
202-293-5960 (voice)
202-293-5968 (TTY)
202-293-7999 (fax)
http://www.nod.org/
Promotes the full participation of Americans with disabilities in all aspects of community life.
 

National Rehabilitation Information Center (NARIC)
8201 Corporate Dr., Ste. 600
Landover, MD 20785
800-346-2742 (toll free voice)
301-459-5900 (voice)
301-459-5984 (TTY)
naricinfo@heitechservices.com
http://www.naric.com/
Collects and disseminates the results of Federally funded research projects.
 

National Spinal Cord Injury Association (NSCIA)
1 Church St., #600
Rockville, MD 20850
800-962-9629 (toll free help-line)
866-387-2196 (toll free fax)
info@spinalcord.org
http://www.spinalcord.org/
Information, research, and resources regarding spinal cord injuries.
 

Obsessive-Compulsive Foundation
P.O. Box 961029
Boston, MA 02109
617-973-5801 (voice)
617-973-5803 (fax)
info@ocfoundation.org
http://www.ocfoundation.org/
Providing education, assistance, and support for obsessive compulsive disorder and related disorders.
 

Office of Special Education and Rehabilitative Services (OSERS)
U.S. Department of Education
400 Maryland Ave. S.W.
Washington, DC 20202-7100
202-245-7468 (voice)
http://www.ed.gov/about/offices/list/osers/
Provides leadership and financial support to states and local districts to improve results for children and youth with disabilities.
 

PEPnet
California State University, Northridge
18111 Nordhoff St.
Northridge, CA 91330-8267
888-684-4695 (toll free voice/TTY)
818-677-2099 (voice/TTY)
818-677-6270 (fax)
http://www.pepnet.org/
Helps postsecondary institutions attract and serve individuals who are deaf and hard of hearing.
 

Regional Alliance for Science, Engineering, & Mathematics—Squared (RASEM2)
New Mexico State University
P.O. Box 30001, Dept. 3CE
Las Cruces, NM 88003
888-646-6051 (toll free voice)
505-646-8020 (TDD)
575-646-3367 (fax)
http://engr.nmsu.edu/tag/rasem-squared/
Programs that help students with disabilities overcome barriers to science, math, engineering, and technology careers.
 

Registry of Interpreters for the Deaf (RID)
333 Commerce St.
Alexandria, VA 22314
703-838-0030 (voice)
703-838-0459 (TTY)
703-838-0454 (fax)
http://www.rid.org/
Organization which includes professional interpreters of American Sign Language and translators of English.
 

Rehabilitation Research and Training Center on Blindness and Low Vision
Mississippi State University
P.O. Drawer 6189
Mississippi State, MS 39762
662-325-2001 (voice)
662-325-8693 (TDD)
BCavenaugh@colled.msstate.edu
http://www.blind.msstate.edu/
Information on research, training, and publications for blindness and low vision.
 

RESNA (Rehabilitation Engineering and Assistive Technology Society of North America)
1700 N. Moore St., Ste. 1540
Arlington, VA 22209-1903
703-524-6686 (voice)
703-524-6639 (TTY)
703-524-6630 (fax)
https://www.resna.org/
Resources regarding technology for people with disabilities.
 

SciTrain Center for Assistive Technology and Environmental Access (CATEA)
490 Tenth St.
Atlanta, GA 30332-0156
800-726-9119 (toll free voice)
404-894-4960 (voice/TTY)
404-894-9320 (fax)
catea@coa.gatech.edu
http://www.catea.gatech.edu/scitrain/
Resource for training information for high school math and science teachers, so that they can effectively teach students with disabilities.
 

Science Access Project
Oregon State University
Department of Physics
301 Weniger Hall
Corvallis, OR 97331-6507
541-737-4631 (voice)
541-737-1683 (fax)
http://dots.physics.orst.edu/
A project to enhance the ability of people with print disabilities to read, write, and manipulate information, with a focus on math equations, information normally presented in tables and graphs, and information presented in diagrams and figures.
 

Section 504 of the Rehabilitation Act
www.hhs.gov/sites/default/files/ocr/civilrights/resources/factsheets/504.pdf

Section 508 of the Rehabilitation Act
http://www.access-board.gov/508.htm
 

Spina Bifida Association
4590 MacArthur Blvd. N.W., Ste. 250
Washington, DC 20007
800-621-3141 (toll free voice)
202-944-3285 (voice)
202-944-3295 (fax)
sbaa@sbaa.org
http://www.spinabifidaassociation.org/
News and resources on Spina Bifida.
 

Sun Microsystems' Accessibility Program
http://www.sun.com/accessibility/
Develops architectural strategies and solutions to benefit users with disabilities.
 

Teaching Math to Visually Impaired Students
Texas School for the Blind and Visually Impaired
1100 W. 45th St. Austin, TX 78756
800-872-5273 (toll free recording)
512-206-9305 (voice)
512-206-9451 (TDD)
512-206-9450 (fax)
susanosterhaus@tsbvi.edu
http://www.tsbvi.edu/math/
Strategies for teaching math to students with visual impairments.
 

Tourette Syndrome Association, Inc.
42-40 Bell Blvd.
Bayside, NY 11361
718-224-2999 (voice)
718-224-9596 (fax)
http://www.tsa-usa.org/
Develops and disseminates educational materials, coordinates support services, and funds research.
 

Trace Research & Development Center
2107 Engineering Centers Bldg.
1550 Engineering Dr.
Madison, WI 53706
608-262-6966 (voice)
608-263-5408 (TTY)
608-262-8848 (fax)
info@trace.wisc.edu
http://trace.wisc.edu/
An interdisciplinary research, development, and resource center to advance the ability of people with disabilities to achieve their life objectives through the use of communication, computer, and information technologies.
 

United Cerebral Palsy
1660 L St. N.W., Ste. 700
Washington, DC 20036
800-872-5827 (toll free voice)
202-776-0406 (voice)
202-776-0414 (fax) info@ucp.org
http://www.ucp.org/
Information and resources regarding Cerebral Palsy.
 

U.S. Department of Health and Human Services (HHS)
200 Independence Ave. S.W.
Washington, DC 20201
877-696-6775 (toll free voice)
202-619-0257 (voice)
http://www.hhs.gov/
The United States government's principal agency for protecting the health of all Americans and providing essential human services.
 

Web Accessibility Initiative (WAI)
MIT/CSAIL, Building 32-G530 32 Vassar St.
Cambridge, MA 02139
617-253-2613 (voice)
http://www.w3.org/WAI/
An initiative of the World Wide Web Consortium that provides accessibility guidelines, tools, education, research & development.
 

WebAIM Web Accessibility In Mind Center for Persons with Disabilities
6800 Old Main Hill Utah State University
Logan, UT 84322-6800
435-797-7024 (voice) 
435-797-1981 (TDD)
435-797-3944 (fax)
http://www.webaim.org/
Information about how to make webpages accessible to people with disabilities.

 

access barriers: Any obstruction that prevents people with disabilities from using standard facilities, equipment, and resources.

accessible: In the case of a facility, readily usable by a particular individual; in the case of a program or activity, presented or provided in such a way that a particular individual can participate, with or without auxiliary aid(s); in the case of electronic resources, usable with or without adaptive computer technology.

accessible web design: Creating webpages according to universal design principles to eliminate or reduce barriers, including those that affect people with disabilities.

accommodation: An adjustment to make a program, facility, or resource accessible to a person with a disability.

adaptive technology: Hardware or software products that provide access to a computer that is otherwise inaccessible to an individual with a disability.

ALT attribute: HTML code that works in combination with graphical tags to provide alternative text for graphical elements.

alternative keyboard: A keyboard that is different from a standard computer keyboard in its size or layout of keys.

Americans with Disabilities Act of 1990 (ADA): A comprehensive federal law that prohibits discrimination on the basis of disability in employment, public services, public accommodations, services operated by private entities, and telecommunications.

American Standard Code for Information Interchange (ASCII): Standard for unformatted plain text that enables transfer of data between platforms and computer systems.

anxiety disorders: Mood disorders in which the individual responds to thoughts, situations, environments, and/or people with fear and anxiety.

applet: Computer program that runs from within another application.

assistive listening devices (ALDs): Devices designed to amplify sound directly from a microphone/transmitter to a receiver/hearing aid. Examples include FM systems, infrared transmissions, and induction loops.

assistive technology: Technology used to assist a person with a disability, e.g., wheelchair, handsplints, computer-based equipment.

attention deficit disorder/attention deficit hyperactive disorder (ADD/ADHD): Disorders that affect the ability to attend and concentrate.

audio description: The addition of audio content to a video product to read titles and speaker names and describe scenery, objects, and other vital information for audience members who cannot see.

auditory processing disorder: A type of learning disability that involves difficulty listening, attending to, discriminating, and/or remembering aural information, not due to a hearing loss.

binary files: Electronic files containing non ASCII text.

bipolar affective disorder (BAD): A mood disorder with revolving periods of mania and depression.

borderline personality disorder (BPD): A personality disorder that includes both mood disorder and thought disorder symptoms.

Braille: A system of embossed characters formed by using a Braille cell, a combination of six dots consisting of two vertical columns of three dots each. Each simple Braille character is formed by one or more of these dots and occupies a full cell or space. Some Braille may use eight dots.

browser: Software designed to access and display information available on the web. Browsers may be graphical or text-based. Text-only browsers cannot display images, sound clips, video, and plug-in features that graphical browsers can. Talking browsers are also available for use by people who have difficulty reading text due to a learning disability or visual impairment.

captioning/captions: Text that is displayed on video presentations or broadcasts enabling people with hearing impairments to access the audio portion of the material.

cerebral palsy: A condition that results from early, non-progressive damage to the brain, often impacting hand use, mobility, and/or speech.

closed captions: Captions that appear on the screen only when special equipment, called decoders, are used to view the video product.

closed circuit TV magnifier (CCTV): Camera used to magnify and project books or other materials onto a monitor or television screen.

communication device: Hardware that allows a person who has difficulty using his or her voice to use symbols or a synthesized voice for communication. May range in complexity from a simple picture board to complex electronic devices that allow personalized, unique construction of ideas.

compensatory tools: Adaptive computing systems that allow people with disabilities to use computers to complete tasks that they would have difficulty doing without the aid of a computer, e.g., reading, writing, communicating, accessing information.

concept mapping: Software that allows for visual representation of ideas and concepts that are presented spatially and can be connected with arrows to show relationships between ideas.

digital: Computer-formatted data or information.

disability: Physical or mental impairment that substantially limits one or more major life activities; a record of such an impairment; or being regarded as having such an impairment (Americans with Disabilities Act of 1990).

discrimination: Act of making a difference in treatment or favor on a basis other than individual merit.

diversity: Refers to all races, ethnicities, disabilities, genders, ages, and cultures.

dyscalculia: A learning disability that makes it difficult for a person to understand and use math concepts and symbols.

dysgraphia: A learning disability that makes it difficult for a person to perform physical tasks of forming letters and words using a pen and paper and producing legible handwriting.

dyslexia: A learning disability that may cause an individual to mix up letters within words and words within sentences while reading.They may also have difficulty spelling words correctly while writing; letter reversals are common. Some individuals with dyslexia also have a difficult time using relative or cardinal directions.

dyspraxia: A learning disability in which a person's language comprehension does not match language production. They may mix up words and sentences while talking.

electronic information: Any digital data for use with computers or computer networks, including disks, CD-ROMs, and web resources.

facility: All or any portion of a physical complex, including buildings, structures, equipment, grounds, roads, and parking lots.

fingerspelling: Method of sign language interpretation that uses a manual alphabet to spell a spoken word.

FM sound amplification system: Electronic amplification system consisting of three components: a microphone or transmitter, monaural FM receiver, and a combination charger and carrying case. It provides wireless FM broadcast from a speaker to a listener who has a hearing impairment.

graphical user interface (GUI): Program interface that presents digital information and software programs in an image-based format, as compared to a character-based format.

hardware: Physical equipment related to computers.

hearing impairment: Complete or partial loss of ability to hear caused by a variety of injuries or diseases, including congenital defects.

hidden disability: Also known as an invisible disability, any disability that is not readily observable to others.

host: Any computer that holds Internet resources for access by others, or the computer that provides Internet access and houses email accounts.

HTML validation: Process that analyzes HTML documents and identifies HTML errors and non-standard code.

hyperlink, hypertext: Highlighted word or graphic on a webpage that, when selected, allows the user to jump to another part of the document or to another webpage.

hypertext markup language (HTML): Markup language used to create webpages.

hypertext transfer protocol (HTTP): Communication protocol used by the web to transfer text, graphics, audio, and video.

image map: Picture or graphic on a webpage in which hyperlinks are embedded.

inclusion: See mainstreaming.

input: Any method by which information is entered into a computer.

Internet: Computer network connecting government, education, commercial, other organizational and individual computer systems.

interpreter: Professional person who assists a deaf person in communicating with hearing people.

invisible disability: Also known as a hidden disability. Any disability that is not readily observable to others.

Java: Computer programming language used to create programs or applets that work with some web browsers to include features with animation or other characteristics not available through standard HTML.

joystick: A device consisting of a lever that allows a pointer to move up, right, left, or down and serves as an alternative to a mouse. It usually includes buttons to enable mouse clicks.

keyboard emulation: A method of having an alternative device or software, such as a switch-based system, serve the role of a keyboard.

keyguard: A plastic or metal shield that covers a keyboard with holes over the keys. It allows use of a keyboard without undesired activation of surrounding keys.

large print books: Most ordinary print books use 10-12 point font for body text. Large print books generally use 16 to 18 point font. The size of a large print book is also proportionately larger (usually 8.5 x 11 inches).

LD (learning disabled): Difficulties with intake, processing, or output of information resulting in a large discrepancy between intelligence and achievement.

learning styles: Preferences toward processing and integrating information using different sensory abilities (e.g., auditory, visual, kinesthetic).

Lynx: Text-based web browser.

mainstreaming: The inclusion of people with disabilities, with or without special accommodations, in programs, activities, and facilities with their non-disabled peers.

major life activities: Functions such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, working, and participating in community activities (Americans with Disabilities Act of 1990).

mental illness: A term that refers collectively to all diagnosable mental disorders causing severe disturbances in thinking, feeling, relating, and functional behaviors. These disorders result in substantially diminished capacity for coping with the ordinary demands of life.

mobility impairment: Disability that affects movement ranging from gross motor skills, such as walking, to fine motor movement involving manipulation of objects by hand.

mouse emulation: A method of having an alternative device or software, such as a switch-based system, to serve the role of a mouse.

multimedia: In terms of electronic information, any data that is presented through several formats including text, graphics, moving pictures, and sound.

multi-tasking: Attending to, performing, and managing two or more tasks concurrently.

non-verbal learning disorder: A learning disorder demonstrated by below-average motor coordination, visual-spatial organization, and social skills.

off-line captioning: Captions that are developed after the video product has been created.

onscreen keyboard: See virtual keyboard.

open captioning: Captions that always appear on the screen when the video product is presented.

optical character recognition (OCR): Technology system that scans and converts printed materials into electronic text.

oral interpreter: A professional who uses lip movements to make spoken language more accessible to individuals with hearing impairments who lipread.

output: Any method of displaying or presenting electronic information to the user through a computer monitor or other device.

peripheral neuropathy: A condition caused by damage to the nerves in the peripheral nervous system, which includes nerves that run from the brain and spinal cord to the rest of the body.

physical or mental impairment: Any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; or any mental or psychological disorder, such as intellectual disability, organic brain syndrome, emotional or mental illness, and specific learning disabilities (Americans with Disabilities Act of 1990).

plug-in: A separate program written to be launched by a specific web browser to display or run special elements in webpages, such as animation, video, or audio.

psychiatric disability: A diagnosable mental illness causing severe disturbances in thinking, feeling, relating, and/or functional behaviors that results in a substantially diminished capacity to cope with daily life demands.

qualified individual with a disability: An individual with a disability who, with or without reasonable modification to rules, policies, or practices, the removal of architectural, communication, or transportation barriers, or the provision of auxiliary aids and services, meets the essential eligibility requirements for the receipt of services or the participation in programs or activities provided by a public entity (Americans with Disabilities Act of 1990).

reader: A volunteer or employee of an individual with a disability (e.g., visual impairment, learning disability) who reads printed material in person or for an audio recording.

reading system: Hardware and software designed to provide access to printed text for people with visual impairments, mobility impairments, or learning disabilities. Character recognition software controls a scanner that takes an image of a printed page, converts it to computer text using recognition software, and then reads the text using a synthesized voice.

real-time captions: Captions that are simultaneously created during a video program or meeting.

reasonable accommodations: The removal of a barrier, alteration of an assignment, or the provision of auxiliary aids to allow the full access and participation of an individual with a disability, in learning, employment, or other activities.

refreshable Braille display: Hardware connected to a computer that translates text selected on a computer monitor to Braille characters.

repetitive stress injury (RSI): This disability may be chronic or acute and usually is described as pain caused by overuse of extremities, usually hands and wrists.

reverse interpreting: A method of communication used when a sign language interpreter voices what is expressed by a person who is deaf or hard of hearing who cannot speak.

scanning input: A switch-based method of controlling a computer. Activations of a switch will bring up a control panel that, upon subsequent switch activations, allow a user to focus in on a desired control or keystroke. Custom scanning layouts can be created for a variety of purposes and programs and may also be used in a communication device.

schizophrenia: A thought disorder that may cause a person to experience delusions, hallucinations and paranoia that can result in difficulty with activities of daily living.

screen enlargement: Hardware or software that increases the size of characters and text on a computer screen.

screen reader: Software used to read text on a computer screen, often used by people who are blind, with visual impairments, or with learning disabilities.

screen resolution: Refers to the clarity or sharpness of an image. For computer monitors, this term indicates the number of pixels (or dots) on the screen used to display text and graphics. A higher screen resolution indicates increased display clarity.

Section 508 of the Rehabilitation Act: Legislation that requires federal agencies to develop, procure, and use accessible electronic and information technology.

Section 713 of the Telecommunication Act of 1996: Legislation that resulted in many changes in the broadcast and cable television industries. Among other things it charged the Federal Communications Commission (FCC) to create mandates to increase the percentage of television programming that is captioned. It has published rules and set guidelines for gradually increasing the number of captioned programs.

sensory impairment: A disability that affects touch, sight, or hearing, or any combination of the three.

server: Any computer that stores information that is available to other users, often over the Internet.

side effects: The effects of medications that can interfere with functional performance.

sign language: Manual communication commonly used by people who are deaf. The gestures or symbols in sign language are organized in a linguistic way. Each individual gesture is called a sign. Each sign has three distinct parts: the handshape, the position of the hands, and the movement of the hands. American Sign Language (ASL) is the most commonly used sign language in the United States. Deaf people from different countries speak different sign languages.

specific learning disability: A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in difficulties listening, thinking, speaking, reading, writing, spelling, or doing mathematical calculations. Frequent limitations include hyperactivity, distractibility, emotional instability, visual and/or auditory perception difficulties, and/or motor limitations, depending on the type(s) of learning disability.

speech impairment: Problems in communication and related areas, such as oral motor function, ranging from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech.

speech input or speech recognition: A method of controlling a computer and creating text by dictation. Speech input software is combined with a microphone.

standard HTML: Version of HTML accessible by all browsers.

strategy: System or plan to meet objectives or problem solve.

streaming media: A method of transferring audio and video via a network from a server to an end user's computer. During the transmission, the material is displayed or played on the end user's computer.

switch input: A method of controlling a computer or communication device. It is most often used with Morse code or scanning methods, but may also be used for controlling household appliances and related controls. Switches are available in a nearly endless array of sizes, shapes, and activation methods.

tag: (1) HTML code that prescribes the structure and formatting of webpages. (2) a keyword assigned to a piece of digital information, such as an image, document, or computer file.

telecommunications device for the Deaf (TDD) or teletypewriter (TTY): A device that enables someone who has a speech or hearing impairment to use a telephone when communicating with someone else who has a TDD/TTY. It can be used with any telephone, and one needs only a basic typing ability to use them.

Television Decoder Circuitry Act of 1990: Legislation that requires that television sets with screens thirteen inches or larger manufactured for sale in the United States must have built-in closed caption decoders.

test anxiety: The experience of severe distress such that an individual is rendered emotionally and physically unable to take an exam.

trackball: A mouse alternative that is basically an upside-down mouse. Useful for some people with mobility impairments because it isolates pointer movement from button clicking.

traumatic brain injury (TBI): Open and closed head injuries resulting in impairments in one or more areas, including cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital, degenerative, or induced by birth trauma.

uniform resource locator (URL): An address used to locate a specific resource on the Internet. DO-IT's URL is www.washington.edu/doit.

universal design (UD): Designing programs, services, tools, and facilities so that they are usable, without modification, by the widest range of users possible, taking into account a variety of abilities and disabilities.

universal design of instruction (UDI): The design of instructional materials and activities that make learning achievable by students with a wide variety of abilities and disabilities.

virtual keyboard: Software used to emulate a keyboard. A picture of a keyboard is displayed on a computer screen and the user points and clicks on the pictures of keys to enter text.

vision impairments: Complete or partial loss of ability to see, caused by a variety of injuries or diseases, including congenital defects. Legal blindness is defined as visual acuity of 20/200 or less in the better eye with correcting lenses, or widest diameter of visual field subtending an angular distance no greater than 20 degrees.

Vocational Rehabilitation Act of 1973: Legislation that prohibits discrimination on the basis of disability and applies to any program that receives federal financial support. Section 504 of the Act is aimed at making educational programs and facilities accessible to all students. Section 508 of the Act requires that electronic office equipment purchased through federal procurement meets disability access guidelines.

word prediction: Software that reduces the number of keystrokes needed to type words and sentences. As characters are entered on either a standard, alternative, or virtual keyboard, suggested completions of the word that has been started are provided to the user.

web (WWW or World Wide Web): Hypertext and multimedia gateway to the Internet.

Alexander, C., & Strain, P. S. (1978). A review of educators' attitudes toward handicapped children and the concept of mainstreaming. Psychology in the Schools, 15(3), 390-396.

Americans with Disabilities Act of 1990. 42 U.S.C.A. ¤ 12101 et seq.

Anderson-Inman, L., Knox-Quinn, C., & Szymanski, M. (1999). Computer-supported studying: Stories of successful transition to postsecondary education. Career Development for Exceptional Individuals, 22(2), 185-212.

Andresen, L. (1991). Teaching university teachers to teach—while they teach. A Quarterly Experience, 26, 14-17.

Bain, L., Scott, S., & Steinberg, A. G. (2004). Socialization experiences and coping strategies of adults raised using spoken language. Journal of Deaf Studies and Deaf Education, 9(1), 120-128.

Baird, L., Schneier, C., & Laird, D. (1983). The training and development sourcebook. Amherst, MA: Human Resource Development Press.

Benz, M. R., Doren, B., & Yovanoff, P. (1998). Crossing the great divide: Predicting productive engagement for young women with disabilities. Career Development for Exceptional Individuals, 21(1), 3-16.

Bernstein, L. E., Auer, E. T., & Tucker, P. E. (2001). Enhanced speech reading in deaf adults: Can short-term training/practice close the gap for hearing adults? Journal of Speech, Language, and Hearing Research, 44(1), 5-18.

Blackhurst, A. E., Lahm, E. A., Harrison, E. M., & Chandler, W. G. (1999). A framework for aligning technology with transition competencies. Career Development for Exceptional Individuals, 22(2), 153-183.

Blackorby, J., & Wagner, M. (1996). Longitudinal postschool outcomes of youth with disabilities: Findings from the national longitudinal transition study. Exceptional Children, 62(5), 399-414.

Bowe, F. G. (2000). Universal design in education: Teaching nontraditional students. Westport, CT: Bergin & Garvey.

Brookfield, S. D. (1993). Self-directed learning, political clarity, and the critical practice of adult education. Adult Education Quarterly, 43(4), 227-242.

Bruce, R. R., & Wyman, S. M. (1998). Changing organizations: Practicing action training and research. Thousand Oaks, CA: Sage Publications.

Burgstahler, S. (2003). Accommodating students with disabilities: Professional development needs of faculty. To Improve the Academy, 21, 179-195.

Burgstahler, S. (2007a). Accessibility training for distance learning personnel. Access Technology Higher Education Network (ATHEN) E-Journal, 2. Retrieved August 5, 2009, from https://athenpro.org/node/41

Burgstahler, S. (2007b). Lessons learned in the Faculty Room. Journal on Excellence in College Teaching, 18(3), 103-128.

Burgstahler, S. (2008a). Promoters and inhibitors of universal design in higher education. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice (pp. 279-283). Cambridge, MA: Harvard Education Press.

Burgstahler, S. (2008b). Universal design in higher education. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice (pp. 3-20). Cambridge, MA: Harvard Education Press.

Burgstahler, S. (2008a). Universal design of instruction: From principles to practice. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice (pp. 23-43). Cambridge, MA: Harvard Education Press.

Burgstahler, S., & Cory, R. (Eds.). (2008). Universal design in higher education: From principles to practice. Cambridge, MA: Harvard Education Press.

Burgstahler, S., & Doe, T. (2006). Improving postsecondary outcomes for students with disabilities: Designing professional development for faculty. Journal of Postsecondary Education and Disability, 18(2), 135-147.

Burgstahler, S., & Jirikowic, T. (2002). Supporting students with disabilities: What every teaching assistant should know. The Journal of Graduate Teaching Assistant Development, 9(1), 23-30.

Caffarella, R. S., & Zinn, L. F. (1999). Professional development for faculty: A conceptual framework of barriers and supports. Innovative Higher Education, 23(4), 241-254.

The Center for Universal Design. (1997). About UD. Raleigh: North Carolina State University. Retrieved July 16, 2009, from www.design.ncsu.edu/cud/about_ud/about_ud.htm

Claxton, C. S., & Ralston, Y. (1978). Learning styles: Their impact on teaching and administration. Washington, DC: American Association for Higher Education.

Coker, C. A. (1996). Accommodating students' learning styles in physical education. Journal of Physical Education, Recreation, and Dance, 67(9), 66-68.

Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., et al. (1997). The principles of universal design. Raleigh: North Carolina State University, Center for Universal Design. Retrieved August 7, 2009, from www.design.ncsu.edu/cud/about_ud/udprincipleshtmlformat.html

Conti, G. J. (1998). Identifying your teaching style. In M. W. Galbraith (Ed.), Adult learning methods: A guide for effective instruction (pp. 73-77). Malabar, FL: Kreiger Publishing Company.

Cranton, P. (1996). Professional development as transformative learning: New perspectives for teachers of adults. San Francisco: Jossey-Bass publishers.

Dunn, R. S., & Griggs, S. A. (2000). Practical approaches to using learning styles in higher education. Westport, CT: Greenwood publishing group.

Durre, I., Richardson, M., Smith, C., Shulman, J. A., & Steele, S. (2008). Universal design of instruction: Reflections of students. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice (pp. 83-96). Cambridge, MA: Harvard Education Press.

Englert, C. S., & Tarrant, K. L. (1995). Creating collaborative cultures for educational change. Remedial and Special Education, 16(6), 325-336.

Erickson, W., & Lee, C. (2008). 2007 disability status report: The United States. Ithaca, NY: Cornell University Rehabilitation Research and Training Center on Disability Demographics and Statistics.

Felder, R. M. (1996). Matters of style. ASSE Prism, 6(4), 18-23. Retrieved August 7, 2009, from www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-Prism.htm

Fichten, C. S. (1995). Paradigms, partnerships, and the next generation of movers and shakers: College students with disabilities. Canadian Journal of Rehabilitation, 9(1), 3-16.

Fichten, C. S., Amsel, R., Bourdon, C. V., & Creti, L. (1988). Interactions between college students with physical disabilities and their professors. Journal of Applied Rehabilitation Counseling, 19(1), 13-20.

Finn, D. E., Getzel, E. E., Asselin, S. B., & Reilly, V. (2008). Implementing universal design: Collaborations across campus. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice (pp. 267-277). Cambridge, MA: Harvard Education Press.

Fonosch, G. G., & Schwab, L. O. (1981). Attitudes of selected university faculty members toward disabled students. Journal of College Student Personnel, 22(3), 229-235.

Frank, D., & Rocks, W. (1996). Exploiting instability: A model for managing organizational change. Paper presented at the 5th Annual International Conference of the National Community College Chair Academy. Phoenix, AZ. (ERIC Document Reproduction Service No. ED394564).

Frank, K., & Wade, P. (1993). Disabled student services in postsecondary education: Who's responsible for what? Journal of College Student Development, 34(1), 26-30.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.

Gilson, S. F. (1996). Students with disabilities: An increasing voice and presence on college campuses. Journal of Vocational Rehabilitation, 6(3), 263-272.

Goad, T. (1997). The first-time trainer: A step-by-step quick guide for managers, supervisors, and new training professionals. New York: Amacon.

Guy, T. C., Reiff, J. C., & Oliver, J. P. (1998). Infusing multicultural education: A process of creating organizational change at the college level. Innovative Higher Education, 22(4), 271-290.

Hannah, M. E., & Pliner, S. (1983). Teacher attitudes toward handicapped children: A review and synthesis. School Psychology Review, 12(1), 12-25.

Harris, Z. M., & Kayes, P. (1995). Multicultural and international challenges to the community college: A model for college-wide proactive response. Paper presented at Annual Convention of the American Association of Community Colleges. Minneapolis, MN. (ERIC Document Reproduction Service No. ED387173).

Heimlich, J. E., & Norland, E. (1994). Developing teaching styles in adult education. San Francisco: Jossey-Bass.

Henderson, C. (2001). College freshmen with disabilities: A biennial statistical profile. Washington, DC: American Council on Education.

Heyward, S. (1998). Disability and higher education: Guidance for Section 504 and ADA compliance. Horsham, PA: LRP Publications.

Higbee, J. L. (2008). The faculty perspective: Implementation of universal design in a first-year classroom. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice (pp. 61-72). Cambridge, MA: Harvard Education Press.

Hill, J. L. (1996). Speaking out: Perceptions of students with disabilities regarding adequacy of services and willingness of faculty to make accommodations. Journal of Postsecondary Education and Disability, 12(1), 22-43.

Hord, S. M. (1986). A synthesis of research on organizational collaboration. Educational Leadership, 43(5), 22-26.

Horn, L., & Berktold, J. (1999). Students with disabilities in postsecondary education: A profile of preparation, participation, and outcomes. Education Statistics Quarterly, 1(3), 59-64.

Houck, C. K., Asselin, S. B., Troutman, G. C., & Arrington, J. M. (1992). Students with learning disabilities in the university environment: A study of faculty and student perceptions. Journal of Learning Disabilities, 25(10), 678-684.

Individuals with Disabilities Education Improvement Act of 2004. 20 U.S.C. ¤ 1400 et seq.

Jenner, C. (2008). A change process for creating a universally designed campus. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice (pp. 255-265). Cambridge, MA: Harvard Education Press.

Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). New York: Cambridge Books.

Kozeracki, C. (1998). Managing organizational change in the community college. (Report No. JC980463). Los Angeles, CA. ERIC Clearinghouse for Community Colleges. (ERIC Document Reproduction Service No. ED424884).

Kuveke, S. H. (1996). Effecting instructional change: A collaborative approach. (Clearinghouse No. CS012366). New Jersey. (ERIC Documentation Reproduction Service No. ED392029).

Latham, P. H. (1995). Legal issues pertaining to the postsecondary student with ADD. Journal of Postsecondary Education and Disability, 11(2-3), 53-61.

LD Online (n.d.). Questions & answers about learning disabilities. Retrieved August 7, 2009, from www.ldonline.org/questions/aboutld

Lee, V. S. (1999). Creating a blueprint for the constructivist classroom. National Teaching and Learning Forum, 8(4). Retrieved August 7, 2009, from onlinelibrary.wiley.com/doi/10.1002/ntlf.10046/epdf

Levin, J. S. (1998). Sense-making in the community college: The meanings of organizational change. (Report No. JC980173). Arizona. (ERIC Document Reproduction Service No. ED417777).

Levy, A., & Merry, U. (1986). Organizational transformation: Approaches, strategies, theories. New York: Praeger.

Leyser, Y. (1989). A survey of faculty attitudes and accommodations for students with disabilities. Journal of Postsecondary Education and Disability, 7(3-4), 97-108.

Leyser, Y., Vogel, S., Wyland, S., & Brulle, A. (1998). Faculty attitudes and practices regarding students with disabilities: Two decades after implementation of Section 504. Journal of Postsecondary Education and Disability, 13(3), 5-19.

McAlexander, P. J. (2003). Using principles of universal design in college composition courses. In J. Higbee (Ed.), Curriculum transformation and disability: Implementing universal design in higher education (pp. 105-114). Minneapolis: University of Minnesota, Center for Research on Developmental Education and Urban Literacy.

McCusker, C. E. (1995). The Americans with Disabilities Act: Its potential for expanding the scope of reasonable academic accommodations. Journal of College and University Law, 21(4), 619-641.

McGuire, J. M., Scott, S. S., & Shaw, S. F. (2003). Universal design for instruction: The paradigm, its principles, and products for enhancing instructional access. Journal of Postsecondary Education and Disability, 17(1), 11-21.

McLagan, P. A. (1978). Helping others learn: Designing programs for adults. Reading, MA: Addison-Wesley.

Mezirow, J. (1981). A critical theory of adult learning and education. In M. Tight (Ed.), Education for Adults: Vol. 1. Adult Learning and Education (pp. 124-138). Beckenham, Kent: Croom Helm.

Millis, B. J., & Cottell, P. G. (1998). Cooperative learning for higher education faculty. Phoenix, AZ: Oryx Press.

Mino, J. (2004). Planning for inclusion: Using universal instructional design to create a learner-centered community college classroom. Equity & Excellence in Education, 37(2), 154-160.

Mitchell, R. E., Young, T. A., Bachelda, B., & Karchmer, M. A. (2006). How many people use ASL in the United States? Why estimates need updating. Sign Language Studies, 6(3), 306-335.

National Center for the Study of Postsecondary Educational Supports (NCSPES). (2000). National survey of educational support provision to students with disabilities in postsecondary education settings. A Technical Report. Honolulu, HI: University of Hawaii.

National Council on Disability. (2000). Federal policy barriers to assistive technology. Washington, DC: National Council on Disability.

National Federation of the Blind. (2009). The Braille literacy crisis in America: Facing the truth, reversing the trend, empowering the blind. Baltimore, MD: Author.

Nelson, J. R., Dodd, J. M., & Smith, D. J. (1990). Faculty willingness to accommodate students with learning disabilities: A comparison among academic divisions. Journal of Learning Disabilities, 23(3), 185-189.

Ness, J. E. (1995). The paraprofessional: An introduction. Module One-Facilitator's Edition [and] Student's Edition. Strategies for paraprofessionals who support individuals with disabilities series. Minneapolis: University of Minnesota, The Institute on Community Integration.

Norman, K., Caseau, D., & Stefanich, G. P. (1998). Teaching students with disabilities in inclusive science classrooms: Survey results. Science-Education, 82(2), 127-146.

O'Banion, T. (Ed.). (1997). A learning college for the 21st century. Phoenix, AZ: Onyx Press.

Oliver, M., & Barnes, C. (1998). Disabled people and social policy: From exclusion to inclusion. London: Longman.

Ouellett, M. L. (2004). Faculty development and universal instructional design. Equity & Excellence in Education, 37(2), 135-144.

Patrick, D. L. (correspondence to Senator Tom Harkin, September 9, 1996). Retrieved August 7, 2009, from www.usdoj.gov/crt/foia/cltr204.txt

Phelps, L., A., & Hanley-Maxwell, C. (1997). School-to-work transitions for youth with disabilities: A review of outcomes and practices. Review of Educational Research, 67(2), 197-226.

Pilling-Cormick, J. (1997). Transformative self-directed learning in practice. New Directions For Adult and Continuing Education, 74, 69-77.

Price Waterhouse Change Integration Team. (1995). Better change: Best practices for transforming your organization. Burr Ridge, IL: Irwin.

Reis, S. M., Neu T. W., & McGuire, J. M. (1997). Case studies of high-ability students with learning disabilities who have achieved. Exceptional Children, 63(4), 463-480.

Rend—n, L. I., & Hope, R. O. (1996). Educating a new majority: Transforming America's educational system for diversity. San Francisco, CA: Jossey-Bass.

Reskin, B. F., & Roos, P. A. (1990). Job queues, gender queues: Explaining women's inroads into male occupations. Philadelphia, PA: Temple University Press.

Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2008). Universal design for learning in postsecondary education: Reflections on principles and their application. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice (pp. 45-59). Cambridge, MA: Harvard Education Press.

Rose. D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Roth, V., Cracolice, M. S., Goldstein, E., & Snyder, V. (2001). Workshop leader training. In D. K. Gosser, M. S. Cracolice, J. A. Kampmeire, V. Roth, V. S. Strozak, & P. Varma-Nelson (Eds.), Peer-led team learning: A guidebook. Upper Saddle River, NJ: Prentice Hall.

Schön, D. (1987). Educating the reflective practitioner toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.

Scott, S. S., & McGuire, J. M. (2008). A case study approach to promote practical application of universal design for instruction. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice (pp. 135-143). Cambridge, MA: Harvard Education Press.

Section 504 of the Rehabilitation Act of 1973, as amended. 29 U.S.C. ¤ 794.

Shapiro, J. P. (1993). No pity: People with disabilities forging a new civil rights movement. New York: Times Books.

Silver, P., Bourke, A., & Strehorn, K. C. (1998). Universal instructional design in higher education: An approach for inclusion. Equity & Excellence in Education, 31(2), 47-51.

Smith, D. G. (1989). The challenge of diversity: Involvement or alienation in the academy? (Report No. HE023153). Washington, DC: ASHE-ERIC Higher Education Reports, George Washington University. (ERIC Document Reproduction Service No. ED317145).

Souma, A.,& Casey, D. (2008). The benefits of universal design for students with psychiatric disabilities. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice (pp. 97-104). Cambridge, MA: Harvard Education Press.

Stodden, R. A. (1998). School-to-work transition: Overview of disability legislation. In F. Rusch & J. Chadsey (Eds.), Beyond high school: Transition from school to work (pp. 60-75). Belmont, CA: Wadsworth Publishing.

Stodden, R. A., & Dowrick, P. W. (2000). Postsecondary education and employment of adults with disabilities. American Rehabilitation, 25(3), 19-23.

Svinicki, M. D. (1996). When teachers become learners. National Teaching and Learning Forum, 5(3). Retrieved August 7, 2009, from onlinelibrary.wiley.com/doi/10.1002/ntlf.10027/epdf

Svinicki, M. D., & Dixon, N. M. (1987). The Kolb model modified for classroom activities. College Teaching, 35(4), 141-146.

Tennant, M. (1995). Establishing an adult teacher learner relationship. In M. Tennant & P. Pogson (Eds.), Learning and change in the adult years: A developmental perspective (pp. 171-190). San Francisco: Jossey-Bass.

Thomas, A. M. (1991). Beyond education: A new perspective on society's management of learning. San Francisco: Jossey-Bass.

Thurlow, M. L., Johnstone, C. J., & Ketterlin-Geller, L. R. (2008). Universal design of assessment. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice (pp. 73-81). Cambridge, MA: Harvard Education Press.

Townsend, B. K., & Twombly, S. B. (1998). A feminist critique of organizational change in the community college. New Directions For Community Colleges, 26(102), 77-85.

Travis, J. (1995). Community cores: The future for the community college campus. Roundtable presentation delivered at the 75th Annual Convention of the American Association of Community Colleges. (Clearinghouse No. JC960002). Minneapolis, MN. (ERIC Document Reproduction Service No. ED389357).

Trupin, L., Sebesta, D. S., Yelin, E., & LaPlante, M. P. (1997). Trends in labor force participation among persons with disabilities, 1993-1994. Washington DC: United States Department of Education, National Institute on Disability and Rehabilitation Research.

U.S. Department of Education, National Center for Education Statistics. (2006a). Current postsecondary education and employment status, wages earned, and living arrangements of special education students out of secondary school up to 4 years, by type of disability: 2005.

U.S. Department of Education, National Center for Education Statistics. (2006b). Profile of undergraduates in U.S. postsecondary education institutions: 2003-04 (NCES 2006-184).

University of Illinois at Urbana-Champaign Office, Division of Instructional Development. (1998). Handbook for teaching assistants at the University of Illinois at Urbana-Champaign. Retrieved February 10, 2003, from www.oir.uiuc.edu/Did/docs/handbook.pdf

Vogel, S. A., Leyser, Y., Burgstahler, S., Sligar, S., & Zecker, S. (2006). Faculty knowledge and practices regarding students with disabilities in three contrasting institutions of higher education. Journal of Postsecondary Education and Disability, 18(2), 109-123.

Vogel, S. A., Leyser, Y., Wyland, S., & Brulle, A. (1999). Students with learning disabilities in higher education: Faculty attitudes and practices. Learning Disabilities Research and Practice, 14(3), 173-186.

Wilson, D. C. (1992). A strategy of change: Concepts and controversies in the management of change. New York: Routledge.

Wooldridge, B. (1995). Increasing the effectiveness of university/college instruction: Integrating the results of learning style research into course design and delivery. In R.R. Sims and S.J. Sims (Eds.), The importance of learning styles: Understanding the implications for learning, course design, and education. Westport, CT: Greenwood Press.

Yee, J. A., & Los Angeles ERIC Clearinghouse for Community Colleges. (1998) Forces motivating institutional reform. (Report No. EDOJC9809). Los Angeles, CA: ERIC Clearinghouse for Community Colleges. (ERIC Document Reproduction Service No. ED421179).

Yelin, E. H., & Katz, P. P. (1994a). Labor force trends of persons with and without disabilities. Monthly Labor Review, 117(10), 36-42.

Yelin, E. H., & Katz, P. P. (1994b). Making work more central to work disability policy. Milbank Quarterly, 72(4), 593-619.

Yuker, H. E. (1994). Variables that influence attitudes toward people with disabilities. Journal of Social Behavior and Personality, 9(5), 3-22.

Zemsky, R., & Oedel, P. (1994). Challenge: To develop a clear picture of when and why employers and their employees invest in the acquisition of work-related skills. EQW Issues, 7.