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Americans With

disabilities Act
Saja Irbash
 The ADA became a law in 1990.
 People cannot discriminate against
individuals with disabilities.
 This is in all jobs, schools, transportation,
and places that are open to the public.
 Helps disabled people with there
Description everyday life.
of ADA  Makes American people more accessible
to the disabled.
 All information technology should be
accessible for disabled people.
 The ADA applies to people with
disabilities.
 The ADA have 5 titles.
 People cannot discriminate the disabled
under title two.
 people cannot discriminate the disabled in
Title 2 of public areas.

the ADA  Title 2 requires public places to make their


programs and services accessible for
disabled people.
The ADA covers people who have a
physical or mental health problem, people
with limits to one or more major activities.
1. Cerebral palsy
5 examples of
types of disabilities 2. Epilepsy
covered by ADA 3. Diabetes
and Title II.
4. Muscular dystrophy
5. Paralysis
 Assistive technology is very important for
special needs kids.
 Assistive technology cannot substitute any
physical, mental, or sensory problems.
Assistive
Technology  Can help acquire new knowledge and skills.
related to  Its used in school, work or gatherings.
students and  Help students organize and plan their
learning. schedule.
 Helps students understand school subjects
better.
 Steven hoking uses assistive technology for
speaking.
 Adding captioning is mostly used for deaf
and heard of hearing.
 Makes deaf and hard of hearing understand
Describe how the video.
captioning  YouTubes auto captions are not always
adds correct.
accessibility to  Adding your own captions helps them
YouTube understand better.
videos.
 Helps with comprehension for non English
speakers.
 Helps with noisy situations, if audio is poor.
 Adding “alt” images is helpful for people who are
legally blind.
 By adding “alt” images people can see the images
Describe what better.
an “alt” tag is  the text should describe the meaning of the image
and how it adds than its appearance.
accessibility to  The text on the image should be as short as
web pages and possible.
Microsoft Office
 If a image is decorative a discerption is a waste of
documents.
time.
 Helps Website users the nature or contents of an
image.
 Explains what an image is displaying to the blind.
 Blinking/flashing content should be avoided for
people who have seizures or at risk of seizures.
 Content that have blinking/flashing can trigger these
Describe why seizures.
 The flashing can trigger the part of the brain that
blinking/flashing controls seizures.
content in documents  Blinking/flashing should be avoided in public places.
should be avoided for  Disabled people cannot accesses the blinking/flashing
accessibility reasons content.

 Blinking/flashing should be avoided because its


dangers.
 “Read&Write” extension will read texts for
disabled people.
 Reads a definition of a word.
“Read&Write”
Chrome web  Reads articles used for a term paper.
browser extension,  let a person change the accent of the reader
and how it helps if not understandable.
students with
disabilities.  People can choose the speed to understand.
 Highlights specific words to read and
understand.
 Helps people with disabilities who cannot
read.
 “Sip-and-Puff” technology is used for
disabled people who cannot move there
Describe what hands.
 Use the “Sip-and-Puff” is like a mouse but
“Sip-and-Puff” with the mouth.
technology is and
how it helps  Controlled with lips up, right, left and
students with down.
disabilities.  Left click use “puff” right click use “Sip”.
 connects to any computer witch is useful.
 Used for surfing the web and games.
 CrxMouse helps disabled people use a
computer.
 The extension is designed to help
Describe what productivity by speeding up browsing.

the “CrxMouse”  Helpful for disabled people who use


Chrome web browser mouse buttons but have difficulty aiming
extension is and how it their cursor.
helps students with
disabilities.  used for different movements such as
closing tabs, scrolling, copying and
pasting texts.
 Disabled people can use this to create
different gestures that work for them.
Describe what  Made for people with dyslexia , dysgraphia and
other learning disabilities.
“Ghotit”  Made for people who struggle with reading.
technology is  Helps to read, and correct texts in applications.
and how it helps  Provides appropriate corrections for grammar,
students with punctuation mistakes.
disabilities.  Read your texts sentence for sentence.
 Can help people with English as a second
language.
 Can be used in school for special needs kids.
Disabled vs nondisabled employees
90

80

70

60

50

Chart 40

30

20

10

0
age 21-46
disabled people nondiaabled people
 https://www.dol.gov/general/topic/disabi
lity/ada
 https://adata.org/learn-about-ada
Hyperlinks  http://www.disabilityrightswi.org/wp-
content/uploads/2008/09/ada-title-2.PDF
 https://uca.edu/disability/faculty-
resources/captioning/