Caucus ADAPT article
Obama gets a D for disability rights
Floundering on who takes leadership role
Community Choice Act: pays to insitutionalize and pay for same level of care in people's homes
People from all over the nation: circa 500
Living in community is healthier
After arrest of 99, stair crawl
Potential alliance between SEIU, a home care union: desire for living wages for home care workers
Caucus: Stumps' Club
Multiple short videos/excerpts
Images largely focus on young females
A number of the videos center on the fitting of prostheses?
Attractive LHD:
what /why of the naming of video? Why/how videotaped
Narrative at the end: first person discussion
Sak female amputee at the beach:
Made no sense
Laura McClure
"You're given your leg"
Anne Quadamp female :
Footage of her in home
Horrible audio
What is the point of this channel?
Marissa Strock DBK
Female veteran
Horrible audio
News story--personal narrative
Positive views of medicine
Liane: a legless & armless amputee
Just shows the fitting of legs
Rehab of Pinter Timea
Dramatic/emo music in story
Non-US representation
Multiple short videos/excerpts
Images largely focus on young females
A number of the videos center on the fitting of prostheses?
Attractive LHD:
what /why of the naming of video? Why/how videotaped
Narrative at the end: first person discussion
Sak female amputee at the beach:
Made no sense
Laura McClure
"You're given your leg"
Anne Quadamp female :
Footage of her in home
Horrible audio
What is the point of this channel?
Marissa Strock DBK
Female veteran
Horrible audio
News story--personal narrative
Positive views of medicine
Liane: a legless & armless amputee
Just shows the fitting of legs
Rehab of Pinter Timea
Dramatic/emo music in story
Non-US representation
World Disability Day Rally II
Speaking in English
Signer is present--in what language is the signing
Frustration over no action
"A few more balloons, some banners?"
"Who are we trying to fool?"
"We are going to do what we can?"
Summoning/ appealing to others to come to Delhi from Jaipur, Bangalore, or wherever
"Take the trouble, take the ownership…"
"The time has come for the disabled people…the time has come to take ownership. We have got these tools…"
This is one of the most convincing and persuasive calls to activism I have seen in a number of years. Excellent rhetoric; powerful Ethos; concise presentation; solid vocabulary/diction.
Wants to ask all the political parties specific and critical questions and get answers with specific time frames.
Sunday, June 14, 2009
Caucus Handout
Zobel Caucus
Social Model of Disability
June 15, 2009
Related Course Readings: DSR Ch2. 14, 16, 18
General Questions/Topics from Readings:
How are disability activists representing themselves online in words and image?
How do the specific artifacts mirror or differ from the models we read about for this week?
What similarities or differences can be seen between first-world (USA) and second-world (India) disability activism?
Groups:
1: Kim, Jessica, Lora, gz
2: Diane, Debra, Christine, Sean
Before going forward or reading/viewing the materials, please:
Review all readings (obviously), but pay close attention to Charlton’s discussions of class. Please think about/brainstorm around ideas of class, class privilege, and how those privileges are expressed in the experience of the disabled and non-disabled. Then, please consider how these same privileges impact the disabled and poor in non-first world countries that have no government support for the disabled. Finally, rather than focus on the identity, remember Siebers’ emphasis on the body and reread the Wade quote he cites on 179.
Activity 1
Both Groups:
Tom Shakespeare, in Chapter 16 of DSR, presents the basic pros and cons of the social model of disability. In brief, the social model of disability is that disability is something that society and culture impose upon people who have physical impairments—this disability prevents people with impairments from fully participating in their culture and society (198).
Here is a heuristic from Shakespeare’s pros and cons (199-202):
Strengths Weaknesses
Politically Effective Neglect of the significance of impairment on people’s lives
Identifies social barriers to remove Assumes that disabled people are oppressed
Psychologically effective—improves self-esteem “crude distinction between impairment (medical) and disability (social)” (201)
Utopian ideal of barrier free society
How does the following representation match up with the strengths and weaknesses as put forth by Shakespeare?
Disability activists in DC this past April
http://www.adapt.org/freeourpeople/cca09/report04.htm
To Prepare for Class:
Review the Heuristic
Read the article
In Class:
There should be a little discussion of this during group work; however, activity is designed for an all-class discussion. After we discuss this as a group, it will lead into activity 2.
Activity 2
In Chapter 18 of DSR, James Charlton discusses class and hegemony. Near the end of his piece, he writes, “Television shows depicting the helpless and angry cripple as a counterpoint to a poignant story about love or redemeption… Most despicable are the telethons “for” crippled people, especially, poor, pathetic, crippled children. These telethons parade young children in front of the camera while celebrities like Jerry Lewis pander to people’s goodwill and pity to get their money. In the United States surveys have shown that more people form attitudes about disabilities from telethons than from any other source” (225).
Group 1: Kim, Jessica, Lora, gz (both groups, please read and view the video)
This is a link to a disability activists’ rallying call in India. http://www.youtube.com/watch?v=_ldg0Vkz5X8
When considering the benefits of class and privilege, it is vital to recognize that globalization and economic policies as well as activism have impacts around the globe. That is why I chose this video—how does it mirror modes of activism we have read about? What can we learn from the video? What does it mean that the activists are speaking in English?
Some additional questions to consider:
Where does this fit into the social model of disability and the activism we have read about?
How does the specific video or video channel your group is to review specifically challenge hegemony? Does it unintentionally reinforce hegemony?
What kind of consciousness or awareness of disability does it promote?
Group 2: Diane, Debra, Christine, Sean (both groups, please read and view the video)
Go to YouTube. Find user: stumpsclub.
Or, click this link: http://www.youtube.com/user/stumpsclub
Review two or three videos there. What is your response?
How is this person treating/representing disability?
What reifications of class and/or gender are represented?
How does the specific video or video channel your group is to review specifically challenge hegemony? Does it unintentionally refinforce hegemony?
What kind of consciousness or awareness of disability does it promote.
What, if any, connections are made to bodies and the pleasure or pain that bodies experience?
Do you regard this material empowering?
Social Model of Disability
June 15, 2009
Related Course Readings: DSR Ch2. 14, 16, 18
General Questions/Topics from Readings:
How are disability activists representing themselves online in words and image?
How do the specific artifacts mirror or differ from the models we read about for this week?
What similarities or differences can be seen between first-world (USA) and second-world (India) disability activism?
Groups:
1: Kim, Jessica, Lora, gz
2: Diane, Debra, Christine, Sean
Before going forward or reading/viewing the materials, please:
Review all readings (obviously), but pay close attention to Charlton’s discussions of class. Please think about/brainstorm around ideas of class, class privilege, and how those privileges are expressed in the experience of the disabled and non-disabled. Then, please consider how these same privileges impact the disabled and poor in non-first world countries that have no government support for the disabled. Finally, rather than focus on the identity, remember Siebers’ emphasis on the body and reread the Wade quote he cites on 179.
Activity 1
Both Groups:
Tom Shakespeare, in Chapter 16 of DSR, presents the basic pros and cons of the social model of disability. In brief, the social model of disability is that disability is something that society and culture impose upon people who have physical impairments—this disability prevents people with impairments from fully participating in their culture and society (198).
Here is a heuristic from Shakespeare’s pros and cons (199-202):
Strengths Weaknesses
Politically Effective Neglect of the significance of impairment on people’s lives
Identifies social barriers to remove Assumes that disabled people are oppressed
Psychologically effective—improves self-esteem “crude distinction between impairment (medical) and disability (social)” (201)
Utopian ideal of barrier free society
How does the following representation match up with the strengths and weaknesses as put forth by Shakespeare?
Disability activists in DC this past April
http://www.adapt.org/freeourpeople/cca09/report04.htm
To Prepare for Class:
Review the Heuristic
Read the article
In Class:
There should be a little discussion of this during group work; however, activity is designed for an all-class discussion. After we discuss this as a group, it will lead into activity 2.
Activity 2
In Chapter 18 of DSR, James Charlton discusses class and hegemony. Near the end of his piece, he writes, “Television shows depicting the helpless and angry cripple as a counterpoint to a poignant story about love or redemeption… Most despicable are the telethons “for” crippled people, especially, poor, pathetic, crippled children. These telethons parade young children in front of the camera while celebrities like Jerry Lewis pander to people’s goodwill and pity to get their money. In the United States surveys have shown that more people form attitudes about disabilities from telethons than from any other source” (225).
Group 1: Kim, Jessica, Lora, gz (both groups, please read and view the video)
This is a link to a disability activists’ rallying call in India. http://www.youtube.com/watch?v=_ldg0Vkz5X8
When considering the benefits of class and privilege, it is vital to recognize that globalization and economic policies as well as activism have impacts around the globe. That is why I chose this video—how does it mirror modes of activism we have read about? What can we learn from the video? What does it mean that the activists are speaking in English?
Some additional questions to consider:
Where does this fit into the social model of disability and the activism we have read about?
How does the specific video or video channel your group is to review specifically challenge hegemony? Does it unintentionally reinforce hegemony?
What kind of consciousness or awareness of disability does it promote?
Group 2: Diane, Debra, Christine, Sean (both groups, please read and view the video)
Go to YouTube. Find user: stumpsclub.
Or, click this link: http://www.youtube.com/user/stumpsclub
Review two or three videos there. What is your response?
How is this person treating/representing disability?
What reifications of class and/or gender are represented?
How does the specific video or video channel your group is to review specifically challenge hegemony? Does it unintentionally refinforce hegemony?
What kind of consciousness or awareness of disability does it promote.
What, if any, connections are made to bodies and the pleasure or pain that bodies experience?
Do you regard this material empowering?
Accessible Bodies, Usable Bodies
More Textual Free Flow
This past May, I went through usability. One of the nice parts about usability was that there were actual users who went through and tested the text, the website, etc. Since I'm reading the accessibility material, I keep seeing parallels between usability and accessibility, and I really don't think that the two strands can be easily separated. Just like I think the break between disability studies and accessibility is artificial. Seems like a huge statement, I know, and I can be stomped for saying it, but I do not believe any theory worth its salt can be parted from practice, and I don't believe that any real or meaningful practice is without theory.
Back to usable Bodies. I wonder if we cannot draw from the manufacturing and/or testing process which designs ramps, wheel chairs, and other gear for disabled folks to find out exactly what their heuristics and criteria are for disabled bodies. That would be interesting to examine in and of itself. I think that could potentially be very instructive, not just in terms of rhetorically analyzing the representation of bodies and the discourse around disabilities, but the actual representation and expectations--the limits and pass fail points--for the bodies.
What happens when we see how these things are described? What is a bodily failure? How much can or will the flesh be forced or compressed in order to fit in the tool that is supposed to enable the flesh? How much of the physical identity must be compromised in order to be capable?
Has anyone ever done readings/discourse about shit/piss bags? That's crude, but how many hundreds of thousands of people endure the use of them? How are they designed? Are they even intended to be usable? Or are they simply a form of device that is created to suit the needs of the medical providers so that their task is easier? I don't know, but bodily fluids/releases are a very basic function practiced by everyone, and thus, it seems, that it could be a base line measure for comparing other practices.
This emphasis/centering on the body--and the generation or analysis of usability tenets--fascinates me. Then again, I'm totally obsessed at the moment with theory.
What I'd really like to find out is just how much of the criteria can be shared between usability and accessibility and between texts and flesh. Where is the heart of those four circles in a Venn diagram? What do they all share?
This past May, I went through usability. One of the nice parts about usability was that there were actual users who went through and tested the text, the website, etc. Since I'm reading the accessibility material, I keep seeing parallels between usability and accessibility, and I really don't think that the two strands can be easily separated. Just like I think the break between disability studies and accessibility is artificial. Seems like a huge statement, I know, and I can be stomped for saying it, but I do not believe any theory worth its salt can be parted from practice, and I don't believe that any real or meaningful practice is without theory.
Back to usable Bodies. I wonder if we cannot draw from the manufacturing and/or testing process which designs ramps, wheel chairs, and other gear for disabled folks to find out exactly what their heuristics and criteria are for disabled bodies. That would be interesting to examine in and of itself. I think that could potentially be very instructive, not just in terms of rhetorically analyzing the representation of bodies and the discourse around disabilities, but the actual representation and expectations--the limits and pass fail points--for the bodies.
What happens when we see how these things are described? What is a bodily failure? How much can or will the flesh be forced or compressed in order to fit in the tool that is supposed to enable the flesh? How much of the physical identity must be compromised in order to be capable?
Has anyone ever done readings/discourse about shit/piss bags? That's crude, but how many hundreds of thousands of people endure the use of them? How are they designed? Are they even intended to be usable? Or are they simply a form of device that is created to suit the needs of the medical providers so that their task is easier? I don't know, but bodily fluids/releases are a very basic function practiced by everyone, and thus, it seems, that it could be a base line measure for comparing other practices.
This emphasis/centering on the body--and the generation or analysis of usability tenets--fascinates me. Then again, I'm totally obsessed at the moment with theory.
What I'd really like to find out is just how much of the criteria can be shared between usability and accessibility and between texts and flesh. Where is the heart of those four circles in a Venn diagram? What do they all share?
Saturday, June 13, 2009
Foucault & Open Source
Read Foucault today--first chunks of History of Sexuality. It is easier and more engaging than I thought, and it takes a different tone than I recalled. This will be way more fun than I remembered Foucault being.
Talked to Caleb Cypher, better said I learned from him, at Mosgo's about open source and complexity theory. Good stuff. Reloaded the Ubuntu 9.04 on my Eee I was so persuaded. I hope to upload the Open Solaris system on my laptop here in the next couple days. Some brilliant ideas and approaches to computing. I think I finally have a bit of a handle on the value of open source. Plus I saw how blazing fast linux is to the Windows OS on the Eee. Wow. That's all I can say.
I am really excited about what this can potentially mean, especially from what little I understand about the ZFS file management system. I barely got a grip today, but it sounds great. Plus, there's a lot for me to still learn about complexity theory and systems thinking. Solid stuff!
Talked to Caleb Cypher, better said I learned from him, at Mosgo's about open source and complexity theory. Good stuff. Reloaded the Ubuntu 9.04 on my Eee I was so persuaded. I hope to upload the Open Solaris system on my laptop here in the next couple days. Some brilliant ideas and approaches to computing. I think I finally have a bit of a handle on the value of open source. Plus I saw how blazing fast linux is to the Windows OS on the Eee. Wow. That's all I can say.
I am really excited about what this can potentially mean, especially from what little I understand about the ZFS file management system. I barely got a grip today, but it sounds great. Plus, there's a lot for me to still learn about complexity theory and systems thinking. Solid stuff!
Susan Sontag's Illness & Disability
I wanted to use Sontag in my Monday caucus, but there's not enough room/time. She reminded me of how much I love theory.
These are free-flow drafts to play with ideas and get a sense of the landscape.
Sontag, Susan Illness as Metaphor
1989 Anchor Books
3
"My point is not physical illness itself but the uses of illness as a figure or metaphor. My point is that illness is not a metaphor, and that the most truthful way of regarding illness--and the healthiest way of being ill--is one most purified of, most resistant to, metaphoric thinking."
7
"The solution is hardly to stop telling cancer patients the truth, but to rectify the conception of the disease, to de-mythicize it."
I love this, and it seems like this is potential approach to handling and working with disA in a meaningful and healthy way to approach it. It also provides a way for non-disA folks to engage with the content in potentially meaningful ways.
Engage and discuss it, and you take away the stigma from it. Look at ads for Erectile Dysfunction: who in the 1970s would have thought a Senator would or could run an ad for ED? And it happened in the 90s. Why not assume we can have the same approach , but in a useful way, towards disA where a frank discussion is designed to lower the stigma and emotional gutting which terms like this often cause?
AIDS and Its Metaphors
1989 Anchor Books
100
"Twelve years ago, when I became a cancer patient, what particularly enraged me--and distracted me from my own terror and despair at my doctors' gloomy prognosis--was seeing how much the very reputation of this illness added to the suffering of those who have it."
How much of this do we see in disability? This mirrors much of the discussion about self-image disempowerment, etc. [I don't have my DSR or my notes with me, else I'd name drop] that we've read about. The very reputation of disability, the very power of the word changes how we deal with people.
Similar with passing--for disability or queerness, and now for health. We can't let people know that we're sick. We do not even want to name it. If we do, then we summon up all the power that is associated with it.
Perhaps this is one of the reasons why people are constantly changing names for disorders, diseases, and social problems--they are constantly trying to shift, to dodge, to avoid the stigma and associations that are connected to a specific word or intention.
119
"From the beginning the construction of the illness had depended upon on notions that separated one group of people from another--the sick from the well, people with ARc from people with AIdS, them and us--while implying the imminent dissolution of these distinctions."
Again, substitute in disability for illness, and how much difference is there? The domination of medicalization is incredible.
133
"The most feared diseases, those that are not simply fatal but transform the body into something alienating, like leprosy and syphilis and cholera and (in the imagination of many) cancer, are the ones that seem particularly susceptible to promotion to "plague.""
I wonder if we could take this short text and then explore how people react with they see disabled folks in chairs, having seizures, or with bodies that act outside of their control. As one of the DSR readings quoted an author, these are not just issues of interpretation or perception, these are very real physical things that happen to bodies--and it is is not deniable. And it impacts the disabled significantly, not just in social ways, emotions, or humiliation, or enduring paternalism. Instead, there is the very real experience of a convulsion, lost limb, or what have you.
How much of our disabling of those with impairments is rejection of the potential that such things could happen to us--our bodies could rebel, act autonomously, and force us to rely on caregivers in order to take care of basic needs?
These are free-flow drafts to play with ideas and get a sense of the landscape.
Sontag, Susan Illness as Metaphor
1989 Anchor Books
3
"My point is not physical illness itself but the uses of illness as a figure or metaphor. My point is that illness is not a metaphor, and that the most truthful way of regarding illness--and the healthiest way of being ill--is one most purified of, most resistant to, metaphoric thinking."
7
"The solution is hardly to stop telling cancer patients the truth, but to rectify the conception of the disease, to de-mythicize it."
I love this, and it seems like this is potential approach to handling and working with disA in a meaningful and healthy way to approach it. It also provides a way for non-disA folks to engage with the content in potentially meaningful ways.
Engage and discuss it, and you take away the stigma from it. Look at ads for Erectile Dysfunction: who in the 1970s would have thought a Senator would or could run an ad for ED? And it happened in the 90s. Why not assume we can have the same approach , but in a useful way, towards disA where a frank discussion is designed to lower the stigma and emotional gutting which terms like this often cause?
AIDS and Its Metaphors
1989 Anchor Books
100
"Twelve years ago, when I became a cancer patient, what particularly enraged me--and distracted me from my own terror and despair at my doctors' gloomy prognosis--was seeing how much the very reputation of this illness added to the suffering of those who have it."
How much of this do we see in disability? This mirrors much of the discussion about self-image disempowerment, etc. [I don't have my DSR or my notes with me, else I'd name drop] that we've read about. The very reputation of disability, the very power of the word changes how we deal with people.
Similar with passing--for disability or queerness, and now for health. We can't let people know that we're sick. We do not even want to name it. If we do, then we summon up all the power that is associated with it.
Perhaps this is one of the reasons why people are constantly changing names for disorders, diseases, and social problems--they are constantly trying to shift, to dodge, to avoid the stigma and associations that are connected to a specific word or intention.
119
"From the beginning the construction of the illness had depended upon on notions that separated one group of people from another--the sick from the well, people with ARc from people with AIdS, them and us--while implying the imminent dissolution of these distinctions."
Again, substitute in disability for illness, and how much difference is there? The domination of medicalization is incredible.
133
"The most feared diseases, those that are not simply fatal but transform the body into something alienating, like leprosy and syphilis and cholera and (in the imagination of many) cancer, are the ones that seem particularly susceptible to promotion to "plague.""
I wonder if we could take this short text and then explore how people react with they see disabled folks in chairs, having seizures, or with bodies that act outside of their control. As one of the DSR readings quoted an author, these are not just issues of interpretation or perception, these are very real physical things that happen to bodies--and it is is not deniable. And it impacts the disabled significantly, not just in social ways, emotions, or humiliation, or enduring paternalism. Instead, there is the very real experience of a convulsion, lost limb, or what have you.
How much of our disabling of those with impairments is rejection of the potential that such things could happen to us--our bodies could rebel, act autonomously, and force us to rely on caregivers in order to take care of basic needs?
Friday, June 12, 2009
Accessibility Project Brainstorming
My brain is rushing again. After a few days with the parents, which were good, I've been thinking about accessibility and physical training, but I've not been able to write or get much done. Forty-five minutes here and thirty minutes there. Anyhow, it's been nice having some time to write and think.
I am a bit frustrated because my searches for closed captioning are turning up squat at Google. I'm sure this is my lack of proper or specific terms. I am attempting to find specific details about the populations which use closed captioning. I also want to know what percentage of sports and physical training videos offer closed captioning. Finally, I am attempting to locate coaches and trainers who train athletes and clients via video over the web. All of this is information for the grist mill which is my brain.
I'm still looking for that information.
In the mean time, here's a rough idea for a final project: create a video appeal to commercial producers of physical and sports training videos--especially those who use YouTube, etc., to post samples of their training videos as sales comeons--to present their material in accessible formats. The video should be a concise, clean, and clear positioning of the arguments for closed captioning--and it should be tightly constructed. The rest of the final project would be a discussion of the rhetorical tools used in the video, how I appealed to what for the specific audience (ethos, etc.), and then why and how I constructed the accessibility of the video. The video would obviously be closed captioned and have an attached script. If there was time and motivation, perhaps even include the extended notes? We'll see.
But first, I need some numbers and data, and I cannot seem to find them. Searching sloppy style, I guess. Need to improve that.
The theoretical backing for this has several bases. First, the very nature of practice in much of Disability Studies is that academic research and discussion is a form of activism--while arguable, it is a potential position. By referring to self in the process as non-disabled, that would center the disabled instead of the "able" bodied. Third, I can position the call for the material not just to benefit people with disabilities, but that it benefits numerous users, and I can cite common YouTube and other social video sharing problems (bad volume, lack of clarity, etc.). I think one of the key points is to indicate that this is a largely untapped market with already huge sales--if 15% of the population is disabled, how much of a market is not being tapped?
How do I even locate the total sales of physical training videos, information products, or web based materials? I'm not used to researching businesses, so I'm not quite sure how to approach that angle.
Here's a side note: if we're so interested in shutting down sports, art, music, and "electives" in school, why doesn't the public at least demand that school districts or the federal government provide a specific amount of web-based education for children. This way, parents could attempt to expose their children to this kind of education at home or at libraries, and then the children would at least receive some exposure. I am not suggesting that distance or web based training can fully replace the in-person educational experience, but it would at least provide some form of public education for children. And if this project is currently underway, then what is needed to publicize or increase the interactive nature or appeal of educational web material for children?
I think even has potential for the US Gov't, or state gov't, to sponsor state and/or national fitness by providing very simple, clear, and safe exercises on a regular basis to the public through official sites.
I am a bit frustrated because my searches for closed captioning are turning up squat at Google. I'm sure this is my lack of proper or specific terms. I am attempting to find specific details about the populations which use closed captioning. I also want to know what percentage of sports and physical training videos offer closed captioning. Finally, I am attempting to locate coaches and trainers who train athletes and clients via video over the web. All of this is information for the grist mill which is my brain.
I'm still looking for that information.
In the mean time, here's a rough idea for a final project: create a video appeal to commercial producers of physical and sports training videos--especially those who use YouTube, etc., to post samples of their training videos as sales comeons--to present their material in accessible formats. The video should be a concise, clean, and clear positioning of the arguments for closed captioning--and it should be tightly constructed. The rest of the final project would be a discussion of the rhetorical tools used in the video, how I appealed to what for the specific audience (ethos, etc.), and then why and how I constructed the accessibility of the video. The video would obviously be closed captioned and have an attached script. If there was time and motivation, perhaps even include the extended notes? We'll see.
But first, I need some numbers and data, and I cannot seem to find them. Searching sloppy style, I guess. Need to improve that.
The theoretical backing for this has several bases. First, the very nature of practice in much of Disability Studies is that academic research and discussion is a form of activism--while arguable, it is a potential position. By referring to self in the process as non-disabled, that would center the disabled instead of the "able" bodied. Third, I can position the call for the material not just to benefit people with disabilities, but that it benefits numerous users, and I can cite common YouTube and other social video sharing problems (bad volume, lack of clarity, etc.). I think one of the key points is to indicate that this is a largely untapped market with already huge sales--if 15% of the population is disabled, how much of a market is not being tapped?
How do I even locate the total sales of physical training videos, information products, or web based materials? I'm not used to researching businesses, so I'm not quite sure how to approach that angle.
Here's a side note: if we're so interested in shutting down sports, art, music, and "electives" in school, why doesn't the public at least demand that school districts or the federal government provide a specific amount of web-based education for children. This way, parents could attempt to expose their children to this kind of education at home or at libraries, and then the children would at least receive some exposure. I am not suggesting that distance or web based training can fully replace the in-person educational experience, but it would at least provide some form of public education for children. And if this project is currently underway, then what is needed to publicize or increase the interactive nature or appeal of educational web material for children?
I think even has potential for the US Gov't, or state gov't, to sponsor state and/or national fitness by providing very simple, clear, and safe exercises on a regular basis to the public through official sites.
Sunday, June 7, 2009
Jonah Syndrome @ YouTube: Part 2
More accessibility related videos at YouTube without captions.
Yet again, Google Tech Talks. This looks like a great solution, but there's not captioning...
Great Video of User with Easy You Tube--No Captions
Thunder Screen Reader: Interesting Project, No Captions
Experience JAWS, No Captions
It seems ironic or depressing that the screen readers, which are for the blind, do not incorporate accessibility for people with hearing disabilities. I am not sure what that means.
Video about a network marketer & how she uses a screen reader; still, no captions
Text Resizing, No Captions
Google's Eye-Free Android Presentation, No Captions (from June 2)
Yet again, Google Tech Talks. This looks like a great solution, but there's not captioning...
Great Video of User with Easy You Tube--No Captions
Thunder Screen Reader: Interesting Project, No Captions
Experience JAWS, No Captions
It seems ironic or depressing that the screen readers, which are for the blind, do not incorporate accessibility for people with hearing disabilities. I am not sure what that means.
Video about a network marketer & how she uses a screen reader; still, no captions
Text Resizing, No Captions
Google's Eye-Free Android Presentation, No Captions (from June 2)
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