The purpose of Mada innovation program is to encourage innovators to bring relevant innovative Arabic assistive technologies and accessibility products and services for Persons with disabilities and the elderly.

This document is a revised version of a document originally developed by the Chicago Office of the Office for Civil Rights (OCR) in the U.S. Department of Education (ED) to clarify the requirements of Section 504 of the Rehabilitation Act of 1973, as amended (Section 504) in the area of public elementary and secondary education. The primary purpose of these revisions is to incorporate information about the Americans with Disabilities Act Amendments Act of 2008 (Amendments Act), effective January 1, 2009, which amended the Americans with Disabilities Act of 1990 (ADA) and included a conforming amendment to the Rehabilitation Act of 1973 that affects the meaning of disability in Section 504. The Amendments Act broadens the interpretation of disability. The Amendments Act does not require ED to amend its Section 504 regulations. ED’s Section 504 regulations as currently written are valid and OCR is enforcing them consistent with the Amendments Act. In addition, OCR is currently evaluating the impact of the Amendments Act on OCR’s enforcement responsibilities under Section 504 and Title II of the ADA, including whether any changes in regulations, guidance, or other publications are appropriate. The revisions to this Frequently Asked Questions document do not address the effects, if any, on Section 504 and Title II of the amendments to the regulations implementing the Individuals with Disabilities Education Act (IDEA) that were published in the Federal Register at 73 Fed. Reg. 73006 (December 1, 2008).

This Module offers a description of related services and an overview of the benefits they provide to students with disabilities in the general education classroom. It highlights five commonly used related services (Physical Therapy, Occupational Therapy, Speech-Language Pathology Services, Social Work Services, and Psychological Services) and briefly highlights many of the other related services as identified through IDEA '04 (est. completion time: 1 hour).

This Module provides information for counselors and other education professionals to assist high school students with disabilities in the transition from the school environment to a post-school setting (est. completion time: 1.5 hours).

This Module is designed for school nurses. It provides an overview of school nurses' roles in serving all students in the school environment, in addition to addressing specific roles for working with students with disabilities. More specifically, it discusses participating in 504 plan and IEP meetings, advocating for students with healthcare needs, promoting their services and their roles as school nurses, collaborating with others, and establishing networks (est. completion time: 1.5 hours).

This Module defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with disabilities who are transitioning from high school (est. completion time: 2 hours).

This brochure is offered as a tool for science, technology, engineering and mathematics educators who are working with students with disabilities. Some activity descriptions are supplemented with case study examples addressing a particular disability.

This Module is designed for school personnel who may be collaborating with the school nurse during IEP meetings or during other occasions involving the health problems of students with disabilities (est. completion time: 1 hour).

This Module, first in a two-part series, outlines the instructional challenges frequently encountered by teachers in juvenile corrections settings. It discusses some of the ways to address these challenges, including key instructional and behavioral foundations and recommendations for working with students with disabilities (est. completion time: 2 hours).

This Module, second in a two-part series, addresses considerations and recommendations for transitioning youth from juvenile corrections facilities back to community, school, and workplace settings (est. completion time: 1.5 hours).

يسمح هذا المقرر للمتعلم بالتعرف على استخدام قاموس مدى لمصطلحات النفاذ الرقمي و التكنهولوجيا المساعدة
و على مجال النفاذية في تكنولوجيا المعلومات و الإتصالات

الاتفاقيات والقوانين والمعايير الدولية المتعلقة بإمكانية الوصول ونفاذية تكنولوجيا المعلومات والاتصالات ضمن الوحدة الثالثة المشهد القانوني للإعاقة وإمكانية النفاذ

يقدم هذا المقرر مدخلاً الى فهم أساسيات الإعاقة و تعريفها و يساعد المتعلم على تحديد النماذج النظرية الأساسية لللإعاقة و وصف خصائصها و تحديدي فئاتها و التركيبة السكانية ذات الصلة. كما يتيح للقارئ التعرف على الخصائص الرئيسية لللإعاقة و العؤائق المرتبطة بها.