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Original paper can be found at : http://portal.acm.org/ Copyright ACM [Full text of this article is not available in the UHRA]This paper describes a series of studies involving a haptic device which can display virtual textures and 3-D objects. The device has potential for simulating real world objects and assisting in the navigation of virtual environments. Three experiments investigated: (a) whether previous results from experiments using real textures could be replicated using virtual textures; (b) whether participants perceived virtual objects to have the intended size and angle; and (c) whether simulated real objects could be recognised. In all the experiments differences in perception by blind and sighted people were also explored. The results have implications for the future design of VEs in that it cannot be assumed that virtual textures and objects will feel to the user as the designer intends. However, they do show that a haptic interface has considerable potential for blind computer users

The focus of this paper is the design of technology products and services for disabled students in higher education. It analyses the perspectives of disabled students studying in the US, the UK, Germany, Israel and Canada, regarding their experiences of using technologies to support their learning. The students shared how the functionality of the technologies supported them to study and enabled them to achieve their academic potential. Despite these positive outcomes, the students also reported difficulties associated with: i) the design of the technologies, ii) a lack of technology know-how and iii) a lack of social capital. When identifying potential solutions to these difficulties the disabled students imagined both preferable and possible futures where faculty, higher education institutions, researchers and technology companies are challenged to push the boundaries of their current design practices.

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This chapter provides context for the issues discussed throughout the book to justify why the issue of students with disabilities using technology to support their studies in higher education continues to be both important and problematic. To do this, the chapter: (1) reviews current statistics regarding enrollment and success of students with disabilities in higher education; (2) examines the role and prevailing use of